Math Workshop & Interventions

Math Workshop & Interventions

Focus on AchievementNovember 9, 2011

Where We Left Off Last Time

• Get comfortable with data• Identify students who need additional support– Start working with staff on how to meet those

needs– Match students with interventions– Scheduling—who, how, when

• Start progress monitoring

Goals for Today

• Math Interventions– Framework– Class-wide Interventions– Individual and Small Group Interventions

• Math Workshop• Common Core Overview—if time

Math InterventionsWhat Works Clearinghouse

• Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools

• April 2009• 8 recommendations– Assessment– Intervention materials– Intervention content

• You have a portion of the report (see inside cover for url for full report)

Reading Assignment

2Comanche

NiemanRising Star

Rosehill

3Broken Arrow

RushtonSunflower

4Bluejacket-Flint

BriarwoodOverland Park

5Mill CreekPawnee

Roesland

6Apache

CrestviewEast AntiochShawanoe

8Benninghoven

MarshMcAuliffe

Oak Park-Carpenter

3BelinderCorinthPrairie

Tomahawk

5Brookridge

Merriam ParkMoody

Santa Fe Trail

8Brookwood

DiemerHighlandsTrailwood

Westwood View

What Works Clearinghouse Recommendations

1. Screen all students to identify those at risk for potential mathematics difficulties and provide interventions to students identified as at risk.


2. Instructional materials for students receiving interventions should focus intensely on in-depth treatment of whole numbers in kindergarten through grade 5 and on rational numbers in grades 4 through 8. These materials should be selected by committee.


3. Instruction during the intervention should be explicit and systematic. This includes providing models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review.


4. Interventions should include instruction on solving word problems that is based on common underlying structures.


5. Intervention materials should include opportunities for students to work with visual representations of mathematical ideas and interventionists should be proficient in the use of visual representations of mathematical ideas.


6. Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic arithmetic facts.


7. Monitor the progress of students receiving supplemental instruction and other students who are at risk.


8. Include motivational strategies in tier 2 and tier 3 interventions.

Debbie’s Perspective

• Reading interventions tend to be programs• Math interventions tend to be strategies

School-wide Intervention Considerations

• Emphasize understanding rather than tricks• Develop consistency in academic expectations• Develop consistency in use of vocabulary,

mnemonics, and graphics organizers

Class-wide Intervention Considerations• At least 50% (approximately) of class

demonstrates need• Start with Strategies, not necessarily Programs• Consider tweaking core

Possible Class-wide Intervention Strategies

Concern Area Sample Class-wide StrategyComputation Change approach to MAPS+ (Super Six and Power Drill)

Counting, accurate but slow

Work on pace (marching, metronome, etc.)

Concepts & Applications, reading concern

What reading strategies can you build into math instruction?

Word Problems Use MAPS process for all word problems, not just Super Six #3

Number Concepts (quantity discrimination, odd/even, place value, etc.)

Work in informal practice as often as possible•Compare number of boys in class today to girls.•Is this page number even or odd?•How many tens are in the page number? How many ones?•What does the page number look like in base ten blocks?•What does the page number look like in coins?

Note: This is not an exhaustive list; just a starting point

Individual Intervention Strategies to Consider

• Increased or sustained use of manipulatives• Step books or other graphic organizers• Support a deficit to prevent another gap– Example—If student struggles with multiplication

facts, provide multiplication table while learning division to prevent creating a division gap

Intervention Programs & Materials

enVision Differentiated CentersGrades K - 5

NC-Number Concepts

All-inclusive, each lesson in the core textbook has corresponding differentiated center activities

F-Fact Fluency

C-Computation

PS-Problem Solving (Routine Word Problems)

A-Algebraic Concepts

G-Geometry

D-Data Analysis

enVision Differentiated CentersStructure

• Levels:– Support:

• Intervention Center• Adult-supported Center

– Practice: Center– Enrich: Center

• Appropriate for:– Workshop: yes– Supplemental: yes

• 10-20+ minutes• Can be used daily• Recommend that

teachers select the best from each topic to use repeatedly rather than using them all

enVision Differentiated CentersMaterials

• Teacher Resources– Intervention Center

• Instructions printed in enVision TE– and game cards

• Pictured in TE• Cards printed in spirals• Blacklines in enVision topic pouch and on website

