Targeted Early Numeracy (TEN) Intervention Program

2010

The Targeted Early Numeracy (TEN)

intervention program fulfils a Government

commitment to provide support for students

experiencing substantial difficulty in learning

numeracy in the early years.

The Program

Implementation2009 Semester 2

The PILOT TEN Program was successful in assisting teachers

to target their Numeracy teaching and moving students

along the Numeracy Continuum.

2010 Semester 1

Implementation of TEN.

 

The Model

• Recognises that a small percentage of students

are at risk of numeracy failure, despite

participation within a quality early numeracy

program.

• Will be implemented within a normal daily lesson

block,

without withdrawal or an

additional specialist teacher.

The Model will provide:

• A personalised learning plan

• Smaller group size (usually three to four

students)

• Short, sharp sessions (typically 10 minute

blocks)

• Strategically targeted activities

• High success processes

• More explicit and systematic teaching

• Five-weekly assessments.

2. StrategyProfessional learning workshops and in-school

support will be delivered by local TEN Facilitators.

The implementation will focus on:

• Professional learning communities

• Professional learning in deepening teachers’ understanding

of how

students learn number

• Professional learning in student management

• Familiarisation with intervention program activities and

resources.

4. Resource allocations

One TEN facilitator per region.

Western Sydney, South Western Sydney

and Hunter/Central Coast will have two

facilitators.

4. Resource allocations

A grant of $1000 per K-2 roll class to be

paid

to participating schools.

This grant may be used Teacher

Professional Learning.

The Need For Intervention

Focus

Help monitor students’ rates of progress in key strategies.

Support the teaching needed to move students beyond the broad targets.

Track students’ responses to the intervention.

BROAD TARGETS

• KINDERGARTEN

All kindergarten students will be at least at the perceptual counting stage in the range to 20 by the end of the year.

Additional information on progress in relation to numeral identification and counting sequences must also be provided.

BROAD TARGETS

• YEAR 1

All Year 1 students will be at least at the figurative counting stage across the first decade (9 + 4 and 12 remove 3) by the end of the year.

Additional information on progress in relation to numeral identification and counting sequences must also be provided.

BROAD TARGETS

• YEAR 2

All Year 2 students will be at least counting on and back in the range to 30 by the end of the year.

Additional information on progress in relation to numeral identification and counting sequences must also be provided.

% of children at your school who are at risk of INNUMERACY.

Class List – Task

Reflection

REFLECTIONWhat do I already do to assist students at

risk?

How do I know that my strategies are successful?

What do I do when my strategies are unsuccessful?

What do I understand the following counting strategies to mean?

Emergent, Perceptual, Figurative, Counting on, Facile?

The Early Numeracy Continuum

• Emergent

• Perceptual

• Figurative

• Counting on

• Facile

• The student typically cannot count visible items. The student either does not know the number words or cannot coordinate the number words with them.

The Early Numeracy Continuum ASPECT 2

EMERGENT

• The student is able to count perceived items but cannot determine the total without some form of contact.

• This might involve seeing, hearing or feeling items.

The Early Numeracy Continuum ASPECT 2

PERCEPTUAL

• The student is able to count concealed items but counting typically includes what adults might regard as redundant activity. e.g. When presented with a collection partitioned into two parts (both screened), and told how many in each part and asked how many counters in all, the student will count form “one” instead of counting-on.

The Early Numeracy Continuum ASPECT 2

FIGURATIVE

• The student counts-on rather than counting from “one”, to solve addition or missing addend tasks. The student may use a count-down-from strategy to solve removed items tasks. e.g. 17-3 as 16,15,14; answer 14

• Or count-down-to strategies to solve missing subtrahend tasks. e.g. 17-14 as 16, 15, 14; answer 3.

The Early Numeracy Continuum ASPECT 2

COUNTING-ON-AND-BACK

• Uses known facts and other non-count-by-one strategies (e.g. doubles, partitioning) to solve problems.

The Early Numeracy Continuum ASPECT 2

FACILE

Monitoring targets K-2

Monitoring targets K-2

Monitoring targets K-2

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Feb-07 May-07 Aug-07 Nov-07 Feb-07 May-07 Aug-07 Nov-07 Feb-07 May-07 Aug-07 Nov-07

Kinder Yr 1 Yr 2

Emergent Perceptual Figurative Counting on Facile

School patterns

Each school’s pattern will look somewhat different.

Although the targets are drawn from early arithmetical strategies, achieving them will draw on other aspects of the continuum.

Over the course of the year, the number of students in the target group should reduce.

Some of your schools may have much higher numbers in the target area. This is part of your initial work.

2009 0 1 2 3 4 NA Total

Count17

51419

1313 280 755 144 467

41 291

% 42.4 46.3 7.9 1.8 0.3 1.1 100

perceptual

counter

perceptual

counter

potentialtarget group

potentialtarget group

5% 26% 25% 23% 13% 8%

Per

cen

t

n = 23 121

60%

50%

40%

30%

20%

10%

0%< 5 < 6 < 7 < 8 < 9 < 10

Age

(1750)(3070)(5354)(5873)(5898)(1176)

Overlapping waves of strategies

Facile

Counting onPerceptual

Emergent

Figurative

Things to rememberOne strategy doesn’t replace another, they co-exist.

Although counting-on-and back is a Year 2 target, it is a minimal target. The transition to non-count by ones methods is important for all students.

Students using perceptual counting strategies with large numbers have been identified in Stage 3 and Stage 4 classes where this can contribute to them being considered to be slow learners.

Aim of the TEACHER

• Children often use strategies that are less sophisticated than those of which they are capable

• To try and elicit the child’s most sophisticated strategy.

Things to remember

Use close observation and informed reflextion

Trust your judgement of students

Take the time to practise the skills of assessment on your target group

Where it helps you to understand ask how the child achieved their answer (don’t rely)

You may need to give additional questions