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3- 5 Interventionists Training Session 3. November 19, 2013 Range Line Conference Room 1:00-4:00. Today’s Learning Targets. We are learning to … Understand the process for small group intervention in mathematics - PowerPoint PPT Presentation
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3-5 Interventionists Training Session 3
November 19, 2013Range Line Conference Room
1:00-4:00
Today’s Learning Targets
We are learning to …• Understand the process for small group intervention in
mathematics• Understand the meaning and importance of “explicit
and systematic instruction.”
We will be successful when we can…• Verbalize the steps of the intervention process for
mathematics• Identify what “systematic and explicit instruction” looks
like and sounds like during small group intervention.
Getting Started with Your Intervention Group
Reviewing the Process
1. Review MAP scores (Grades 1-2)2. Identify any students in the 1%-30% OR
students of concern as identified during PLC.3. Locate MAP score on NWEA RIT ALIGNMENT 4. Administer CPA Diagnostic Assessment for that
Grade Level5. Plan intervention activities6. Administer intervention – recording on Tier 2
Student Recording Sheet7. Progress Monitor after 3 weeks using easyCBM.
Diagnostic Assessments & Resources
MTSD Intervention Resources
http://www.mtsd.k12.wi.us/departments/rtiresources.cfm
Tier 2 Student Intervention Plan
Record SheetPurpose:• Planning• Recording activities• Recording attendance• Communication
***This is a word document so change to meet your needs.
A structure for instruction
Symbols
Give a context: tell a story
Explain orally and/or in writing
Make a picture
Use concrete models:manipulatives
A Research Based Approach to Intervention
IES Practice Guide: Assisting Students Struggling with Mathematics: Response to
Intervention for Elementary and Middle School Students
• US Department of Education• Research-based education practices
Committee Chair: Russell Gersten
Published by:What Works Clearinghouse (April 2009)
Explicit and Systematic Instruction
Look back at your notes from our last meeting and gather 2 ideas to share regarding how you might explain “explicit and systematic instruction.”
Jot those ideas down on a notecard.
• Engaging tasks and clear problem-solving models (e.g., tape diagrams)
• Time for students to think • Teacher modeling followed by guided and
independent practice using carefully orchestrated examples and sequences of examples.
• Corrective feedback as needed• Opportunities for students to participate and hear
teachers thinking aloud• Concrete objects to understand abstract
representations and notation (CRA)
Explicit and Systematic Instruction
Nearest AnswerTen Minute Math, Dale Seymour Publications
29 + 52 ≈ 40 60 80100
5,982 – 978 ≈ 6,000 7,000 14,00015,000
59 × 11 ≈ 60 500600 6,000
≈
Nearest Answer
• What’s the mathematics targeted in this task?• How was the mathematics made explicit?• Move the task through the 5 modes of
representation.•In what ways do these translations from one representation to the next surface the mathematics?
•How might we make the connections between representations explicit?
A structure for explicit and systematic instruction
Symbols
Give a context: tell a story
Explain orally and/or in writing
Make a picture
Use concrete models:manipulatives
Your Turn!
• Work with a partner that is intervening around similar content as you.
• Select 2 Nearest Answer tasks to facilitate with a small group
• With your partner:– Identify the mathematics– Identify and practice “moves” you will use to make
the mathematics explicit
Reflect
• How will this knowledge help you be more explicit with your instruction?
• Where might you step in with explicit instruction?
Planning for Instruction
What is instructional supports are avaialble?
• MTSD RtI Math Resources• Howard County Math Wikis• Illustrative Mathematics
Illustrative Mathematics
http://www.illustrativemathematics.org/
easyCBM Progress Monitoring Tool
EasyCBM – Welcome Kurt Roeker
Login to easyCBM through our RtI Website