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ETO Intervention/Enrichment

ETO Intervention/Enrichment. Julian Davenport Cisely Scott. DATE: June 21, 2011. VOCABULARY: i nterventions, enrichment , accountability groups, interventionists. EXIT SLIP: IN YOUR JOURNAL

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ETO Intervention/Enrichment

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  1. ETO Intervention/Enrichment Julian Davenport Cisely Scott

  2. DATE:June 21, 2011 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 an instructional mathematics coach. Connect:Why is having a strongplan for interventions/enrichment such an important part of your role as an instructional math coach? 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 to develop an effective intervention routine. HOME LEARNING: Review today’s lesson and develop your next steps to share this information with teachers at your school ESSENTIAL QUESTION: Why is having a strong plan for interventions/enrichment such an important part of your role as an instructional math coach?

  3. Essential Question Why is having astrongplan for interventions/enrichment such an important part of your role as an instructional math coach?

  4. Make An Appointment!

  5. What Is Intervention?

  6. 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

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

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

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

  10. 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.

  11. 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

  12. 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.

  13. Elevations

  14. Elevations Structure

  15. Scripted Lessons

  16. Colorful Student Pages

  17. 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.

  18. Getting Started • Provide a schedule for your interventionists.

  19. Getting Started • Provide/Develop a roster for interventionists and other teachers.

  20. Getting Started • Develop a skills calendar.

  21. Getting Started • Plan with interventionists. • Review lessons • Model the usage of manipulatives • Provide other materials to ensure organization (containers, binders, etc.)

  22. 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.

  23. Intervention Room

  24. Intervention Room

  25. 3-D Shapes (Elevations)

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

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

  28. Think-Pair-Share • With your partner, discuss how doing this activity will help you in streamlining interventions.

  29. Enrichment

  30. 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.

  31. 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

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

  33. Reflections • Write about 3 new things that you learned today and how this will help you as an instructional mathematics coach. • Why is having a strong plan for interventions/enrichment such an important part of your role as an instructional math coach?

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