• Student Resources– Intervention Centers

• Some require manipulatives– and

• Game cards • Manipulative sets

enVision Differentiated CentersStumbling Blocks

• Teachers forget about the Intervention Center• Classroom management• Assumes ability to work independently• Practice = Worksheet/Homework Philosophy• Accountability and Accuracy

enVision Diagnosis & InterventionGrades K - 6 (Box 1—K-3; Box 2—4-6)

NC-Number Concepts

All-inclusive, box separated into booklets by content area

Can be used to fill skill gaps, reinforce core content, or remediate

F-Fact Fluency

C-Computation



G-Geometry

D-Data Analysis

enVision Diagnosis & InterventionStructure

• Levels:– Support: Yes– Practice: Maybe– Enrich: Maybe

• Appropriate for:– Workshop: yes– Supplemental Pull-out:

yes

• 15-25 minutes• Booklets by content area• Sequenced by skill

progression• Prescriptive

– Review What You Know– Chapter review/ assessment– Lesson correlation– Diagnostic test

• Manipulatives can be used, even if not specifically mentioned

enVision Diagnosis & Intervention Materials

• Teacher Resources– K-3 box or 4-6 box– All materials on website, also– Teacher’s Guide has book correlations and data recording

sheets– Diagnostic Test book– Content area booklets

• Lesson plan pages in front half of booklet• Blackline masters in back half of booklet

• Student Resources– Copy of worksheet– Some require manipulatives and other materials

enVision Diagnosis & InterventionStumbling Blocks

• Limited number of lessons per skill• Coordination of use of lessons between

classroom teacher, resource staff, title staff, etc.

• Manipulatives not often suggested, must supplement

• Limited training on use and coordination with core

Holt InterventionGrade 6

NC-Number Concepts

All inclusive (not much Fact Fluency)

F-Fact Fluency

C-Computation



G-Geometry

D-Data Analysis

Holt InterventionStructure

• Levels:– Support:

• Are You Ready?• Ready to Go On?• Success for Every Learner• Practice A• Review for Mastery• Practice A Modified for IDEA• Problem Solving Modified for IDEA

– Practice:• Practice B• Reading Strategies• Problem Solving• Puzzles, Twisters & Teasers

– Enrich:• Practice C• Challenge

• Appropriate for:– Workshop: yes

• However, not activity-based– Supplemental Pull-out:

• Are You Ready? and Success for Every Learner include lesson plans

• Others are varieties of practice materials

• Are You Ready? – Not aligned to textbook lessons– Aligned to pre-assessment in

each chapter – Other materials are aligned to

textbook lessons

Holt InterventionMaterials

• Teacher Resources– Blackline master books– Materials also printable from website• Many are customizable/editable

• Student Resources– Copy of worksheet

Holt InterventionStumbling Blocks

• So many choices• Coordination of use of materials between

classroom teacher, resource staff, title staff, etc.

• Not activity-based• Grading multiple assignments

Table Discussion

• What effective practices do you see in your building for these materials?– enVision Differentiated Centers– enVision Diagnosis & Intervention System– Holt Interventions

• What are the stumbling blocks in your building?– Have others overcome similar stumbling blocks?

How?

Mastering Math Facts (a.k.a. Rocket Math)

Grades 1/2 - 6

NC-Number Concepts No

F-Fact Fluency Yes—Distributed practice and assessment for Addition, Subtraction and Multiplication facts(Division portion is not as good)

C-Computation No


No

A-Algebraic Concepts No

G-Geometry No

D-Data Analysis No

Mastering Math FactsStructure

• Levels:– Support: yes– Practice: yes– Enrich: maybe

• Appropriate for:– Workshop: yes– Supplemental Pull-out: yes

• 5-10 minutes• 3-5 times per week• Structured routine• Includes practice and

assessment• Grades 1/2-3 begin with

Addition• Grades 4-6 begin with

Multiplication

Mastering Math FactsMaterials

• Teacher Resources– CD-ROM with pdf file of instructions and blackline

masters• Student Resources– Copies of practice sheets and answer keys

Mastering Math FactsStumbling Blocks

• Paper consumption• Grading• Develops fluency; does not teach concept or

skill

CAMS & STAMSGrades 3 - 6

NC-Number Concepts In context of word problems; not pure practice

F-Fact Fluency No

C-Computation In context of word problems; not pure practice


Yes

A-Algebraic Concepts In context of word problems; not pure practice

G-Geometry In context of word problems; not pure practice

D-Data Analysis In context of word problems; not pure practice

CAMS & STAMSStructure

• Levels:– Support: yes (may need to

go down a level)– Practice: yes– Enrich: yes (up a level)


