Targeted Early Numeracy (TEN) Intervention Program
2010
The Targeted Early Numeracy (TEN)
intervention program fulfils a Government
commitment to provide support for students
experiencing substantial difficulty in learning
numeracy in the early years.
The Program
Implementation2009 Semester 2
The PILOT TEN Program was successful in assisting teachers
to target their Numeracy teaching and moving students
along the Numeracy Continuum.
2010 Semester 1
Implementation of TEN.
The Model
• Recognises that a small percentage of students
are at risk of numeracy failure, despite
participation within a quality early numeracy
program.
• Will be implemented within a normal daily lesson
block,
without withdrawal or an
additional specialist teacher.
The Model will provide:
• A personalised learning plan
• Smaller group size (usually three to four
students)
• Short, sharp sessions (typically 10 minute
blocks)
• Strategically targeted activities
• High success processes
• More explicit and systematic teaching
• Five-weekly assessments.
2. StrategyProfessional learning workshops and in-school
support will be delivered by local TEN Facilitators.
The implementation will focus on:
• Professional learning communities
• Professional learning in deepening teachers’ understanding
of how
students learn number
• Professional learning in student management
• Familiarisation with intervention program activities and
resources.
4. Resource allocations
One TEN facilitator per region.
Western Sydney, South Western Sydney
and Hunter/Central Coast will have two
facilitators.
4. Resource allocations
A grant of $1000 per K-2 roll class to be
paid
to participating schools.
This grant may be used Teacher
Professional Learning.
The Need For Intervention
Focus
Help monitor students’ rates of progress in key strategies.
Support the teaching needed to move students beyond the broad targets.
Track students’ responses to the intervention.
BROAD TARGETS
• KINDERGARTEN
All kindergarten students will be at least at the perceptual counting stage in the range to 20 by the end of the year.
Additional information on progress in relation to numeral identification and counting sequences must also be provided.
BROAD TARGETS
• YEAR 1
All Year 1 students will be at least at the figurative counting stage across the first decade (9 + 4 and 12 remove 3) by the end of the year.
Additional information on progress in relation to numeral identification and counting sequences must also be provided.
BROAD TARGETS
• YEAR 2
All Year 2 students will be at least counting on and back in the range to 30 by the end of the year.
Additional information on progress in relation to numeral identification and counting sequences must also be provided.
% of children at your school who are at risk of INNUMERACY.
Class List – Task
Reflection
REFLECTIONWhat do I already do to assist students at
risk?
How do I know that my strategies are successful?
What do I do when my strategies are unsuccessful?
What do I understand the following counting strategies to mean?
Emergent, Perceptual, Figurative, Counting on, Facile?
The Early Numeracy Continuum
• Emergent
• Perceptual
• Figurative
• Counting on
• Facile
• The student typically cannot count visible items. The student either does not know the number words or cannot coordinate the number words with them.
The Early Numeracy Continuum ASPECT 2
EMERGENT
• The student is able to count perceived items but cannot determine the total without some form of contact.
• This might involve seeing, hearing or feeling items.
The Early Numeracy Continuum ASPECT 2
PERCEPTUAL
• The student is able to count concealed items but counting typically includes what adults might regard as redundant activity. e.g. When presented with a collection partitioned into two parts (both screened), and told how many in each part and asked how many counters in all, the student will count form “one” instead of counting-on.
The Early Numeracy Continuum ASPECT 2
FIGURATIVE
• The student counts-on rather than counting from “one”, to solve addition or missing addend tasks. The student may use a count-down-from strategy to solve removed items tasks. e.g. 17-3 as 16,15,14; answer 14
• Or count-down-to strategies to solve missing subtrahend tasks. e.g. 17-14 as 16, 15, 14; answer 3.
The Early Numeracy Continuum ASPECT 2
COUNTING-ON-AND-BACK
• Uses known facts and other non-count-by-one strategies (e.g. doubles, partitioning) to solve problems.
The Early Numeracy Continuum ASPECT 2
FACILE
Monitoring targets K-2
Monitoring targets K-2
Monitoring targets K-2
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Feb-07 May-07 Aug-07 Nov-07 Feb-07 May-07 Aug-07 Nov-07 Feb-07 May-07 Aug-07 Nov-07
Kinder Yr 1 Yr 2
Emergent Perceptual Figurative Counting on Facile
School patterns
Each school’s pattern will look somewhat different.
Although the targets are drawn from early arithmetical strategies, achieving them will draw on other aspects of the continuum.
Over the course of the year, the number of students in the target group should reduce.
Some of your schools may have much higher numbers in the target area. This is part of your initial work.
2009 0 1 2 3 4 NA Total
Count17
51419
1313 280 755 144 467
41 291
% 42.4 46.3 7.9 1.8 0.3 1.1 100
perceptual
counter
perceptual
counter
potentialtarget group
potentialtarget group
5% 26% 25% 23% 13% 8%
Per
cen
t
n = 23 121
60%
50%
40%
30%
20%
10%
0%< 5 < 6 < 7 < 8 < 9 < 10
Age
(1750)(3070)(5354)(5873)(5898)(1176)
Overlapping waves of strategies
Facile
Counting onPerceptual
Emergent
Figurative
Things to rememberOne strategy doesn’t replace another, they co-exist.
Although counting-on-and back is a Year 2 target, it is a minimal target. The transition to non-count by ones methods is important for all students.
Students using perceptual counting strategies with large numbers have been identified in Stage 3 and Stage 4 classes where this can contribute to them being considered to be slow learners.
Aim of the TEACHER
• Children often use strategies that are less sophisticated than those of which they are capable
• To try and elicit the child’s most sophisticated strategy.
Things to remember
Use close observation and informed reflextion
Trust your judgement of students
Take the time to practise the skills of assessment on your target group
Where it helps you to understand ask how the child achieved their answer (don’t rely)
You may need to give additional questions
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