unit 1 jcs math foundations

Math InstructionFoundation Training:Research to Practice

Text: Liping Ma Knowing and Teaching Elementary

Mathematics James Royer Ed. Mathematical Cognition

(Recommended)

Unit 1: Foundations of Mathematics

•Purpose and Overview of the Course

•Selection of Mathematics Programs

•Components of Effective Implementation

•http://www.ncsip.org

NCSIP II: PurposeNorth Carolina State Improvement Project

(NCSIP II) works to significantly improve the

performance and success of students with

disabilities in North Carolina.

Do not duplicate or alter without permission of NC SIP

NCSIP Personnel Development Process

Workshops• Content Foundations• Model Training•Tasks/Skills

Student Progress

Evaluation

Research- Based Practices• Reading• Writing• Mathematics

On-siteFidelity

Observations• 3 per year

On-site Program Reviews

•Annually

• Review Research Literature• Identify Instructional Principles

• Content Topical Outline• Training Strategies/ Tasks• Instruction Programs

• Develop- mental Reviews• Analysis & Formal Feedback

• Trained Observers• Feedback & Coaching• Evaluation & Reporting

• OSEP Long-Term Performance Indicators• AYP• Student Characteristics• Project Characteristics

Purpose Of Course

NCSIP’s course will provide you with an

understanding of the instructional

principles derived from scientific-based

research and a solid foundation of

knowledge and skills to begin using

research-proven teaching strategies with

students with disabilities who have

persistent mathematical problems.

Why Does The Course Matter?

“Effective teachers are the only

absolutely essential element

for an effective school.”

Allington & Cunningham, 1996Allington & Cunningham, 1996

Why Does The Course Matter?“Research has borne out that the key factor

in students’ achievement is the quality of teaching... Teachers are central to the

process of education, assessing student’s progress, selecting and using a variety of

approaches and materials, and organizing for instruction.”

Braunger & Lewis, 1999

Course Goals• To develop participant understanding of basic

principles of effective teaching and how they apply to instruction in the math content area

• To increase participant understanding of the importance of language with mathematics instruction for all children

Course Goals (cont’d)

• To increase participant understanding of math difficulties and of how to help struggling math students

• To provide opportunity and develop skills of participant to review, discuss, and make sound judgments about research, instructional practices, and materials

Course TopicsOverview of Research

Demystifying Math

Components of Number Sense

Quantity/Magnitude & Numeration

Reflection

Equality, Base Ten, &

Form of a Number

Proportional Reasoning & Algebraic and

Geometric Thinking

Assessment Connections

Requirements For Level I Foundation Training

• Level 1 participation earns 4.0 CEU credits. Requirements include : • Research agreement to use data from pre and post tests.

• Participation in all workshops.

• Study online reading and respond to discussion questions appointed for Level 1 training.

• Completion of all learning tasks appointed for Level 1 training.

• In-class participation in group tasks.

Requirements For Level 2• Level 2 participation earns 3 additional CEU credits and

also qualifies participant to enter training to become a foundation trainer.

• Requirements include : • All of the requirements of Level I.• Discussion questions and Learning Tasks appointed for Level

2 training.• Complete the entire training twice.• Shadow or team train in your first training with a satisfactory

evaluation by a master trainer (observation on 3 of 5 training days).

• Performance on post training Math assessment that demonstrates 80% accuracy.

Course Benefits For You And Students

• For You:• CEU Requirements for License Renewal • Teaching of Mathematics Standards for the New

Special Education General Curriculum License

• For Students:• Your teaching skills will translate into higher levels

of mathematics performance for students with disabilities enrolled in the standard curriculum.

Getting to Know You

• Do you teach Middle or High School?

• How many years have you been teaching?

• What percentage of your students struggle in math?

• Why are you here?


•Purpose and Overview of Course



Questions To Answer About Mathematics Programs

• Is it scientifically research-based?

• Does it contain multisensory strategies?

• Does it include systematic, explicit and direct instruction?

• Does it give attention to understanding fundamental operations with number?

• Does it provide teacher support for working with students at different levels?

• Does it include organized on-going assessments?

Other Questions To Ask About Mathematics Programs

• Is training and/or mentorship required for the program?

• Is there a cost for student and teacher materials and/or

the training?

• Is there software and on-line support?

• Does the program contain placement tests?

• Are there benchmark assessments to use at various

points in the program?

Middle School Math Resources• Holt Text Book• Math Notebooks• Remedial Warm-ups• Transitional Mathematics• Super Source• Teaching Student Centered Math• Algebra Ready• Algebra 1 Rescue

Examples of Research-Based Math Programs used in NC:

Transitional MathematicsNumber Worlds Voyages-Excursion

Note: This is not an exhaustive list.

