Math Workshop & Interventions

1. Math Workshop & Interventions Focus on Achievement November 9, 2011

2. Where We Left Off Last Time • Get comfortable with data • Identify students who need additional support • Start working with staff on how to meet those needs • Match students with interventions • Scheduling—who, how, when • Start progress monitoring

3. Goals for Today • Math Interventions • Framework • Class-wide Interventions • Individual and Small Group Interventions • Math Workshop • Common Core Overview—if time

4. Math InterventionsWhat Works Clearinghouse • Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools • April 2009 • 8 recommendations • Assessment • Intervention materials • Intervention content • You have a portion of the report (see inside cover for url for full report)

5. Reading Assignment

6. What Works Clearinghouse Recommendations • Screen all students to identify those at risk for potential mathematics difficulties and provide interventions to students identified as at risk.

7. What Works Clearinghouse Recommendations • Instructional materials for students receiving interventions should focus intensely on in-depth treatment of whole numbers in kindergarten through grade 5 and on rational numbers in grades 4 through 8. These materials should be selected by committee.

8. What Works Clearinghouse Recommendations • Instruction during the intervention should be explicit and systematic. This includes providing models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review.

9. What Works Clearinghouse Recommendations • Interventions should include instruction on solving word problems that is based on common underlying structures.

10. What Works Clearinghouse Recommendations • Intervention materials should include opportunities for students to work with visual representations of mathematical ideas and interventionists should be proficient in the use of visual representations of mathematical ideas.

11. What Works Clearinghouse Recommendations • Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic arithmetic facts.

12. What Works Clearinghouse Recommendations • Monitor the progress of students receiving supplemental instruction and other students who are at risk.

13. What Works Clearinghouse Recommendations • Include motivational strategies in tier 2 and tier 3 interventions.

14. Debbie’s Perspective • Reading interventions tend to be programs • Math interventions tend to be strategies

15. School-wide Intervention Considerations • Emphasize understanding rather than tricks • Develop consistency in academic expectations • Develop consistency in use of vocabulary, mnemonics, and graphics organizers

16. Class-wide Intervention Considerations • At least 50% (approximately) of class demonstrates need • Start with Strategies, not necessarily Programs • Consider tweaking core

17. Possible Class-wide Intervention Strategies Note: This is not an exhaustive list; just a starting point

18. Individual Intervention Strategies to Consider • Increased or sustained use of manipulatives • Step books or other graphic organizers • Support a deficit to prevent another gap • Example—If student struggles with multiplication facts, provide multiplication table while learning division to prevent creating a division gap

19. Intervention Programs & Materials

20. enVision Differentiated Centers

21. enVision Differentiated CentersStructure • Levels: • Support: • Intervention Center • Adult-supported  Center • Practice:  Center • Enrich:   Center • Appropriate for: • Workshop: yes • Supplemental: yes • 10-20+ minutes • Can be used daily • Recommend that teachers select the best from each topic to use repeatedly rather than using them all

22. enVision Differentiated CentersMaterials • Teacher Resources • Intervention Center • Instructions printed in enVision TE •  and   game cards • Pictured in TE • Cards printed in spirals • Blacklines in enVision topic pouch and on website • Student Resources • Intervention Centers • Some require manipulatives •  and   • Game cards • Manipulative sets

23. enVision Differentiated CentersStumbling Blocks • Teachers forget about the Intervention Center • Classroom management • Assumes ability to work independently • Practice = Worksheet/Homework Philosophy • Accountability and Accuracy

24. enVision Diagnosis & Intervention

25. enVision Diagnosis & InterventionStructure • Levels: • Support: Yes • Practice: Maybe • Enrich: Maybe • Appropriate for: • Workshop: yes • Supplemental Pull-out: yes • 15-25 minutes • Booklets by content area • Sequenced by skill progression • Prescriptive • Review What You Know • Chapter review/ assessment • Lesson correlation • Diagnostic test • Manipulatives can be used, even if not specifically mentioned

26. enVision Diagnosis & Intervention Materials • Teacher Resources • K-3 box or 4-6 box • All materials on website, also • Teacher’s Guide has book correlations and data recording sheets • Diagnostic Test book • Content area booklets • Lesson plan pages in front half of booklet • Blackline masters in back half of booklet • Student Resources • Copy of worksheet • Some require manipulatives and other materials

27. enVision Diagnosis & InterventionStumbling Blocks • Limited number of lessons per skill • Coordination of use of lessons between classroom teacher, resource staff, title staff, etc. • Manipulatives not often suggested, must supplement • Limited training on use and coordination with core

