1. FOUNDATIONS FOR PRIMARY GRADES Session One, Day one
Facilitator:

2. Thank you for… Being on time Attending to your comfort
Muting cell phones
Giving the group your full attention
Listening respectfully while others are speaking
Valuing each other’s ideas
Participating constructively, adding your knowledge and experiences
Making constructive suggestions to your leader

4. Our Journey
Days 1 and 2 (full days): Introduction to assessing and advancing numeracy and RTI
Days 3 and 4 (half days): Counting, Comparing, Patterns; Addition and Subtraction
Day 5 (half day): Multiplication and Place Value

5. As we focus on… Today we will…
Play, talk, think, watch, bond, create, read, debate, listen, …
As we focus on…
The teaching and learning of mathematics
Response to Intervention
Number Knowledge

6. Meet the GROUP Please introduce yourself to your table group.
Complete one Thumbs Up/Thumbs Down sheet with your table.
Share reflections and themes with the Circle.

7. Let’s Play!
Challenge 1: Build the tallest tower you can in one minute. The tallest tower wins!
Challenge 2: Build a new tower the same height as the winning tower from Challenge 1. The tower that remains standing the longest, wins.

8. Make Connections
At your table, discuss how the block activity is representative of student learning of mathematics?
Share with the group

9. Make Connections
What happens when we “force” a child to use a short cut in mathematics rather than giving him an opportunity to do the work of sense-making?
How many of you have told a child to “just count on” when he/she wasn’t ready for this strategy? How successfully did a child apply this technique independently?

10. What is RTI?
Complete a sentence strip for each of these statements…
RTI is….
RTI is not…
Post and share the statements: look for similar thoughts from others and post together on the wall, organized by ideas.
High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom.
Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining which students need closer monitoring or intervention. Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time.
Tiered instruction. A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs.
Parent involvement. Schools implementing RTI provide parents information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child.
From previous slide version:
“Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs.”
High-quality, scientifically based classroom instruction
Ongoing student assessment
Tiered instruction
Parent involvement
Source: RTI Network

11. What is RTI?
“Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs.”
Source: RTI Network

12. components of RTI
High-quality, scientifically based classroom instruction
Ongoing student assessment
Tiered instruction
Parent involvement
Source: RTI Network

13. What does effective RTI Look like?
High-quality, scientifically based classroom instruction
All students receive high-quality, research-based instruction in the general education classroom.
Source: RTI Network

14. What does effective RTI Look like?
Ongoing student assessment
Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining which students need closer monitoring or intervention. Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time.
Source: RTI Network

15. What does effective RTI Look like?
Tiered instruction
A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs.
Source: RTI Network

16. What does effective RTI Look like?
Parent involvement
Schools implementing RTI provide parents information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child.
Source: RTI Network

17. What does a teacher do to deliver effective RTI?
“Mathematical teaching and learning is most effective when the teacher is able to enact the right task for the right child at the right time. This necessarily means that some manner of diagnosis is necessary to determine appropriate instruction.”
-Thomas and Tabor
Photo:

18. From Common Core Standards…
“… all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-school lives. The Standards should be read as allowing for the widest possible range of students to participate fully from the outset …to ensure maximum participation of students …”

19. -Jayne Bamford Lynch - NCSM
Ask yourself: Is every student in my classroom given an opportunity to engage in a rigorous mathematical task that is ‘just right’ for them every day?”
-Jayne Bamford Lynch - NCSM

20. RTI Group Questionnaire (Research Based Strategies?)
Place dots on a line plot, 1 to 10 by color
YELLOW - On a scale of 1-10 (1 being the least), how knowledgeable are you about RTI?
BLUE - On a scale of 1 – 10 (with one being the least), how familiar are you with the Kentucky System of Interventions?
RED – How beneficial is RTI for your students, as implemented at your school?
Place sticky notes on the remaining charts with responses:
What universal screening tool does your school use for mathematics?
Does your school have an RTI Implementation Team? If so, what is your role?
What questions do you have about RTI for mathematics?

