1. Targeted intervention using COSDMBRRICS

2. Kia Ora, Talofa, Malo e Lelei
Iti noa ana, he pito mata. With care, a small kumara will produce a harvest.

3. Objectives of this Session:
Consider the need for intervention programmes.
Identify student needs.
Introduce the elements of the COSDMBRRICS programme.
Provide a template for use in schools.

4. Why are some students considered ‘at risk’ and ‘cause for concern’?
What does it mean to be ‘at risk’ or ‘cause for concern’? What’s the difference?
How do you currently identify student needs?

5. Research shows:
The numeracy project has shown student achievement is improving, as is the quality of teaching and learning in mathematics in New Zealand schools.
However there also continues to be a large tail of underachievement.

6. Research shows:
Results from the NDP national database for showed that at…
Year 6, 24% of the students achievement was ‘at risk’ or ‘cause for concern’:
Year 7, 28% of the students achievement was ‘at risk’ or ‘cause for concern’:
Year 8, 46% of the students achievement was ‘at risk’ or ‘cause for concern’:

7. Targeted Learning Groups
Accelerated Learning in Mathematics (ALiM) ran a range of research programmes over a number of schools in 2010 and 2011
Aim : To be numerate flexible thinkers, children need both knowledge about the structure of numbers and strategies to operate on numbers.
Results, findings and resources can be found on the NZMaths website.

8. COSDMBRRICS
COSDMBRRICS is knowledge based intensive intervention programme for a small group of students based on Targettted Learning Groups by Mariyln Holme and Anne LamondOtago. It is run every day for 15 – 30 minutes in addition to strategy teaching. The programme lasts for four weeks.

9. Expectations:

10. Identifying Learning Needs:
Using summative and formative assessments as well as teacher observation.
What do students need to move to the next stage?
Are there any gaps in their learning?

11. COSMDBRRICS Counting backwards and forwards:
In 2’s from 24 to 48, forwards and backwards.
Start at 4 and count in 10s.
Count in odd numbers from and back again.

12. COSDMBRRICS Order numbers:
Children to take digit numbers and order from smallest to largest.

13. COSDMBRRICS
Say
Read the numbers aloud either as a group or as individuals.

14. COSDMBRRICS Dictation 2, 3 and 4 digit numbers.
Children write the numbers and words.

15. COSDMBRRICS Materials Make the number using a range of materials.
A chance to think about Place Value.

16. COSDMBRRICS Basic facts Practice doubles and halves.
Addition facts to 10.
Subtractions facts.

17. COSDMBRRICS Revision Revise a strategy already taught;
Near doubles strategy 10+10, 10+9, 10+11
Tidy Numbers
Making 10

18. COSDMBRRICS Revision Revision of known games Multiplication 2x
Cover Up Kiwi
Card Games
Make 10 Bingo

19. COSDMBRRICS
Introduce
Introduce a new game (not everyday)

20. COSDMBRRICS
Check
Children to check their own list for self-assessment and next steps.

21. Student Self-Assessment

22. COSDMBRRICS Set Set homework
Count backwards and forwards in 3s from 9-42.
Say doubles/halves to/from 20.
Play a card game at home.

23. Knowledge Lesson Plan for “At Risk” Students
Student: Example Date:
Count (forwards, backwards)
Order (numbers or fractions)
Say
Dictation (number is read orally, children write it down)
Materials
Basic Facts
Revise: Teacher Led
(knowledge / strategy)
Revise known game
Introduce new game (not every day)
Check student chart
Set homework

24. Watch COSDMBRRICS in action!!

25. Where to start?
Using the knowledge assessment test, IKAN, identify those students who are ‘at risk’.
Identify their learning needs.

26. Then…
Download the Targetted Learning Plan programme and lesson plans from the Symposium website.
This presentation is also available for training purposes.

27. In Conclusion Feedback – form to fill in Access Mathematics Symposium
resources and links online
Educational Leaders Website