1. Managing Differentiated Math Lessons February 2011

2. KDE Kentucky System of Interventions, or KSI –http://www.education.ky.gov/KDE/Instructional+Resour ces/Kentucky+System+of+Interventions/http://www.education.ky.gov/KDE/Instructional+Resour ces/Kentucky+System+of+Interventions/ Draft Set of Deconstructed KCAS –http://www.education.ky.gov/KDE/Instructional+Resour ces/Curriculum+Documents+and+Resources/Draft+Set ++of+Deconstructed+Kentucky+Core+Academic+Stand ards.htmhttp://www.education.ky.gov/KDE/Instructional+Resour ces/Curriculum+Documents+and+Resources/Draft+Set ++of+Deconstructed+Kentucky+Core+Academic+Stand ards.htm

3. The RTI Process Updated MAP –Begins 2011-2012 school year –Changes: Core Classroom/Tier 1 Tier 2 –Can be in the classroom –Can use small groups Tier 3

4. The RTI Process In the math classroom… Kindergarten: approximately 1hour 40min. Calendar: 35-40 minutes Core Lesson: 25-30 minutes Center Work: 25-30 minutes* *Teacher working with a small group (Tier 2/red folder students) while the rest of the class is doing center work

5. The RTI Process In the math classroom… 1 st -5 th Grades: approximately 75 min. Flashbacks/Calendar: 20 minutes Core lesson: 35-40 minutes Differentiated work: 15-20 minutes* *Teacher working with a small group (Tier 2/red folder students) while the rest of the class is doing: »Differentiated independent practice »Differentiated pair practice »Differentiated group practice (no more than 3 per group is recommended)

6. Classroom Organization Adapted from The Daily 5 –Establish a gathering place –Anchor charts –Short intervals of repeated practice –Signals and check in –Correct model/incorrect model

7. Ten Steps to Improve Muscle Memory Identify what is to be taught Set a purpose and a sense of urgency Brainstorm behaviors desired using an I-chart Model most-desirable behaviors Incorrect model- least-desirable behaviors, then model most-desirable behaviors Everyone practice and build stamina (3 minutes) Teacher stays out of the way Quiet signal Group check-in- “How did you do?” Repeat 1 through 9

8. Classroom Work in Action Practice the structure of differentiated time (group, pair, and independent) –Three minute start –Check back in –Three more minutes –Review the lesson Day 2 and beyond, repeat day 1 structure, and gradually add time to build stamina –When redirection in needed, stop everyone, bring back to whole group, and model the appropriate and in appropriate behaviors.

9. Unit Organization for Groups Math In Focus chapters will be broken into 5 sections (more if you prefer): –Assessments: Pre-, post-, formative, teacher-created common chapter assessments. STANDARDS WRITTEN ON FOLDER –Black: Extra Practice sheets –Purple: Enrichment Packet, Put on Your Thinking Cap pages, math board, anchor activity –Red: Re-teach pages, Lisa activity, “Purple Book” activity, student checklist –Resources: List of websites, home connections, small group (yellow box), materials (TR pages)

10. Red Folder Group Room arrangement –Designated place (kidney shaped table, carpet) to comfortably work with this small group. –Designated place for the others to work while you are working with the small group. Seatwork (use sparingly) Bean bags Carpet At the small group designated place –Have a math intervention “tool kit” available (dice, cards (no. and arrow), highlighters, colored overlays, hundreds and mult. charts, chips, problem windows