3- 5 Interventionists Training Session 3
description
Transcript of 3- 5 Interventionists Training Session 3
![Page 1: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/1.jpg)
3-5 Interventionists Training Session 3
November 19, 2013Range Line Conference Room
1:00-4:00
![Page 2: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/2.jpg)
Today’s Learning Targets
We are learning to …• Understand the process for small group intervention in
mathematics• Understand the meaning and importance of “explicit
and systematic instruction.”
We will be successful when we can…• Verbalize the steps of the intervention process for
mathematics• Identify what “systematic and explicit instruction” looks
like and sounds like during small group intervention.
![Page 3: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/3.jpg)
Getting Started with Your Intervention Group
![Page 4: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/4.jpg)
Reviewing the Process
1. Review MAP scores (Grades 1-2)2. Identify any students in the 1%-30% OR
students of concern as identified during PLC.3. Locate MAP score on NWEA RIT ALIGNMENT 4. Administer CPA Diagnostic Assessment for that
Grade Level5. Plan intervention activities6. Administer intervention – recording on Tier 2
Student Recording Sheet7. Progress Monitor after 3 weeks using easyCBM.
![Page 5: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/5.jpg)
![Page 6: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/6.jpg)
Diagnostic Assessments & Resources
MTSD Intervention Resources
http://www.mtsd.k12.wi.us/departments/rtiresources.cfm
![Page 7: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/7.jpg)
Tier 2 Student Intervention Plan
Record SheetPurpose:• Planning• Recording activities• Recording attendance• Communication
***This is a word document so change to meet your needs.
![Page 8: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/8.jpg)
A structure for instruction
Symbols
Give a context: tell a story
Explain orally and/or in writing
Make a picture
Use concrete models:manipulatives
![Page 9: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/9.jpg)
A Research Based Approach to Intervention
![Page 10: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/10.jpg)
IES Practice Guide: Assisting Students Struggling with Mathematics: Response to
Intervention for Elementary and Middle School Students
• US Department of Education• Research-based education practices
Committee Chair: Russell Gersten
Published by:What Works Clearinghouse (April 2009)
![Page 11: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/11.jpg)
![Page 12: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/12.jpg)
Explicit and Systematic Instruction
Look back at your notes from our last meeting and gather 2 ideas to share regarding how you might explain “explicit and systematic instruction.”
Jot those ideas down on a notecard.
![Page 13: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/13.jpg)
• Engaging tasks and clear problem-solving models (e.g., tape diagrams)
• Time for students to think • Teacher modeling followed by guided and
independent practice using carefully orchestrated examples and sequences of examples.
• Corrective feedback as needed• Opportunities for students to participate and hear
teachers thinking aloud• Concrete objects to understand abstract
representations and notation (CRA)
Explicit and Systematic Instruction
![Page 14: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/14.jpg)
Nearest AnswerTen Minute Math, Dale Seymour Publications
29 + 52 ≈ 40 60 80100
5,982 – 978 ≈ 6,000 7,000 14,00015,000
59 × 11 ≈ 60 500600 6,000
≈
![Page 15: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/15.jpg)
Nearest Answer
• What’s the mathematics targeted in this task?• How was the mathematics made explicit?• Move the task through the 5 modes of
representation.•In what ways do these translations from one representation to the next surface the mathematics?
•How might we make the connections between representations explicit?
![Page 16: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/16.jpg)
A structure for explicit and systematic instruction
Symbols
Give a context: tell a story
Explain orally and/or in writing
Make a picture
Use concrete models:manipulatives
![Page 17: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/17.jpg)
Your Turn!
• Work with a partner that is intervening around similar content as you.
• Select 2 Nearest Answer tasks to facilitate with a small group
• With your partner:– Identify the mathematics– Identify and practice “moves” you will use to make
the mathematics explicit
![Page 18: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/18.jpg)
Reflect
• How will this knowledge help you be more explicit with your instruction?
• Where might you step in with explicit instruction?
![Page 19: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/19.jpg)
Planning for Instruction
![Page 20: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/20.jpg)
What is instructional supports are avaialble?
• MTSD RtI Math Resources• Howard County Math Wikis• Illustrative Mathematics
![Page 21: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/21.jpg)
Illustrative Mathematics
http://www.illustrativemathematics.org/
![Page 22: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/22.jpg)
easyCBM Progress Monitoring Tool
![Page 23: 3- 5 Interventionists Training Session 3](https://reader036.fdocuments.in/reader036/viewer/2022062520/56815aa7550346895dc83cc2/html5/thumbnails/23.jpg)
EasyCBM – Welcome Kurt Roeker
Login to easyCBM through our RtI Website