1. Before we get started… What are the common needs of our students beyond the reach of our universal level of support at our school? What do we currently have in place to address those needs? Please type your response in the chat box.

2. Today’s Session – Content, What Do You Intervene On?

3. Series Outcomes Know recommended practices for students struggling to learn math Access math intervention research and resources Connect with practitioners across the state Create a plan to improve your school's math interventions

4. What the research says How it looks in practice Reflection & resources Q&A Until 10:15 Agenda

6. Today’s featured practice Interventions should focus intensely on in-depth treatment of whole numbers in grades K - 5 and on rational numbers in grades 4 - 8.

7. Our “Mathematical Selves” Schoenfeld, A. et al. (2014). Solomon (2009). Agency AuthorityIdentity My conception and expression of my own individuality and my group (cultural) affiliations as a potential “math person.” My perception that others see me as a capable mathematics learner. My perception that I am someone who can do and learn mathematics

8. What the research says How it looks in practice Reflection & resources Q&A Agenda

9. How to carry out this recommendation In grades K-5* interventions should focus almost exclusively on properties of whole numbers and operations. In grades 4 - 8, interventions should focus on in-depth coverage of rational numbers & advanced topics in whole number arithmetic. Establish collaborative teams with expertise in math instruction and curriculum, to ensure that four criteria are covered in depth in interventions. *Some older students also benefit.

10. research Establish collaborative teams with expertise in math instruction and curriculum, to ensure that four criteria are covered in depth in interventions Integrate computation with problem solving Importance of mathematical reasoning and sense making for calculations Materials should ensure student growth Frequent review and practice Critical Components of Mathematics Interventions

11. Achieve the Core

12. “Premature experience with formal procedures may lead to symbolic knowledge that is not based on understanding, or connected to the real world. This may impede students’ number and operation sense.” Kieren (as cited in Huinker, 2002, pp.73-74), A Focus on Fractions “Premature experience with formal procedures may lead to symbolic knowledge that is not based on understanding, or connected to the real world. This may impede students’ number and operation sense.” Kieren (as cited in Huinker, 2002, pp.73-74), A Focus on Fractions

13. Conceptual Understanding Conceptual understanding refers to an integrated and functional grasp of mathematical ideas. Students with conceptual understanding understand why a mathematical idea is important and the kinds of contexts in which is it useful. Conceptual understanding supports retention.

14. Strategy or Algorithm? Computation strategy Purposeful manipulations that may be chosen for specific problems, may not have a fixed order, and may be aimed at converting one problem into another. Computation algorithm A set of predefined steps applicable to a class of problems that gives the correct result in every case when the steps are carried out correctly.

15. In Grades K-8, How Many Standards Reference Using “Strategies”? 26 standards Grade K: CC Grade 1: OA, NBT Grade 2: OA, NBT Grade 3: OA, NBT Grade 4: NBT, NF Grade 5: NBT Grade 7: NS, EE 11% of K-8 standards

16. 5 standards In Grades K-8, How Many Standards Reference Using “Algorithms”? Grade 3: NBT2 Grade 4: NBT4 Grade 5: NBT5 Grade 6: NS2, NS3 2% of K-8 standards

17. research In grades K-5* interventions should focus almost exclusively on properties of whole numbers and operations. Counting Number Value *Older students may also benefit

18. research Counting Number value Place value Operations with whole numbers In grades K-5* interventions should focus almost exclusively on properties of whole numbers and operations. Place ValueOperations with Whole Numbers *Older students may also benefit

19. research In grades 4 - 8, interventions should focus on in-depth coverage of rational numbers & advanced topics in whole number arithmetic

20. research In grades 4 - 8, interventions should focus on in-depth coverage of rational numbers & advanced topics in whole number arithmetic Jon sold 60 magazine and Mark sold 80 magazines. The magazines were all sold at the same price. The total amount of money received for the magazines was $700. How much money did Mark receive? How many 8 th graders in the United States correctly solved this problem?

21. Up next…What it looks like in practice In grades K-5* interventions should focus almost exclusively on properties of whole numbers and operations. In grades 4 - 8, interventions should focus on in-depth coverage of rational numbers & advanced topics in whole number arithmetic. Establish collaborative teams with expertise in math instruction and curriculum, to ensure that four criteria are covered in depth in interventions. *Some older students also benefit.

22. What the research says How it looks in practice Reflection & resources Q&A Agenda

23. Today’s featured presenters Karen Stuttgen, Fall Creek School Michelle Parks Mary Ann Modrak CESA 10 Mathematics Consultants Michelle Parks CESA 10 Math Consultant Mary Ann Modrak Math Recovery Specialist CESA 10 Math Coach

24. What the research says How it looks in practice Reflection & resources Q&A Agenda

25. To what extent does the content of our interventions match the recommendations presented today? Please enter your response in the chat box.

26. Additional Resources

27. Thank you for attending! SPECIAL THANKS AGAIN TO OUR GUEST PRESENTERS! Mary Ann Modrak, CESA 10 Mathematics Consultant mmodrak@cesa10.k12.wi.us Michelle Parks, CESA 10 Mathematics Consultant mparks@cesa10.k12.wi.us Karen Stuttgen, Math Interventionist & RtI Coordinator karenstuttgen@fallcreek.k12.wi.us

28. Upcoming Webinars January 13 – Visual Representations February 16 March 17 April 20 May 17

29. What the research says How it looks in practice Reflection & resources Q&A Until 10:15 Agenda Access webinar recording at http://wisconsinrticenter.org/event/all/videos.htmlhttp://wisconsinrticenter.org/event/all/videos.html Sara Summ summs@wisconsinrticenter.org Heidi Erstad erstadh@wisconsinrticenter.org

30. Thank you for attending!