1. Before we get started… Jot down words or phrases that come to mind about… * Systematic and explicit instruction *

2. Webinar 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

3. Webinar Series Topics October Overview and Screening February Systematic instruction November Motivational Strategies March Fact fluency December Intervention content April Monitoring progress January Use of visual representations May Next steps / networking

4. Alignment with the Schoolwide Implementation Review (SIR) For instruction at the SELECTED and INTENSIVE level, we… Provide interventions in addition to the universal curriculum for students not meeting benchmarks Use evidence-based interventions for students not meeting benchmarks For more information about the SIR, see http://www.wisconsinrticenter.org -> Self Assessment tools http://www.wisconsinrticenter.org ->

5. Benjamin Banneker Agency AuthorityIdentity

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

7. Today’s featured practice Instruction during the intervention should be explicit and systematic.

8. Results of six randomized controlled trials of mathematics interventions show that explicit and systematic instruction can significantly improve proficiency in word problem solving and operations across grade levels and diverse student populations.

9. When is explicit and systematic instruction appropriate? Well-defined body of information or skills that all students must master Students have not acquired fundamental skills, strategies, and content Student progress toward mastery needs to be accelerated Inquiry-oriented or discussion-based instructional approaches have not worked Goeke, J. Explicit Instruction: A Framework for Meaningful Direct Teaching

10. Today’s featured practice Instruction during the intervention should be explicit and systematic.

11. Characteristics of explicit and systematic instruction Systematic instruction means …teachers introduce mathematics concepts gradually and in a logical order

12. Systematic begins with a baseline… Connected to Universal level Learning progressions toward Algebra Digging deeper with… Formative assessment probes Diagnostics Interview and observation-based assessments

13. Characteristics of systematic and explicit instruction Explicitness means giving clear explanations of concepts and using modeling to show how to solve problems and perform operations. Teachers should discuss the reasoning behind methods as they are demonstrated. array of examples extensive practice opportunities to think aloud extensive feedback

14. More on explicit instruction What it is…. Actively engaging students in skill based learning Integrating smaller learning units into meaningful wholes. Ensuring students are deriving meaning from instruction. Tailoring learning specifically to students’ learning and attentional needs. What it isn’t Not skill and drill, not rote Not just used to teach isolated facts, basic skills, or procedures Does not teach skills in isolation from meaningful contexts Goeke, J. Explicit Instruction: A Framework for Meaningful Direct Teaching

15. Differences between Explicit Instruction and Direct Instruction Goeke, J. Explicit Instruction: A Framework for Meaningful Direct Teaching Teacher-led Explicit Direct Seeks to understand and capitalize on how incoming information is processed and organized by the learner Focus on how presentation of material influences behavior

16. Mathematics Teaching Practices Establish mathematics goals to focus learning Implement tasks that promote reasoning and problem solving Facilitate meaningful discourse Pose purposeful questions Build procedural fluency from conceptual understanding Support productive struggle Elicit and use evidence of student thinking

17. What about now? * Systematic and explicit instruction *

18. How to carry out this recommendation Include numerous clear models of easy and difficult problems, with accompanying teacher think-alouds. Provide students opportunities to solve problems in a group and communicate problem-solving strategies. Include cumulative review in each session.

19. Include numerous clear models of easy and difficult problems, with accompanying teacher think-alouds.

20. Provide students opportunities to solve problems in a group and communicate problem-solving strategies.

21. Support Productive Struggle in Learning Mathematics Teachers sometimes perceive student frustration or lack of immediate success as indicators that they have somehow failed their students. As a result, they jump in to ‘rescue’ students by breaking down the task and guiding students step-by-step through the difficulties. While well intentioned, this…deprives students of an opportunity to fully engage in making sense of mathematics.

22. Support Productive Struggle in Learning Mathematics Struggle does not mean needless frustration or extreme levels of challenge. It means students expend some effort to make sense of mathematics.

23. Include cumulative review in each session. Sankofa bird

24. ROADBLOCK: Interventionists may be unfamiliar with how to implement an intervention that uses explicit and systematic instruction. Observe and discuss sample lessons Practice through role-playing and lesson observation with feedback

25. ROADBLOCK: Interventionists may not be expert with the underlying mathematics content. PD on math content, inlcuding mathematical reasoning underlying procedures, formulas and problem-solving methods

26. ROADBLOCK: The intervention materials may not incorporate enough models, think- alouds, practice, and cumulative review. Interventionists may underestimate the number needed to build proficiency. Develop a develop a template listing the essential parts of an effective lesson Work collaboratively to develop additional components.

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

28. Today’s featured presenters Aaron White, Rebecca Meyer, and Paula Muehler Menomonee Falls Math Interventionists

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

30. Additional Resources

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

32. Upcoming Webinars April 20 May 17

33. Webinar 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

34. Featured presenters Rebecca Meyer, meyereb@sdmfschools.orgmeyereb@sdmfschools.org Paula Muehler, muehpau@sdmfschools.orgmuehpau@sdmfschools.org Aaron White, whitaar@sdmfschools.orgwhitaar@sdmfschools.org Wisconsin DPI Math Consultant Ken Davis, Kenneth.Davis@dpi.wi.gov Kenneth.Davis@dpi.wi.gov Wisconsin RtI Center Technical Assistance Coordinators Sara Summ, summs@wisconsinrticenter.orgsumms@wisconsinrticenter.org Heidi Erstad, erstadh@wisconsinrticenter.orgerstadh@wisconsinrticenter.org Please complete the exit survey as a way to say thank you to our guest presenters! Thank you for attending!