K-5 Interventionists Training Session 2

September 26, 2013

Today’s Learning Targets

We are learning to …• Understand the meaning and importance of

“explicit and systematic instruction.”• Deepen our understanding of the Operations

and Algebraic Thinking Domain

Success Criteria

We will be successful when we can…• Identify what “systematic and explicit

instruction” looks like and sounds like during an Intervention Group.

• Clearly explain the mathematical content in selected Grade K-3 CCSSM standards and be able to provide examples of the mathematics.

A Research Based Approach to Intervention

Emerging Key Research Themes• Increased instructional time in addition to core

mathematics taught in Tier 1.• Small-group instruction utilized in all tiers• Explicit methods of instruction (e.g., CRA, Talk Moves)• Use of concrete and pictorial representations to facilitate

conceptual understanding• Strategy instruction for problem solving (e.g., Think Aloud)• Focus on problem solving skills (not just computation)• Careful alignment of instruction and content in Tier 1 and

Tier 2 • Screening and progress monitoring to target deficit areasSource: Adapted from Newman-Gonchar, R., Clarke, B., & Gersten r. (2009). A summary of nine key studies: Multitier intervention

and response to interventions for students struggling in mathematics.Retrieved from www.centeroninstruction.com

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

What is it?How might it look with my Intervention

students?

Explicit and Systematic Instruction

Read and highlight Recommendation 3

With your group come to consensus on 3-4 important points you would like to share with the group.

Repeat this process for Recommendation 3

Explicit & Systematic Instruction

Summarize key aspects of “explicit and systematic instruction” as defined by this reading.

What do we need to know as teachers to do this well in our intervention groups?

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

Laying the FoundationThe Number Core

Getting started…

• Mentally compute the answer to the following…

203 – 194

474 + 28

35 – 17

No pencil or paper

please!

What do we know about number that allows us to

fluently mentally compute?

Number sense is…“a good intuition about numbers and their relationships. It develops gradually as a result of exploring numbers, visualizing them in a variety of contexts, and relating them in ways that are not limited by traditional algorithms.”

-- Howden H. (1989). Teaching number sense.

Arithmetic Teacher, 36(6), 6-11.

Thinking about our students…

How have you seen students solve problems like

8+7 = ?13 – 6 = ?

Umm…so we have students in Grades 1-5 solving these problems much like they did in kindergarten…

Read the grade level focus for Kindergarten through Grade 3

Kindergarten: p. 9 Critical Area #1Grade 1: p. 13 Critical Area #1Grade 2: p.17 Critical Area #2Grade 3: p. 21 – glance at the Critical Areas.

What do you notice?Glance at the Grade 3 OA Standards (p. 23)What do you notice?

Be prepared to summarize the Standards’progression of K-3 Operations and Algebraic Thinking

K through 3rd Progression

So…let’s step back for a minute to Pre-Kindergarten and Kindergarten

What might we be looking for as children • count sets • are ask to produce a requested set?

Read: From saying counting words to counting out objects.• p. 4 of OA Progressions Document

Beginning In Kindergarten:Milestones to Counting

• Rote Counting– Number word list is accurately recited.

• Symbol-word pairing– Match written number symbols with number name stated out

loud (e.g., recognize the symbol “2” when the word “two” is said out loud).

• One-to-one Correspondence– Each object counted is paired with exactly one number word.

• Cardinality– The last number word stated tells how many there are in the

counted set.

How many do you see?

How many dots?How did you see it?

How many do you see?

Ten Frame Flash

How many dots?How did you see it?

Ten Frame Flash

How many dots?How did you see it?

Ten Frame Flash

How many dots?How did you see it?

Transitioning Thinking to the Number Path

Four Categories of Number Relationships

How many dots?How did you see it?

How many dots?How did you see it?

How many dots?How did you see it?

Ten Frame Flash

Tell me one more?Tell me two less?

Look, Quick!Part – Part – Whole

How many dots?How did you see it?

R1 Look, Quick!

How many dots?How did you see it?

OA Progressions Document

What is the important mathematics being developed in Flash and Make the Number?

Read the paragraph:“From subitizing to single-digit arithmetic fluency”

(p. 4 of OA Progressions)

Reflect

• How will this knowledge help you be more explicit with your instruction?

• Where might you step in with explicit instruction?

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

Resources for Intervening Around Kindergarten Counting and Cardinality

Grades K-2 Teachers:It Makes Sense!• Look, Quick!• Make the Number

Grades 3-5 Teachers:Beyond Counting By Ones by Dr. DeAnn Huinker• Dot Pattern and Ten Frame Activities

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

Lunch!!

12:00-1:00

Planning for Instruction

So…what’s the process?1. Review universal screening data

MAP assessmentCounting and Cardinality ScreenerClassroom Data Gathered During PLC’s

2. Using MAP scores identify entry grade for intervention – Begin with identified Tier 3 and consider identified Tier 2

3. Administer the Critical Point Diagnostic Assessment for that grade in OA or NF to further pin point need.

Administer Probe 1, Probe 2 and Probe 3 from easyCBM to get baseline

4. Select instructional materials for MTSD RtI Website, Howard County, or Illustrative Mathematics

5. Conduct intervention – formatively assessing as you go.

6. Progress monitor every 2 weeks(?) using easyCBM.

7. Check in with Melissa. Adjust instruction as needed.

What is instructional supports are avaialble?

• MTSD RtI Math Resources• Howard County Math Wikis• Illustrative Mathematics

MTSD RtI Math Resources

http://www.mtsd.k12.wi.us/schools/staffaccess.cfm

• General Documents• Grades 3-7 Intervention Guides Organized by

Domain and Standard• Grade K-2 Organized by Domain an then Task• Websites

Howard County Math Wikis

https://prekmath.wikispaces.hcpss.org/home

https://gradekcommoncoremath.wikispaces.hcpss.org/Kindergarten+Home

https://grade1commoncoremath.wikispaces.hcpss.org/Grade+1+Home

Resources Organized By Domain and Standard

Illustrative Mathematics

http://www.illustrativemathematics.org/

easyCBM Progress Monitoring Tool

Yes – you have an account

Some beginning information can be found in the:

easyCBM Getting Started Guide

Learning from those that have gone before…

Advice from the 6-8 Group

• Do something “fun” for your first day.• If needed, be prepared to explain to the kids

why they are there and what your goals are for your time together.

• Give the kids the time they need to complete their assessments.

• Be prepared for the fact that our Critical Point Diagnostic Assessments are more rigorous than the easyCBM Progress Monitoring Probes.