MATHINTERVENTIO

NS(Intermediate)

Providing Differentiated instruction in Small groups

Education Transformation Office

ESSENTIAL QUESTION:

How can providing small group data driven differentiated instruction increase student

achievement?

INTERVENTION

What is Math Intervention?

We know that intervention is about teaching and learning and the opportunity

to learn.

INTERVENTION

In yours schools we practice the (RtI) Response to Intervention.•Tier 1: Whole Group•Tier 2: Small Group•Tier 3: One on One In Math, normally do not have Math Intervention pull outs… Our only way of intervening on kids behalf is through Small Group Differentiated Instruction time.

BUT BEFORE WE TALK ABOUT DI & INTERVENTIONS, WE HAVE TO ENSURE THAT THE PRIMARY BENCHMARKS ARE BEING PROPERLY TAUGHT.

LET’S TAKE A LOOK AT THE MATH BLOCK …

HOW WE TEACH MAKES A DIFFERENCE!

• GoMath lends itself to teachers providing immediate remediation on skills during the

“YOU DO” Portion of the lesson.

• After teachers have provided direct feedback and reteaching to those students that didn’t

get the primary benchmark, they can then focus on class skills (data driven benchmarks)

and do centers.

D.I During Math Block

“YOU DO” EXPLAINED…

MATH CENTERS –THE REAL D.I

THE PLAN Before we can do Centers we need to

have a D.I. plan… The first thing we need to do is look at

the data.Prerequisite DataDistrict Interim Assessment Teacher Assessment Data

LOOKING AT YOUR INTERIM DATA

Once you have them listed, create your Instructional Focus Calendar (IFC)

First look at your most current Data. Analyzed how each class performed on each benchmark and list them from least to greatest.

NEXT…ORGANIZE YOUR BENCHMARKSLIST THEM IN ORDER FROM WEAKEST TO STRONGEST

1)MA.3.A.1.2-39%2)MA.3.A.1.1-40%3)MA.3.A.2.4-41%4)MA.3.A.2.3-53%5)MA.3.A.2.1-54%

INSTRUCTIONAL FOCUS CALENDAREXPLAINED…

Primary Benchmarks from pacing Guide

Secondary Benchmarks based on DATA

Mini AssessmentMini Assessment

Mini AssessmentMini Assessment

INSTRUCTIONAL FOCUS CALENDAR Your math coach will need to provide

you with two copiesOne to post by your deskThe other to put in your Lesson Plan book

Align your Previous taught benchmarks/Secondary Benchmarks to your Secondary benchmarks on your IFC.

Plan for your DI according to the benchmark listed on your IFC.

MEETING STUDENTS’ INDIVIDUAL NEEDS

Once you have your benchmark, look at the Data to create your groups.

Based on the IFC, what will be next week’s Secondary Benchmark.

D.I LESSON PLANSGROUPING BASED ON DATA

Next Week's Secondary benchmark

Now Create your Red, Yellow, and Green Groups based on how each student performed for that Benchmark

Create your groups based on how students performed on the Secondary benchmark of that week

D.I LESSON PLANSGROUPING BASED ON DATA

If you must make adjustments for your group sizes, please do so.

D.I LESSON PLANNING Once you have disaggregated your data

you can begin to plan the “how”How will we remediate and re-teach these

low benchmarks?

WHERE DO YOU START?

• 1st : Analyze the Data. Become familiar with the benchmark

• 2nd : How many questions did the test have for that standard?

• 3rd: : Look at the Item Analysis report and see which questions correlates with the standard

• What was the most commonly selected distracter?

TEST QUESTIONS ANALYZED

• 4th : Go back and look at the questions on the test– How were the questions asked? – Look at the Complexity of the questions– Did you teach students how to solve these

types of questions?– Are there any prerequisite skills needed?

( Look at the Skills Sheets)

D.I. PLANNING Once you are familiar with the

secondary benchmark...You are ready to start planning your lesson. Remember, you will have to Differentiate

your Instruction with each Group.

Speaking of which, let’s talk about what it means to differentiate instruction.

DIFFERENTIATED INSTRUCTION Differentiated Instruction is matching instruction

to meet the different needs of learners in a given classroom.

