ETO Intervention/Enrichment

1. ETO Intervention/Enrichment Cisely Scott Curriculum Support Specialist Education Transformation Office

2. DATE: August 10, 20111 VOCABULARY: interventions, enrichment, accountability groups, interventionists EXIT SLIP: IN YOUR JOURNAL Connect: Write about 3 new things that you learned today and how this will help you as a teacher. Connect: Why is having a strongplan for interventions/enrichment such an important part of increasing student achievement.? Common Board Configuration (CBC) BELL RINGER: Make an appointment. BENCHMARK: Interventions • AGENDA: • Access prior knowledge: What is Intervention? • Who Goes to Intervention? • What Types of Intervention? • Intervention Materials • Getting Started • Selecting Interventionist • Setting Up for Interventions • Your Turn (Activity) • Journal Reflection: How does this affect teacher performance and student achievement? OBJECTIVE: Today we will examine the role Interventions and Enrichment play in our work to improve student achievement by identifying it’s purpose, reviewing materials used for interventions, and looking at how an effective intervention program is developed. HOME LEARNING: Review today’s lesson and develop your next steps to utilize this information at your school. ESSENTIAL QUESTION: Why is having a strong plan for interventions/enrichment such an important part of increasing student achievement. instructional math coach?

3. Essential Question Why is having astrongplan for interventions/enrichment such an important part of increasing student achievement?

4. Make An Appointment!

5. Intervention • Who? What? When? • The answers…in no particular order • Why?...because I’m tired and sleepyWhere? • Why?How ? • .

6. What Is Intervention?

7. What is Intervention? • A 30-60 minute session, outside of the regular math instructional block • A small group session that focuses on skills identified by assessments, and/or teacher observation • Designed to close critical learning gaps and increase mathematical fluency

8. Who Attends Intervention? • Accountability Groups • Lowest 25% • Bubble 2 Students • AYP Subgroups (i.e. ELL Students) • Students that show deficiencies on assessments (fluid groups)

9. When Do Interventions Take Place? • Before School • Afterschool • During Special Areas • During Differentiated Instruction

10. Types of Intervention • Push In Intervention • Pull Out Intervention

11. Push-in Interventions • Interventionists travel to the classrooms. • Works with groups of students during small group instructional time. • May also assist the teacher by reinforcing the lesson.

12. Push-in Materials • ETO Provided Intervention Material • Elevations, Hands-On Standards, Benchmark Specific Materials • GoMath Grab and Go Activities • GoMath Strategic Intervention Activities • GoMath Online Intervention • ExamView Items • Everglades Lessons • Fundamental Packets

13. Pull-Out Interventions • Interventions take place in a designated area (i.e. lab, portable, identified room). • Teachers deliver students to the designated intervention room/lab. • Interventionist works with a small group of students, utilizing the Elevations curriculum.

14. Elevations

15. Elevations Structure

16. Scripted Lessons

17. Colorful Student Pages

18. Choosing Interventionists • Sit in on interviewing process. • Give person a practice assessment • Watch them teach one intervention session • Choose someone that is comfortable with math.

19. Getting Started • Interventionists are given a scheduled time to push-in/pull-out students.

20. Getting Started • Review the rosters of interventionists.

21. Getting Started • Review the skills calendar.

22. Getting Started • Plan with interventionists • Discuss/Review lessons • Discuss manipulative usage • Provide other materials to ensure organization (containers, binders, copy boxes etc.)

23. Keys to Effective Intervention • Communicate constantly with interventionists. • Monitor student progress through quizzes. • Visit interventions. • Monitor attendance by reviewing sign-in sheets. • Interventionists communicate with teachers.

24. Intervention Room

25. Intervention Room

26. 3-D Shapes (Elevations)

27. So What’s Your Plan? • With your 12:00 partner, tell how you would ensure that interventions were effective and successful in your school?

28. Activity • Develop a skills calendar, by looking at an Edusoft report. Identify which Elevations lessons you would use. Be sure to incorporate quizzes!

29. Think-Pair-Share • With your partner, discuss how doing this activity helps to streamline and guide interventions.

30. Enrichment

31. Why Do We Need Enrichment? • Many times we focus on the lowest 25% for extra interventions. • Students that are proficient, according to FCAT data, often fall to lower levels the following year.

32. How do you provide enrichment?

33. How To Provide Enrichment? • Math Clubs • Project-based instruction • Pull group during differentiated instruction • Allow high-performing students to be student teachers to tutor/guide in small groups

34. Your Turn • Discuss other ways to provide enrichment for our students.

35. Reflections • Write about 3 new things that you learned today and how this will help you increase student achievement in your classroom. • Why is having a strong plan for interventions/enrichment such an important part of increasing student achievement?