1. K-5 Interventionists Training Session 2 September 26, 2013

2. Today’s Learning Targets We are learning to … Understand the meaning and importance of “explicit and systematic instruction.” Deepen our understanding of the Operations and Algebraic Thinking Domain

3. Success Criteria We will be successful when we can… Identify what “systematic and explicit instruction” looks like and sounds like during an Intervention Group. Clearly explain the mathematical content in selected Grade K-3 CCSSM standards and be able to provide examples of the mathematics.

4. A Research Based Approach to Intervention

5. Emerging Key Research Themes Increased instructional time in addition to core mathematics taught in Tier 1. Small-group instruction utilized in all tiers Explicit methods of instruction (e.g., C  R  A, Talk Moves) Use of concrete and pictorial representations to facilitate conceptual understanding Strategy instruction for problem solving (e.g., Think Aloud) Focus on problem solving skills (not just computation) Careful alignment of instruction and content in Tier 1 and Tier 2 Screening and progress monitoring to target deficit areas Source: Adapted from Newman-Gonchar, R., Clarke, B., & Gersten r. (2009). A summary of nine key studies: Multitier intervention and response to interventions for students struggling in mathematics.Retrieved from www.centeroninstruction.com

6. IES Practice Guide: Assisting Students Struggling with Mathematics: Response to Intervention for Elementary and Middle School Students US Department of Education Research-based education practices Committee Chair: Russell Gersten Published by: What Works Clearinghouse (April 2009)

8. Explicit and Systematic Instruction What is it? How might it look with my Intervention students?

9. Explicit and Systematic Instruction Read and highlight Recommendation 3 With your group come to consensus on 3-4 important points you would like to share with the group. Repeat this process for Recommendation 3

10. Explicit & Systematic Instruction Summarize key aspects of “explicit and systematic instruction” as defined by this reading. What do we need to know as teachers to do this well in our intervention groups?

11. A structure for explicit and systematic instruction Symbols Give a context: tell a story Explain orally and/or in writing Make a picture Use concrete models: manipulatives

12. Laying the Foundation The Number Core

14. Getting started… Mentally compute the answer to the following… 203 – 194 474 + 28 35 – 17 No pencil or paper please!

15. What do we know about number that allows us to fluently mentally compute?

16. Number sense is… “a good intuition about numbers and their relationships. It develops gradually as a result of exploring numbers, visualizing them in a variety of contexts, and relating them in ways that are not limited by traditional algorithms.” -- Howden H. (1989). Teaching number sense. Arithmetic Teacher, 36(6), 6-11.

17. Thinking about our students… How have you seen students solve problems like 8+7 = ? 13 – 6 = ? Umm…so we have students in Grades 1-5 solving these problems much like they did in kindergarten…

18. Read the grade level focus for Kindergarten through Grade 3 Kindergarten: p. 9 Critical Area #1 Grade 1: p. 13 Critical Area #1 Grade 2: p.17 Critical Area #2 Grade 3: p. 21 – glance at the Critical Areas. What do you notice? Glance at the Grade 3 OA Standards (p. 23) What do you notice? Be prepared to summarize the Standards’progression of K- 3 Operations and Algebraic Thinking K through 3rd Progression

19. So…let’s step back for a minute to Pre-Kindergarten and Kindergarten What might we be looking for as children count sets are ask to produce a requested set? Read: From saying counting words to counting out objects. p. 4 of OA Progressions Document

20. Beginning In Kindergarten: Milestones to Counting Rote Counting – Number word list is accurately recited. Symbol-word pairing – Match written number symbols with number name stated out loud (e.g., recognize the symbol “2” when the word “two” is said out loud). One-to-one Correspondence – Each object counted is paired with exactly one number word. Cardinality – The last number word stated tells how many there are in the counted set.

21. How many do you see?

22. How many dots? How did you see it?

23. How many do you see?

24. Ten Frame Flash How many dots? How did you see it?

25. Ten Frame Flash How many dots? How did you see it?

26. Ten Frame Flash How many dots? How did you see it?

27. Transitioning Thinking to the Number Path

28. Four Categories of Number Relationships

29. How many dots? How did you see it?

30. How many dots? How did you see it?

31. How many dots? How did you see it?

32. Ten Frame Flash Tell me one more? Tell me two less?

33. Look, Quick! Part – Part – Whole How many dots? How did you see it?

34. R1 Look, Quick! How many dots? How did you see it?

35. OA Progressions Document What is the important mathematics being developed in Flash and Make the Number? Read the paragraph: “From subitizing to single-digit arithmetic fluency” (p. 4 of OA Progressions)

36. Reflect How will this knowledge help you be more explicit with your instruction? Where might you step in with explicit instruction?

37. A structure for explicit and systematic instruction Symbols Give a context: tell a story Explain orally and/or in writing Make a picture Use concrete models: manipulatives

38. Resources for Intervening Around Kindergarten Counting and Cardinality Grades K-2 Teachers: It Makes Sense! Look, Quick! Make the Number Grades 3-5 Teachers: Beyond Counting By Ones by Dr. DeAnn Huinker Dot Pattern and Ten Frame Activities

39. A structure for explicit and systematic instruction Symbols Give a context: tell a story Explain orally and/or in writing Make a picture Use concrete models: manipulatives

40. Lunch!! 12:00- 1:00

41. Planning for Instruction

42. So…what’s the process? 1. Review universal screening data MAP assessment Counting and Cardinality Screener Classroom Data Gathered During PLC’s 2. Using MAP scores identify entry grade for intervention – Begin with identified Tier 3 and consider identified Tier 2 3. Administer the Critical Point Diagnostic Assessment for that grade in OA or NF to further pin point need. Administer Probe 1, Probe 2 and Probe 3 from easyCBM to get baseline 4. Select instructional materials for MTSD RtI Website, Howard County, or Illustrative Mathematics 5. Conduct intervention – formatively assessing as you go. 6. Progress monitor every 2 weeks(?) using easyCBM. 7. Check in with Melissa. Adjust instruction as needed.

43. What is instructional supports are avaialble? MTSD RtI Math Resources Howard County Math Wikis Illustrative Mathematics

44. MTSD RtI Math Resources http://www.mtsd.k12.wi.us/schools/staffaccess. cfm General Documents Grades 3-7 Intervention Guides Organized by Domain and Standard Grade K-2 Organized by Domain an then Task Websites

45. Howard County Math Wikis https://prekmath.wikispaces.hcpss.org/home https://gradekcommoncoremath.wikispaces.hcpss.org/Ki ndergarten+Home https://grade1commoncoremath.wikispaces.hcpss.org/Gr ade+1+Home Resources Organized By Domain and Standard

46. Illustrative Mathematics http://www.illustrativemathematics.org/

47. easyCBM Progress Monitoring Tool

48. Yes – you have an account Some beginning information can be found in the: easyCBM Getting Started Guide

49. Learning from those that have gone before…

50. Advice from the 6-8 Group Do something “fun” for your first day. If needed, be prepared to explain to the kids why they are there and what your goals are for your time together. Give the kids the time they need to complete their assessments. Be prepared for the fact that our Critical Point Diagnostic Assessments are more rigorous than the easyCBM Progress Monitoring Probes.