Creating an Intervention Plan that Works for Teachers & Students

Christine Koerner

Director of Secondary Mathematics

Oklahoma State Department of Education

http://bit.ly/2N1STnE

Math Circles combine significant content with settings that encourage a sense of discovery and excitement about mathematics through problem solving and interactive exploration.

Christine Koerner

Director of Secondary Mathematics

Christine.Koerner@sde.ok.gov

Alignment to Learning Forward Standards

  • The federal education law, Every Student Succeeds Act (ESSA), redefines professional development with a purposeful influence from Learning Forward. 
  • Learning Forward, a national association recognized as leaders in professional learning, has established standards for professional learning that set a high bar for quality learning experiences.
  • This session aligns to the following standard(s):
    • Learning Communities Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

What is Intervention?

Tier 1 : Universal

High Quality Instruction for All

We Know What Works

We Know What Works

Make your Lesson EPIC!!

Essential Question/Learning

Problem Solving

Inquiry/Questioning

Communication/Collaboration

Tier 2 : Targeted

Supplemental small group mathematics instruction

Tier 2 : Targeted

Supplemental small group mathematics instruction (<20%)

How can we organize centers/stations?

  • Set Clear Expectations
    • Essential learning/goals for the day
    • How many/which stations are required
    • How much time is at each station (12-15 min is average)
    • Behavior expectations
    • Station directions on each table as reminders
  • Keep student work in one place for all stations
    • “Passport booklet”
  • Timing
    • 45 minutes? Plan for students to get to 2-3 stations
    • 60 minutes? 3-4 stations
    • 80-90 minutes? 4-5 stations
  • Student Requirements
    • Students do NOT necessarily need to go to all stations
    • Teachers do NOT need to assign them groups
      (as long as you know who to pull for small group instruction)

Small Groups in a Big Class

  • “In centers, children are making sense of the mathematics in their way, bringing to the problems only sills and ideas that they own.” —John Van de Walle
  • “Learning centers provide students with the opportunity to make decisions and take responsibility for their actions.” —Marilyn Burns
  • “Small groups provide a forum in which students can ask questions, discuss ideas, make mistakes, learn to listen to others’ ideas, and offer constructive criticism.” —NCTM 2004
  • “Learning centers can promote independent learning, while differentiating and individualizing both learning
    and instruction.” —C.A. Tomlinson

Small Groups in a Big Class

A1

A2

A3

B1

B2

B3

C1

C2

Key Recommendations

Strong Evidence

  • Instruction during the intervention should be explicit and systematic. This includes providing models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review.
  • Interventions should include instruction on solving word problems that is based on common underlying structures.

IES Practice Guide on Assisting Students Struggling with Mathematics
https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_math_pg_042109.pdf

Key Recommendations

Moderate Evidence

  • Intervention materials should include opportunities for students to work with visual representations of mathematical ideas and interventionists should be proficient in the use of visual representations of mathematical ideas.
  • Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic arithmetic facts.

IES Practice Guide on Assisting Students Struggling with Mathematics
https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_math_pg_042109.pdf

Key Recommendations

Low Evidence (still effective!)

  • Screen all students to identify those at risk for potential mathematics difficulties and provide interventions to students identified as at risk.
  • Monitor the progress of students receiving supplemental instruction and other students who are at risk.
  • Include motivational strategies in tier 2 and tier 3
    interventions.

IES Practice Guide on Assisting Students Struggling with Mathematics
https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_math_pg_042109.pdf

Tier 3 : Intensive

One-on-one tutoring along with a mix of instructional interventions

Next Steps

What are the roadblocks to implementing a more comprehensive intervention system in your class?

Here, group up with similar roadblocks and TPS to figure out next steps.

For example, implement one cycle of stations each unit at ⅔ through the unit.

With a Learning Focus in Mind:

  • Prerequisite & Fluency
  • Concrete/Conceptual Remediation
  • Recursive/Cumulative Review

Let’s Try It

Let’s Try It!

Christine Koerner

Director of Secondary Mathematics

Christine.Koerner@sde.ok.gov

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Koerner > Creating an Intervention Plan that Works for Teachers & Students - Google Slides