1. Our Mathematics Bridges Program at Swansfield 2011-2012

2. Our Philosophy of Intervention  Students have been chosen based on need: basic* students and low proficient.  Groupings based on grade level & area of need.  Pre/Post Test Model.  Follow pace of intervention, not pace of mathematics class  Frequent monitoring of student understanding.  Students have been chosen based on need: basic* students and low proficient.  Groupings based on grade level & area of need.  Pre/Post Test Model.  Follow pace of intervention, not pace of mathematics class  Frequent monitoring of student understanding.

3. The Modules  Subtraction Kits B, C  Multiplication Kits A, B, C  Division Kits A, B, C  Subtraction Kits B, C  Multiplication Kits A, B, C  Division Kits A, B, C

4. Each Module  Beginning of Module Assessment  30 lessons/30 minutes each  Every 5th lesson is an assessment and game day.  End of Module Assessment  Beginning of Module Assessment  30 lessons/30 minutes each  Every 5th lesson is an assessment and game day.  End of Module Assessment

5. The Materials: Your Baby, Please Take Good Care  Teacher Guide  Workspace Workbooks  CD-ROMS  Tradebooks  Teaching Arithmetic Prof. Books  Teacher Guide  Workspace Workbooks  CD-ROMS  Tradebooks  Teaching Arithmetic Prof. Books

6. The Lessons  Lesson Summary  Objectives  Materials  Language Development- key math vocabulary in English and Spanish  Step by Step directions to use with children.  Lesson Summary  Objectives  Materials  Language Development- key math vocabulary in English and Spanish  Step by Step directions to use with children.

7. Instructional Strategies Used  Cooperative Learning  Think Alouds  Literature/Math/Real World Connections  Scaffolding  Explicit Instruction  Gradual Release  Meaningful Practice  Differentiation

8. Scaffolded Content  Organized into manageable chunks.  Lessons are explicit and focused.  Carefully sequenced  Organized into manageable chunks.  Lessons are explicit and focused.  Carefully sequenced

9. Explicit Instruction  Step by Step lessons  Help Students Develop Understanding  Learn Skills  See Relationships  Make Connections  Step by Step lessons  Help Students Develop Understanding  Learn Skills  See Relationships  Make Connections

10. Multiple Strategies  Manipulatives  Games  Children’s Literature  Contexts that make math ideas accessible  Manipulatives  Games  Children’s Literature  Contexts that make math ideas accessible

11. Gradual Release  Phase 1 - Teacher models and records the mathematic representation on the board.  Phase 2 - Teacher models again, eliciting responses from students, and again records on board.  Phase 3 - Students work in pairs to do the mathematics and then the teacher, once again, records on the board.  Phase 4 - Students work independently, monitored and supported by the teacher.  Phase 1 - Teacher models and records the mathematic representation on the board.  Phase 2 - Teacher models again, eliciting responses from students, and again records on board.  Phase 3 - Students work in pairs to do the mathematics and then the teacher, once again, records on the board.  Phase 4 - Students work independently, monitored and supported by the teacher.

12. Community News pg. 150  Explains to parents and classroom teachers what students are doing in the classroom.  Includes a game for them to play.  Explains to parents and classroom teachers what students are doing in the classroom.  Includes a game for them to play.

13. Assessments  Beginning of Module  Every 5th lesson  Objectives Tracker  End of Module  Beginning of Module  Every 5th lesson  Objectives Tracker  End of Module

14. Until Further Notice  All grades will administer Addition/Subtraction Module B pre-assessment.  Students that score below 80% should work on Addition/Subtraction Module B during instruction.  Please start from the Lesson 1 – Combine lessons or Jazz them up, but do not skip lessons.  Students that score above 80% should work on Module C pre-assessment.  Students that score below 80% should work on Addition/Subtraction Module C during instruction.  Please start from the Lesson 1 – Combine lessons or Jazz them up, but do not skip lessons  Students that score above 80% should work on Multiplication Module A pre-assessment.  All grades will administer Addition/Subtraction Module B pre-assessment.  Students that score below 80% should work on Addition/Subtraction Module B during instruction.  Please start from the Lesson 1 – Combine lessons or Jazz them up, but do not skip lessons.  Students that score above 80% should work on Module C pre-assessment.  Students that score below 80% should work on Addition/Subtraction Module C during instruction.  Please start from the Lesson 1 – Combine lessons or Jazz them up, but do not skip lessons  Students that score above 80% should work on Multiplication Module A pre-assessment.

15. Questions/Concerns?!  How did you Jazz it Up last year?  Ideas...  Read Alouds  Games/Centers focused on that Lessons topic  Students create stories, powerpoints, videos, etc… to display learning  Discovery Streaming – videos, clips, etc…  How did you Jazz it Up last year?  Ideas...  Read Alouds  Games/Centers focused on that Lessons topic  Students create stories, powerpoints, videos, etc… to display learning  Discovery Streaming – videos, clips, etc…

16. Break Time – 0 to 100  How fast are you?

17. Bridges & Basic Facts  30 minutes in the AM dedicated to facts  15 minutes = instruction  15 minutes = practice/games  Students will be grouped by facts (+,-,x,÷) not grade level  Data from math class diagnostic (Week of Sept. 13)  30 minutes in the AM dedicated to facts  15 minutes = instruction  15 minutes = practice/games  Students will be grouped by facts (+,-,x,÷) not grade level  Data from math class diagnostic (Week of Sept. 13)

18. Strategies are Still the Key  Fact Families  +,- 2  Make 10  Five facts  X3  X 9  Fact Families  +,- 2  Make 10  Five facts  X3  X 9

19. Which Way Do We Go?  SAW  DR  Use enrichment lessons or follow up activities  Greg Tang Kits (my office)  2 Addition/Subtraction  2 Multiplication/Division  SAW  DR  Use enrichment lessons or follow up activities  Greg Tang Kits (my office)  2 Addition/Subtraction  2 Multiplication/Division

20. Coming At Ya!  SAW Diagnostic scores  Students grouped by facts needed and strategies to cover  Masters of Greg Tang Lessons & Student Sheets  SAW Diagnostic scores  Students grouped by facts needed and strategies to cover  Masters of Greg Tang Lessons & Student Sheets

21. Questions/Concerns/Other Ideas?  Thank you!