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Classwide Instruction

Supporting MATH skills. Models for selecting interventions. Classwide Instruction. Individual Instruction. Models. 1. Won’t Do or Can’t Do. Can’t do reasons: Accuracy, Fluency, Too hard. 2. Powerful Effective teaching. Before Tell model Guided practice. After

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Classwide Instruction

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  1. Supporting MATH skills Models for selecting interventions Classwide Instruction Individual Instruction

  2. Models 1. Won’t Do or Can’t Do Can’t do reasons: Accuracy, Fluency, Too hard

  3. 2. Powerful Effective teaching Before Tell model Guided practice After Error correction Feedback reward #1 Opportunity to respond

  4. 3. Morningside Big 5 Math Targets Tool Skills Computation Math Vocabulary Conversation Solving standard word problems Generic Problem solving

  5. Tool skills • Reading numbers quickly • 1-9 digit numbers • Writing numbers quickly and legibly • 1-9 digit numbers • Copying and taking dictation • Place value • Quickly identifying, explaining, manipulating • Math facts fluency • Number family method • E.g., 5 9 45 = 5x9 = 45, 9x5= 45, 45~9 + 5, 45~5 + 9 • Number sense of number relationships

  6. Computation • Working with number combinations • Addition, subtraction, Multiplication and division • Whole numbers, fractions, decimals, & simple percentage calculations • “Mental” arithmetic • Direct and explicit instruction of algorithms

  7. Solving standard work problems • Typical story problems involving quantities • Between 20 to 70 word lengths • Students learn to • Write an algebraic equation with one unknown • Determine the unknown by manipulating the equation and doing arithmetic • Direct instruction for 10 types of word problems • Fluency building

  8. Select students for intervention • using screening data • Identify Can’t do problems • Conduct math level of assessment.  • 3) Set up progress monitoring.  • 4) Plan for implementation.  • Who will do what and when. How To….

  9. CBM- To identify who • Screen early for struggling students (K-1) • Number Identification • Quantity Discrimination • Missing Number • On going Screening for basic skills (1-6) • Computation • Screen for Solving and Predict end of year test (2-6) • Concepts and Applications Fuchs Manual: http://www.rti4success.org/index.php?option=com_content&task=blogcategory&id=10&Itemid=56

  10. Concepts and Applications • 18–25 problems • year-long. • Timed • Score: total number of correct blanks

  11. Early Skills • 1. orally identify the number ( 0 thru100). 3. orally identify the missing number 13 • 2. orally identify the • larger number 3 4 __ 6

  12. Why CBM? To identify level for Intervention Common computation errors: 1. Inadequate tool skills and mastery of facts 2. Ineffective strategy (error in steps in procedure) but sound facts 3. Inadequate facts but effective strategies

  13. To assess TOOL Skills Single CBM Tools skills ACCURACY PROBLEM SLOW AND MANY ERRORS FLUENCY PROBLEM SLOW AND FEW ERRORS

  14. Using End-of-Year Benchmarks

  15. How to…Tool skills Class-wide Math Intervention

  16. Classwide monitoring of skill acquisition

  17. After classwide instruction

  18. Tool Skill Flashcard Intervention 15 Min per Day • Model, Guided Practice, Independent Timed Practice with delayed error correction

  19. MATH FLASHCARD PARTNERS Demonstration Math 1: Flashcards Tear to make 6 flashcards. Write answers on back. Your partner is someone sitting next to you. STEP 1: GET READY Get out flashcards and a regular pencil and a colored pen. Move to math partner seating.

  20. STEP 2: GUIDED PEER PRACTICE for 3 minutes Partner 1 SAYS flashcard ANSWERS . Partner 2 SHOWS FLASHCARDS for 3 seconds. SAY answer if no answer or mistake. Trade jobs when timer rings Do new job for another 3 minutes

  21. Demonstration Math 2 Practice Test STEP 3: GET READY Turn passed out practice paper over. Write name on back. STEP 4: 2 minute TIMED INDEPENDENT PRACTICE At “GO!” turn paper over and write answers. Hold paper in the air when timer rings.

  22. STEP 5: GRADE and CORRECT ERRORS Mark answers right or wrong with colored pen using overhead answer key. Write correct answers to missed problems. Answers on overhead

  23. RECORD Demonstration MATH 3

  24. MATH FLASHCARD PARTNERS STEP 1: GET READY Get out flashcards and a regular and a colored pen. Move to math partner seating. STEP 2: GUIDED PEER PRACTICE for 3 minutes Partner 1 SAYS flashcard ANSWERS . Partner 2 SHOWS FLASHCARDS for 3 seconds. SAY answer if no answer or mistake. Trade jobs when timer rings Do new job for another 3 minutes STEP 3: GET READY Turn passed out practice paper over. Write name on back. STEP 4: 2 minute TIMED INDEPENDENT PRACTICE At “GO!” turn paper over and write answers. Hold paper in the air when timer rings. STEP 5: GRADE and CORRECT ERRORS Mark answers right or wrong with colored pen using overhead answer key. Write correct answers to missed problems. STEP 6: RECORD Write score on progress graph. Pass paper to teacher.