Transitional Math• Teaches fewer topics in greater depth

• Provides numerous visual representations to help conceptualize the mathematics

• Meets individual student needs

• Provides a logical sequence, ample practice, and an appropriate pace

• Aligns with National Council of Teachers of Mathematics (NCTM) Standards

• Ensures accurate placement and progress monitoring

• Provides a solid alternative to basal curricula

• Supports teachers with ongoing professional development

• Provides a balance between procedural knowledge and conceptual understanding

• Source: Sopris West, Transitional Math• Link:http://store.cambiumlearning.com/ProgramPage.aspx?parentId

=019005298&functionID=009000008&pID=Transitional%20Mathematics&site=sw

Statesville Middle SchoolStatesville Middle School and and

TRANSITIONAL MATH TRANSITIONAL MATH

Heavily cited by the National Math Panel, TransMath is specifically designed for upper

elementary or middle school students who score at or below the 40th percentile on

national math tests.

An EC initiated pilot program in its second year

TransMath Model at SMS

• Implemented as a co-teaching model utilizing a general ed math teacher and an EC teacher

• Class sizes limited to 15-20 students including EOG level 1 & 2 students and EC math inclusion students

• Both teachers are now Foundations of Math trained as well as TransMath trained

SMS EOG Growth for TransMath Students SMS EOG Growth for TransMath Students from 07-08 Math EOG to 08-09 Math EOG in from 07-08 Math EOG to 08-09 Math EOG in

6th, 7th, and 86th, 7th, and 8thth grades grades

66thth Grade Grade

Growth Growth 8.18.1

77thth Grade Grade

Growth Growth 9 9

88thth Grade Grade

Growth Growth 13.613.6

TransMath EOG Proficiency from 07-08 TransMath EOG Proficiency from 07-08 to 08-09to 08-09

SMS TRANSMATH DATA

Websites For Program and Assessment Information

• http://ncsip.org (SIP site)

• www.nrcld.org (National Research Center for Learning Disabilities) • www.interventioncentral.org (Intervention Central)

• http://iris.peabody.vanderbilt.edu/ (Research to Practice)

• http://www.whatworks.ed.gov (What Works)

• http://www.studentprogress.org (National Center on Student Progress Monitoring)

• http://www.aimsweb.com (Progress Monitoring & RTI)

North Carolina Math State Improvement Project II (Math SIP II)

2008-2009

AlamanceAlexander

Alleghany

Anson

Ashe

Avery

Beaufort

Bertie

Bladen

Brunswick

Buncombe

Burke

Cabarrus

Caldwell

Camden

Carteret

Caswell

Catawba Chatham

Cherokee

Chowan

Clay

Cleveland

Columbus

Craven

Cumberland

Currituck

DareDavidson

Davie

Duplin

Durham

Edgecombe

ForsythFranklin

Gaston

Gates

Graham

Granville

Greene

Guilford

Halifax

Harnett

Haywood

Henderson

Hertford

Hoke

Hyde

Iredell

Jackson

Johnston

Jones

Lee

Lenoir

Lincoln

Macon

MadisonMartin

McDowell

Mecklenburg

Mitchell

Montgomery

Moore

Nash

New Hanover

Northampton

Onslow

Orange

Pamlico

Pasquotank

Pender

Perquimans

Person

Pitt

Polk

Randolph

Richmond

Robeson

Rockingham

Rowan

Rutherford

Sampson

Scotland

Stanly

StokesSurry

Swain

Transylvania

Tyrrell

Union

Vance

Wake

Warren

Washington

Watauga

Wayne

Wilkes

Wilson

Yadkin

Yancey

Key:RED - Math Demonstration CentersBLUE - Math Sites

Additional LEAs involved in the Math SIP:Asheboro CityAsheville CityDepartment of Juvenile Justice and Delinquency Prevention (DJJDP)Roanoke Rapids

Factors In Sustained Use Of Research-Based Mathematics Programs

• A deliberate and realistic plan

• An understanding of the rationale of the program

• A support systems in place

• Sufficient administrative support

• An explicit link between assessment data and

changes in instruction

Developing An Implementation Plan

Who? What? How?• Target students

• Identification process

• Assessment tools and areas to assess

• Data collection and Analysis


What and How?

• Select research-based Math programs

• Provide training for teachers

• Group students based on assessments

• Determine intensity and duration of instruction

• Staff support and program fidelity

“Reform by the Book”1. Why have curriculum materials played an

uneven role in teacher practice?

2. What are the influences that teachers have in enacting the curriculum?

3. What contributions might curriculum materials make in enacting the curriculum?

4. What are some considerations with regard to curriculum materials?


•Purpose and Overview of Course




How do we know it works?• Frequent assessment of students• Assessment drives instruction• Formal review process of student progress and program

effectiveness• Strong leadership and commitment of all involved

To Be Effective, Instruction For Students With Reading Difficulties,

Must Be…

“more intensive, more relentless, more

precisely delivered, more highly structured

and direct, and more carefully monitored

for procedural fidelity.” Ken Kavale, 1996

To Be Effective, You Must:

• Know your stuff,

• Know who you’re stuffing,

• Know why you’re stuffing,

• Stuff every minute of every lesson.

The North Carolina State Improvement Project THANKS

YOU for your time and support.

Questions:

919-843-5037

[email protected]

www.ncsip.org

Math Assessment

Assessment

Lunch

Begin Unit 2

unit 1 jcs math foundations

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