1. Setting the Focus of TAL

2.  We are learning to… ◦ Develop a common understanding of the word intervention.  We will be successful when we… ◦ Make connections from our previous work in Math Alliance and explain how that supports intervention ideas.

3. Think of a student in your class who you would define as “successful” in mathematics? What characteristics do you see in that student? Think of a student in your class who you would define as “unsuccessful” mathematics? What characteristics do you see in that student? Reasons why you think (or have discovered) some students are not successful as successful as others? Intervention – What is your definition of Intervention

4. Read Chapter 2 The Landscape of Learning: A Framework for Intervention ◦ How does the information in the chapter connect to what we’ve been doing in Math Alliance? ◦ What are two ideas you connected with as you read the chapter? ◦ What’s the message the author is asking us to think about when it comes to Interventions? Share out with your table group How does this affect your own definition of intervention?

5. Read the draft position paper from NCTM (National Council of Teachers of Mathematics) What is the Council’s position on Intervention?  Identify their key components  Discuss them with your table group do you agree or disagree  In what way does this position on intervention effect your definition?

6. Use the set of cards at your table. 1. Pull out a card, read the idea. 2. Discuss the idea – make sure everyone at the table is clear on what it is or means. 3. Develop an example to clarify it. 4. Decide if the card is a strategy, a big idea, or a type of mathematical modeling. 5. Use the note taking sheet to help you keep track of your conversation.

7. Representations: Models for Thinking Strengthening the ability to move between and among representations improves the growth of children’s conceptual understanding. Vandewalle, J. Elementary and Middle School Mathematics Teaching Developmentally. Pearson Education, 2007.. pictures manipulative models Real-world situations written symbols oral language

8.  Concrete The “doing” stage using concrete objects to model problems  Representational - The “seeing” stage using representations of the objects to model problems  Abstract - The “symbolic” stage using abstract symbols to model problems

9.  Research-based studies show that students who use concrete materials develop more precise and more comprehensive mental representations, often show more motivation and on-task behavior, understand mathematical ideas, and better apply these ideas to life situations  (Harrison & Harrison, 1986; Suydam & Higgins, 1977).

10. Capturing Intelligence …we must find ways to structure subject matter so as to enable learners to get their thoughts about it. We must take those thoughts seriously and set out helping students pursue them in greater depth and breadth. This is the way to capture the intelligence of our students. E. Duckworth, 1996

11.  Should promote all aspects of mathematics proficiency in an intertwined manner. ◦ CMF  Teaching and learning principles apply to all children “students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge” p. 20 PPSM

12.  Instructional tools such as activities, manipulatives, group work, and calculators must be used carefully and reflectively  Instruction should be based on a child’s individual pattern of informal and formal mathematical strengths and weaknesses.

13. Teaching All Learners Revisiting – Big Ideas, Strategies and Mathamatical Models Focusing on Assessment Deepening understanding about math instruction as intervention Exploring the CCSS and it’s connection to student learning. Leadership – Deepening understanding of collaboration models and skills.