In order to accommodate these needs, it is recommended that teachers plan for: Differentiated Teacher Led Centers Ample student practice opportunities in the form of

Independent Student Centers

DIFFERENTIATED INSTRUCTION• Teachers differentiate their

– content (the skills)– Process (teaching strategies)– Products (materials used)– learning environment (independent vs. TLC)

• The use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

No two students are the same. Students learn in different ways

How and when will all of these secondary benchmarks be retaught???

During Math Centers

WHY CENTERS?

Promotes Independence Teaches Responsibility Allows Students To Learn Through Self-

Discovery Provides Opportunity to Master Skills

That Data Indicates Needs Re-teaching This will be our only math Intervention

in most cases.

PURPOSE OF CENTERS To engage each student in active learning

appropriate to his or her learning needs, the most effective instruction is differentiated, that is, responsible to variances among students.

LET’S TALK ABOUT THE

TEACHER LED CENTER(TLC)

TEACHER LED CENTER (TLC)

You know what the benchmark is and how it was tested, now begin to plan how you will reteach it.

• Research new and different strategies• Develop conceptual understanding of topics

by providing Hands-on learning experiences• Plan for and include the use of manipulatives

during the Teacher Led Center instruction. • For each group you must differentiated

the activity. What the Green group does in TLC has to vary from the Red group.

Same Skill, Different Way!

D.I. LESSON PLANS • Below is a template for each Center

What will you do in the Teacher Led Center to Reteach the Skill? Your plan for each group must be Differentiated. The Red group may require reteaching a prerequisite skill. The yellow group needs to be remediated and retaught that missing step. You must Enrich the Green Group and take them to the next level.

WHAT SHOULD BE HAPPENING IN T.L.C When the teacher is doing “I DO” What

do the students do? What is the “WE DO”and YOU DO? Look

like? What should the teacher be doing

during the WE and YOU DO? Make up another problem of the same

kind if the students still need more practice after you re-explain….

E.T.O. CREATED T.L.C. PACKETSGRADES 3-5

Created to address the secondary benchmark

Differentiated to address the needs of the different groups

Strategies incorporated in the packets

E.T.O. CREATED T.L.C. PACKETSGRADES 3-5

T.L.C. PACKETS AND GRADUAL RELEASE

GRADES 3-5Video Segment

T.L.C. PACKETS AND GRADUAL RELEASE

GRADES 3-5

Teacher Actions (Yellow Post It) • I DO• WE DO• YOU DO

Student Actions (Pink Post It) I DOWE DOYOU DO

WHAT DOES TLC LOOK LIKE? Here are Some examples of Low and High Level

activity with the same Benchmark…• Low Level Activity Example: Using fraction index cards that show examples of

fractions as part of a whole, and the other shows fractions as part of a group. Allow students to work in pairs to identify each fraction. Give them blank index cards to draw their own examples of fractions as well.

High Level Activity Example:• Have high-achieving students use a math journal to

write the rules for adding and subtracting fractions with like denominators after they have completed these lessons. Encourage them to make diagrams to help demonstrate each rule.

TEACHER LED CENTER RESOURCESYou can also use some of the ideas for Small groups found in the Go Math Teachers Edition. These ideas are Hands-On and great for the Teacher Led Center

D.I. LESSON PLANS INDEPENDENT CENTER

In the Independent Center• Pick an activity that students can do in

pairs or in a group • The Activity must be Differentiated. • Simplified for the Red group • Enriched for the Green Group. • Always have a follow-up (for student

accountability)• Provide an Extension Activity

GOMATH GRAB AND GO ACTIVITIESD.I. RESOURCES

INDEPENDENT CENTERS ACTIVITIES

On the ETO website you will find a Table of Contents that will guide you as to which GO Math Grab and Go activity is aligned to your Secondary Benchmark

INDEPENDENT CENTER IDEAS GO MATH

You can also use the Enrich Independent Center activities Found in your Go Math Teacher’s Edition or Reflex Math Center Activities.

IMPORTANT REMINDER

Pre-teach each activity before it is placed in a student center for independent practice.

Activities can be pre-taught in a whole or small group setting, depending on students’ needs and the complexity of the activity.

No worksheets in Independent centers…make it a partner or group ACTIVITY not Dittos

Pre-teaching helps ensure students’ success!