  25. To assess if knows strategies even with inadequate facts Computation Error Analysis Test strategies with “easy” facts to target gaps Fluency: Time 2 to 5 minutes and mark last problem Accuracy: Allow to finish untimed

  26. (other similar probes with decimal, fractions, rounding, place value)

  27. Sample computation Sequence

  28. Fuchs Math:17 Scripted Topics • Writing number sentences (story problems) • Place value (0-99) • Addition facts (sums to 18) • Subtraction facts (minuends to 18) • Review of addition and subtraction facts • Place value review • 2-digit addition (no regrouping) • 2-digit subtraction (no regrouping) • Missing addends • Identifying and writing numbers to 99 • Identifying more, less, and equal with objects • Sequencing numbers • Using <, >, and = symbols • Skip counting by 10s, 5s, and 2s • Understanding place value (introduction) • Identifying operations • Place value (0-50)

  29. How to…Computation Class-wide Math Intervention Teacher first reviews steps and write SKILL STEPS on board.

  30. To subtract two numbers that require regrouping need to know: • check ones place (place value) • know top number should be bigger • know how to take a 10 from tens place to ones place • Subtraction facts

  31. MATH COMPUTATION STEP BY STEP COACHES Tens Ones 4 4 4 1 1 4

  32. MATH COMPUTATION COACHES Demonstration Math 4 Your partner is someone sitting next to you. STEP 1: GET READY Move to math partner seating with folder, regular pencil and a colored pen Write name on passed out worksheet.

  33. STEP 2: GUIDED PEER PRACTICE for 3 minutes Partner 1 WRITES as many answers as possible Partner 2 LOOKS at answers as written SHOW how to redo missed or stuck answers. Trade jobs when timer rings

  34. Demonstration MATH 5 : Practice test STEP 3: GET READY Turn passed out practice paper over. Write name on back. STEP 4: 2 minute TIMED INDEPENDENT PRACTICE At “GO!” turn paper over and write answers. Hold paper in the air when timer rings.

  35. MATH COMPUTATION COACHES STEP 1: GET READY Move to math partner seating with folder, regular and a colored pen Write name on passed out worksheet. STEP 2: GUIDED PEER PRACTICE for 3 minutes Partner 1 WRITES as many answers as possible Partner 2 LOOKS at answers as written SHOW how to redo missed or stuck answers. Trade jobs when timer rings STEP 3: GET READY Turn passed out practice paper over. Write name on back. STEP 4: 2 minute TIMED INDEPENDENT PRACTICE At “GO!” turn paper over and write answers. Hold paper in the air when timer rings. STEP 5: GRADE and CORRECT ERRORS Mark answers right or wrong with colored pen. Write correct answers to missed problems. STEP 6: RECORD score on progress graph.

  36. Computation Coaches Intervention 15 Min per Day • Teachers encouraged to • Provide applied practice using mastery-level basic tool skills • Have stronger do it first. That person can then show his or her process on paper if needed. • Make sure students tell how to do it and not just give answer. • Scan papers for high error rates • Do 5-min re-teach for those with high-error rates

  37. Measurement Plan • Weekly probe of Intervention skill • Weekly probe of Retention of previously mastered computational skills • Monthly probe to monitor progress toward year-end computational goals

  38. General Findings • Growth rates and trials to criterion varied dramatically across skills • Retention probe was strongest predictor of year-end SAT-9 performance • Mastery level performance on early skills predicted fewer trials to criterion on future related complex skills • Fluency scores higher than “mastery” predicted retention of skill over time (about +20 dc/min) VanDerHeyden, in preparation

  39. Tier 1 Outcome 2 in math

  40. Response Cards Guided practice PREP • For each student: a laminate board, a dry erase marker, and paper towel. • Train until all students respond to cues : • “Cards write” write problem and answer • “Cards up” hold card above head towards teacher • “Cards clean” wipe clean

  41. Response Cards Small group guided practice After lecture and skill modeling, give 1 problem at a time. • Say “Cards write!” • Wait sufficient time. • Say “Cards up!” • Scan students’ answers. • All correct  praise, say “Clean cards!”, and move on. • Two or three wrong  give correct response, instruct the students to check their answers, move on • More than 25% wrong  reteach and ask again. • Increase Pace as students learn skill.

  42. Cover - Copy - Compare STEP 1: Give a copy of the answers or another student’s 100% paper. STEP 2: Prompt to do the following 5 steps when working on problems. Look at the solution of the problem. Cover the correct answer. Do the problems on your own paper. Uncover the correct answer. Compare your answer with the correct answer. STEP 3: After 4 problems correct, try 4 problems without procedure. STEP 4: Check work. If incorrect, give help and tell the student to redo the problem 3 times. STEP 5: Have student complete worksheet, grade and chart. Website for cover copy and compare worksheets: http://www.interventioncentral.org/htmdocs/tools/mathprobe/addsing.php

  43. Recommended computer fluency building program: Quarter Mile Math http://www.thequartermile.com/ · Race format to motivate students · > 70,000 problems for K through pre-algebra (K-9th grade) For Problem solving ideas: See Interventioncentral.org by Jim Wright

  44. KEEP IT SIMPLE

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