1. W ‛‛ ” here do I Start with Math Intervention? Karen Stuttgen * Math Interventionist * Fall Creek School District

2.  I’ve been a math interventionist for 7 years in the Fall Creek School District  I started with nothing – no curriculum, no manipulatives, no classroom  In my 2 nd year, I did get intervention curriculum. But …I felt there was a PROBLEM… M y journey SOLUTION PROBLEM

3.  I used the assessments in my intervention curriculum along with the information from our universal screener…  BUT something still seemed “off”  My students were making gains, yet my students still seemed to have missing pieces in their foundation of whole numbers. T he problem… 9+5 12-7 8+3

4.  A good assessment that pinpoints gaps in mathematical understanding  What assessment do you use to identify gaps? D ecision making for instruction is guided by …

5. T here are many pathways to develop mathematical understanding  I’m not endorsing any particular curriculum or resource  One of my pathways ….to address the weakness of whole numbers, I had the opportunity to take Math Add+vantage training or AVMR from Math Recovery. 12-7 8+3 9+5

6. ath Add+vantage or AVMR M  AVMR is a DIAGNOSTIC assessment: 1. It identifies a student’s gaps with whole numbers 2. It taught me how children develop an understanding of whole numbers  I call it the “building blocks” of math AVMR was the missing piece for my students.

7. Building blocks in whole number understanding 5 FNWS NWA

8. Building blocks in whole number understanding 5 BNWS NWB

9. Building blocks in whole number understanding 5 NUMERAL ID

10. Building blocks in whole number understanding 5 STRUCTURE

11. Building blocks in whole number understanding 5 ADDITION & SUBTRACTION STRATEGIES

12. Building blocks in whole number understanding 5 FNWS NWA BNWS NWB NUMERAL ID STRUCTURE ADDITION & SUBTRACTION STRATEGIES There are two more building blocks: place value & multiplication and division strategies

13. Building blocks in whole number understanding 5 FNWS NWA BNWS NWB NUMERAL ID STRUCTURE ADDITION & SUBTRACTION STRATEGIES Students’ have missing pieces in these building blocks

14. No matter the intervention curriculum, don’t isolate and incorporate these skills FNWS NWA BNWS NWB NUMERAL ID STRUCTURE ADDITION & SUBTRACTION STRATEGIES ey points regarding the 5 building blocks K

15. Teach in a number range a student can make sense of FNWS NWA BNWS NWB NUMERAL ID STRUCTURE ADDITION & SUBTRACTION STRATEGIES ey points regarding the 5 building blocks K

16. I teach within the number range they know, and THEN extend the concept to larger numbers once they understand the concept FNWS NWA BNWS NWB NUMERAL ID STRUCTURE ADDITION & SUBTRACTION STRATEGIES ey points regarding the 5 building blocks K

17. n example of extending number ranges A

18. xtending number ranges E

19. E Started with 3 rd graders:  from 1-100 (forward sequencing) The only concept taught in my intervention curriculum, but I added:  100-1 (backward sequencing)  1-200 (forward)  200-1 (backward)  600-501 (backward)

20. I don’t move on until a student has mastered the building blocks in their number ranges. FNWS NWA BNWS NWB NUMERAL ID STRUCTURE ADDITION & SUBTRACTION STRATEGIES ey points regarding the 5 building blocks K

21. Always use manipulatives (even for older grades) and visual representations before moving to abstract. FNWS NWA BNWS NWB NUMERAL ID STRUCTURE ADDITION & SUBTRACTION STRATEGIES ey points regarding the 5 building blocks K

22. Don’t assume a student doesn’t need manipulatives because struggling learners are visual learners; also relate the concepts to the real world. FNWS NWA BNWS NWB NUMERAL ID STRUCTURE ADDITION & SUBTRACTION STRATEGIES ey points regarding the 5 building blocks K

23. I continually look for the relationships and structure of numbers regardless of the concepts I am teaching; I am the relationship builder FNWS NWA BNWS NWB NUMERAL ID STRUCTURE ADDITION & SUBTRACTION STRATEGIES ey points regarding the 5 building blocks K

24. ost importantly … M  Intervention is a process you will continually define and refine in your practices and understanding.  Incorporate the 5 building blocks into every concept you teach regardless of your curriculum. 9+5 12-7 8+3