3- 5 interventionists training session 3

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