28. Holt Intervention

29. Holt InterventionStructure • Levels: • Support: • Are You Ready? • Ready to Go On? • Success for Every Learner • Practice A • Review for Mastery • Practice A Modified for IDEA • Problem Solving Modified for IDEA • Practice: • Practice B • Reading Strategies • Problem Solving • Puzzles, Twisters & Teasers • Enrich: • Practice C • Challenge • Appropriate for: • Workshop: yes • However, not activity-based • Supplemental Pull-out: • Are You Ready? and Success for Every Learner include lesson plans • Others are varieties of practice materials • Are You Ready? • Not aligned to textbook lessons • Aligned to pre-assessment in each chapter • Other materials are aligned to textbook lessons

30. Holt InterventionMaterials • Teacher Resources • Blackline master books • Materials also printable from website • Many are customizable/editable • Student Resources • Copy of worksheet

31. Holt InterventionStumbling Blocks • So many choices • Coordination of use of materials between classroom teacher, resource staff, title staff, etc. • Not activity-based • Grading multiple assignments

32. Table Discussion • What effective practices do you see in your building for these materials? • enVision Differentiated Centers • enVision Diagnosis & Intervention System • Holt Interventions • What are the stumbling blocks in your building? • Have others overcome similar stumbling blocks? How?

33. Mastering Math Facts (a.k.a. Rocket Math)

34. Mastering Math FactsStructure • Levels: • Support: yes • Practice: yes • Enrich: maybe • Appropriate for: • Workshop: yes • Supplemental Pull-out: yes • 5-10 minutes • 3-5 times per week • Structured routine • Includes practice and assessment • Grades 1/2-3 begin with Addition • Grades 4-6 begin with Multiplication

35. Mastering Math FactsMaterials • Teacher Resources • CD-ROM with pdf file of instructions and blackline masters • Student Resources • Copies of practice sheets and answer keys

36. Mastering Math FactsStumbling Blocks • Paper consumption • Grading • Develops fluency; does not teach concept or skill

37. CAMS & STAMS

38. CAMS & STAMSStructure • Levels: • Support: yes (may need to go down a level) • Practice: yes • Enrich: yes (up a level) • Appropriate for: • Workshop: yes • Supplemental Pull-out: yes • STAMS has 12 lessons/ strategies per level • Lessons based on a skill or concept area • Lessons have 5 parts • Approximately 5 sessions per lesson • Parts 2-5 entirely multiple-choice word problems • CAMS can be used as assessment or additional practice

39. CAMS & STAMSMaterials • Teacher Resources • Teacher’s Guide for each student book (STAMS, CAMS, CAMS-II) • Alignment to Kansas tested indicators posted on math webpage • Student Resources • STAMS (non-consumable) • CAMS (consumable, C&I will replace) • CAMS-II (consumable, C&I will replace) • Note: There is a level B, but we have not purchased it

40. CAMS & STAMSStumbling Blocks • Perception/history • Limited scope • Reading level

41. Note about Building Math Skills • Designed as ELL intervention to build math and language skills simultaneously • Only purchased for ELL centers

42. Math PALS

43. Math PALSStructure • Levels: • Support: yes • Practice: yes • Enrich: K-1 yes • Appropriate for: • Workshop: yes • Supplemental Pull-out: yes • Designed for peer coaching model • Can be used as teacher-directed intervention • 20-30 minutes per session • Grades K-1 similar routine to reading PALS • Grades 2-6 paired and independent practice • 2 sessions per week • K-1 one week per lesson • 2-6 two weeks per lesson • Aligned to TEN and MBSP

44. Math PALSMaterials • Teacher Resources • Grades K-1 • Grade-specific teacher manual that includes blackline masters • Grades 2-6 • Teacher manual (not grade-specific) • Grade-specific blackline master manual • Student Resources • Copies of game boards or worksheets • Occasional tools like number lines, beans, etc.

45. Math PALSStumbling Blocks • Training—new program • Misconception that it is only K-1 • Designed for 2 or 2-3 days per week (need other activities for the other days)

46. Matching the Student to the Intervention

47. Sample Class Report Suzanne Kristy Joe Diane Rick Maria Lucy Dan Fred Christopher Annie Nathan Bob Hannah George Tim Preston Michael Ginny Wally Amber Brian

48. Sample Class-Kindergarten

49. Sample Class—4th Grade

50. Sample Class-Kindergarten Possible classwide intervention: PALS Math enVision Additional Activities and/or  &  Centers enVision Additional Activities and Intervention and/or  Centers PALS Math (number ID) and/or enVision Intervention Centers PALS Math (comparing) and/or enVision Intervention Centers