yes

• STAMS has 12 lessons/ strategies per level

• Lessons based on a skill or concept area

• Lessons have 5 parts– Approximately 5 sessions per

lesson– Parts 2-5 entirely multiple-

choice word problems• CAMS can be used as

assessment or additional practice

CAMS & STAMSMaterials

• Teacher Resources– Teacher’s Guide for each student book (STAMS, CAMS, CAMS-II)– Alignment to Kansas tested indicators posted on math webpage

• Student Resources– STAMS (non-consumable)– CAMS (consumable, C&I will replace)– CAMS-II (consumable, C&I will replace)

• Note: There is a level B, but we have not purchased it

CAMS & STAMSStumbling Blocks

• Perception/history• Limited scope• Reading level

Note about Building Math Skills

• Designed as ELL intervention to build math and language skills simultaneously

• Only purchased for ELL centers

Math PALSGrades K – 1 Grades 2-6

NC-Number Concepts Yes YesF-Fact Fluency Fact concepts-yes; fluency-no Fact concepts-yes; fluency-noC-Computation Yes YesPS-Problem Solving (Routine Word Problems) No Yes

A-Algebraic Concepts No YesG-Geometry No YesD-Data Analysis No Yes

Math PALSStructure

• Levels:– Support: yes– Practice: yes– Enrich: K-1 yes


yes

• Designed for peer coaching model– Can be used as teacher-directed

intervention• 20-30 minutes per session

– Grades K-1 similar routine to reading PALS

– Grades 2-6 paired and independent practice

• 2 sessions per week – K-1 one week per lesson– 2-6 two weeks per lesson

• Aligned to TEN and MBSP

Math PALSMaterials

• Teacher Resources– Grades K-1

• Grade-specific teacher manual that includes blackline masters

– Grades 2-6• Teacher manual (not grade-specific)• Grade-specific blackline master manual

• Student Resources– Copies of game boards or worksheets– Occasional tools like number lines, beans, etc.

Math PALSStumbling Blocks

• Training—new program• Misconception that it is only K-1• Designed for 2 or 2-3 days per week (need

other activities for the other days)

Matching the Student to the Intervention

Sample Class Report

SuzanneKristy

JoeDiane

RickMaria

LucyDanFred

ChristopherAnnie

NathanBob

HannahGeorge

TimPrestonMichael

GinnyWally

AmberBrian

Sample Class-Kindergarten

Sample Class—4th Grade

Sample Class-KindergartenPossible classwide

intervention: PALS Math

enVision Additional Activities

and Intervention

and/or Centers

PALS Math (number ID)

and/or enVision

Intervention Centers

PALS Math (comparing)

and/or enVision

Intervention Centers

enVision Additional Activities and/or &

Centers

Sample Class—4th Grade

enVision & Centers

PALS Math and/or

enVision Diagnosis & Intervention

System

Mastering Math Facts

PALS Math and/or enVision Centers

with support

What Do Models of Intervention

Look Like?

Model 1: Pull Out

Intervention Group Teacher works with group on specified needs

1st Grade Class A

1st Grade Class B

1st Grade Class C

Pull Out ModelAdvantages

• Most similar to traditional practices

• Minimal logistical planning needed

Disadvantages• Transition time to intervention necessary

• Most schools have more students to serve than this model accommodates

• Collaboration time between teachers necessary

Model 2: In Class

Students not needing intervention group

working independently or

under supervision. Content could be

enhancement, practice etc…

Intervention Group 1 Teacher works with group on specified needs

Intervention Group 2 Teacher works with group on specified needs

In Class ModelAdvantages

• Students stay in class during intervention time

• Classroom teacher is able to work with at least one group of his/her own students