COMPUTER CENTER

COMPUTER CENTER RESOURCES INTERMEDIATE- CARMEN SANDIEGO

Skill based intervention tool for students needing additional remediation…..“GO Math! Animated Math Models, G5”

COMPUTER CENTER RESOURCES EXTENSION

INTERMEDIATE- CARMEN SANDIEGO

Skill based tool for students needing enrichment…..“GO Math! CARMEN SANDIEGO Math Detective Activities G5”

Utilized when students have mastered the intervention tutorial.

ORGANIZING THE CENTERS 3 different color Folders for each group

(e.g. red folder, yellow folder, green folder)

Instructions for what each group should be doing at each center

Extension activity/question for when the specific group is done

Computer folder with scrap sheets and pencil for students to show their work (CBT strategies for 5th grade)

ONGOING PROGRESS MONITORING (OPM)

• Once you Reteach the students the benchmark, you must reassess to test for mastery.

• This should be done at the end of each week

TYPES OF ASSESSMENTS

• 5 question Mini Assessments at the end of TLC Packet

• Focus Achieves Assessments• Keep track of student progress• If students did not master the

benchmark at the end of the week… • One-on-one intervention is

recommended• During Specials• After Schools

MANAGING DIFFERENTIATION

Establish behavior guidelines and enforce them

Establish structured, consistent routines

Think through tasks in advance

Consider what can be done ahead of time

TIPS Post your student groups Post your rotations so students know

where to go Student friendly print rich Have a system for rotation

Explain the activities for the centersHave a group leaderStart the rotation with one group moving at

a timeRing bell 1-2 minutes before switching so

they can start wrapping up

FLUID ROTATION CHARTINTERMEDIATE

FLUID ROTATION CHARTPRIMARY

RULES CHART

ORGANIZATIONAL STRATEGIES Color Coded folders with rules on the

folders Group Captains Scrap sheet of paper next to the

computer station. Designated locations for students to

wait until signal to rotate

MONITORING STUDENT WORK Use the Student Skills sheets. Have one for

each student to spot check work and record when they have mastered each skill.

Report observations on sticky-notes as you work with small groups and individuals. Stick the notes in a notebook with a sheet for each student in alphabetical order (or by class). Review them periodically.

Use clipboards for recording teacher observations/anecdotal records.

Have students turn in assignments to designated trays or folders by task.

ROTATION SCHEDULE

These are some Sample Rotation Schedules. Due to lack of time, you may not be able to see each group every day. Focus on Seeing the Red group 3-4 times a week. The Yellow Group 2-3 Times. And the Green group once or twice.

GOALS In ensuring that effective

differentiated small group instruction is taking place, we will be working towards reaching our goals everyday.

Remember to use the ETO bell ringers aligned to the secondary benchmark and fundamental skills for the bell ringer. They will see it being re-taught in word

problems everyday.

WHAT’S WRONG WITH THIS PICTURE ???

We cannot wait until the FCAT to “crunch” and try to re-teach all these skills.

YOUR TURN!CREATE YOUR D.I. LESSON PLANS -20 MIN.

Its your turn to practice creating your D.I lesson Plans for Centers

• Use the Data that was given to you to create your Groups

• Choose the lowest performing benchmark

• Then create your DI Plans for each Center

POST-IT ACTIVITY &GROUP PRE-DISCUSSION Directions: Walk around the room and find someone who can respond to one of the questions below. After verbally replying to your question, the person initials the square. (You may make notes in the square if you want to remember something the person said!)

* A person can only answer and initial one square on your card. Feel free to discuss the answer.

The goals of this activity are to activate prior knowledge in the area of differentiated instruction, and to meet new people with new ideas.

What is your definition of differentiated instruction?

Give an example of when you have used differentiated instruction.

What is something that you would like to learn about differentiated instruction?

When and how do you use small group instruction?

What is a question you have about DI that you hope is answered today?

How do you get to know how your students learn?

How do you provide choice within your classroom?

What is one way that you have helped a struggling student comprehend a specific mathematical skill?

What are some quick assessments that can be used to learn more about what your students know?

ESSENTIAL QUESTION:

How can providing small group data driven differentiated instruction increase student

achievement?