21. Kentucky System of Intervention
The Kentucky System of Interventions (KSI) is a framework for providing systematic, comprehensive services to address academic and behavioral needs for all students, preschool through grade 12.
Webinars

22. What new legislation is in process for primary grades KSI/RTI?
House Bill 69;704 KAR 3:090: The Use of Response-to-Intervention in Kindergarten through Grade Three.
What evidence base is required for interventions?

23. 1) READ
the IES Practice Guide: Assisting Students Struggling with Mathematics and the KSI Guidelines…
2) DISCUSS
How do the IES Recommendations for Mathematics Intervention compare with the KSI Guidelines?

24. jj

25. Table Talk
REFLECT
Which of these evidence-based math intervention strategies have you used?
Which present new ideas for you about the teaching and learning of mathematics for RTI?
Find three very important words or phrases in the list of recommendations. What are some different ways they might be interpreted?

26. Strongest Evidence: Explicit and systematic Instruction
Explicit: clear, concise, meaningful, direct
Systematic: involving a system, method, or plan; logical development
Instruction on problem-solving that is based on common underlying structures.

27. ONGOING PROFESSIONAL REFLECTION
Our EERTI Master Plan
ATTENDING*
Monitoring student mathematical practices, including words, actions, strategies
INTERPRETING*
Making determinations of student progress toward fluency, including analysis of gaps in understanding and skills
DECIDING*
Implementation of targeted, research-based mathematics intervention strategies to advance fluency, based on individual student need, within the context of expected developmental progressions
ONGOING PROFESSIONAL REFLECTION
Collegial student-centered team meetings for understanding and advancing foundational fluency
Professional Noticing
An excerpt from the KY Committee for Mathematics Achievement Position Statement “Mathematical Fluency and Response to Intervention,” adopted February 25, 2012.
*Professional Noticing Cycle (Jacobs, et. al. 2010). Jacobs, V. R., Lamb, L. C., & Philipp, R. A. (2010, March). Professional noticing of children’s mathematical thinking. Journal of Research in Mathematics Education, 41, 169.

28. Before we are ready to start Professional Noticing, let’s think deeply about the number knowledge.
What is seven?
On chart paper, add sticky notes with all the answers you can think of to this question.
Sort the sticky notes into categories of your choosing.
Share your poster with the whole group. 7?

29.
“7”
“seven” 7 7? 12

30. KNP Session 1
From Dehaene, shared by Brown and Kroeger, UC

31. Make Connections How strong is your students’ number knowledge?
What are their strengths and difficulties?
Share with the group

32. A I D R
Time to “attend…”

33. A I D R
“Attend again…”

34. A I D R
Interpret
How would you compare and contrast the knowledge of these two students?
Share with the group

35. Conventional vs. Number-Sense Instruction
Be assigned to a position
Read the article
Debate for your assigned position in favor of “conventional” or “number sense” instruction.

36. Why Children have difficulties mastering basic number combinations by Arthur J Baroody
Conventional Wisdom
Mastery grows out of memorization via repetition and reinforcement
Difficulties with computation are due to deficits in the learner
Mastery can best be achieved via drill
Number Sense
Mastery grows out of discovery of patterns and relationships that interconnect basic combinations
Difficulties with computation are due to deficits in conventional instruction
Mastery can best be achieved via purposeful inquiry-based instruction

37. Conventional vs. Number-SenseD R
Interpret
What method of instruction do you think the student in the first video received?
What about the second student?
Which student’s thinking would we like to encourage?
Which student’s thinking will support the development and understanding of higher- level mathematics?

38. The Science of Teaching
“Teaching is not just an art anymore, it’s a science.” -Dr. David Sousa

39. PARTICIPANT WEBPAGE www.kymath.org Select Resources
Select Secured Resources

40. PARTICIPANT WEBPAGE www.kymath.org
Select EERTI Math Circle Participants
Username: eerti Password: math123

41. PARTICIPANT WEBPAGE

42. Closing On an index card, please write: Your name
A realization you made today
Something you’re wondering about
Something you’d like your leader to know

43. Homework
Please read pages 5-19 in Teaching Number in the Classroom Come prepared to discuss the reading tomorrow.