• Flexible grouping may be easier to do given the daily contact between teachers

Disadvantages• Most schools have more students to serve than this model

accommodates

• Collaboration time between teachers necessary

Model 3: Intervention Team1st Grade Class A

1st Grade Class B

1st Grade Class C

1st Grade Class D

Intervention Group 1






Intervention Team ModelAdvantages

• A team can accommodate a larger number of groups

• Larger number of groups can make for more options when student’s needs change

• Typically allows more time for additional support to students with intensive needs

• Can place most qualified interventionist with students in most need

Disadvantages• Transition time to new groups

needed

• General education teacher disconnected from student and intervention planning

• Requires multiple interventionists

• Training and support for interventionists needs to be coordinated

• May be easier to overlook need to make core curricular changes

Model 4: Cross Class

Teacher A Teacher works with lowest group on specified needs.

Third Grade Intervention Time

Teacher B Teacher works with middle group on specified needs.

Teacher C Teacher works with benchmark students.

Reading Specialist Teacher works with highest intervention group on specified needs.

Cross Class ModelAdvantages

• Allows for several certified staff to be providing different interventions

• Collaborative view of student needs and achievement

• Easier for math specialist to be available for additional intervention time for students needing intensive instruction

• Allows for creative groupings for students needing intervention that is an enhancement of skills.

Disadvantages• Transition time to new groups needed

• Classroom teachers sometimes disconnected from student and instructional planning

• Difficult to equitably balance group sizes – Low group must be no more than 5-6 students, leaves middle and high groups quite

large

• Tendency to determine groupings based on number of students rather than needs

Scheduling/Resource Considerations

• Similar to intervention team approach, but grade-level teachers used as interventionists.

• Each grade level coordinates intervention time with math teacher or special education teachers.

Table Discussion• Non-Title buildings– Which model(s) would make sense for your

building? (It may vary by grade level)– Discuss the advantages, challenges, and lessons

learned from experimentation and reading.• Title buildings– How are you encouraging classroom teachers to

have responsibility for differentiation and support?

– How do you creatively schedule math/reading pull-out intervention groups to not always pull from social studies and science?

Math Workshop

• Intentional use of a portion of independent math practice time allowing for differentiation and flexible grouping based on student needs to reinforce and practice core math skills.

– (Adapted from Helen Worley)

Debbie’s Perspective

• Instead of “There are 15 minutes left before specials; here’s your worksheet.”

• Use that 15 minutes to engage each student in meaningful activities at the level of practice that he/she needs.

• If teachers use the enVision centers and intentionally structure pairs, levels, and supports then they are doing a basic math workshop

Intentional

• What is the instructional goal of each available task? What task will each student complete? What data led you to that choice for that student?– Who has gaps that need to be filled prior to being

successful with the current content?– Who needs additional practice with the current content?– Who has already mastered the current content?

• Is there another content for which the student has gaps that need to be addressed and that is a greater priority than enriching the current content?

• What role will each adult have?

Portion of Independent Math Practice Time

• Kindergarten– Math extension time for full-day

• 1st-3rd grade– 20 to 30 minutes– Aim for at least 2-3 times per week

• 4th-5th grade– 10 to 20 minutes– Aim for at least 2-3 times per week

• 6th grade– 10-15 minutes– Aim for at least 2-3 times per week

Differentiation

• Available tasks span a variety of skill/understanding levels

• At minimum:– Intensive support– Some support– Independent practice– Enrichment

Flexible Grouping

• Groupings need to be reconsidered at least as often as each new Topic/Chapter—especially when the strand of mathematics changes. (I may struggle with computation, but be great at geometry.)

Reinforce and Support

• Provide appropriate support• Much of your students’ independent practice,

especially in the enVision textbook, will come through your workshop activities

Table Discussion

• Where is your building in implementation of math workshop?

• What are the stumbling blocks in your building?– Have others overcome similar stumbling blocks?

How?• What is your next step?

Next Steps• Refine the process for progress monitoring• Design building system for math scheduling and

interventions– Framework– Class-wide Interventions– Individual and Small Group Interventions

• Experiment with math workshop– Matching the intervention to the student’s needs

• April 4 Principal Meeting– MTSS Math: Refining the Building Model

Documents

Math Workshop & Interventions