Spring Math

January 12, 2024

• What is Spring Math and What’s its goal?
• How Does Spring Math Work?
• Participate in a Daily SM Lesson
• Review YOUR ROLE as a Spring Math Teacher
• Look at some school-wide SM data

Amanda Williamson

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• Educational Consultant at IU8 focusing in MTSS Academics & all things Math
• Mathematics 7-12 teacher for 18 years
• District Instructional Coach for 6 years�

814-414-7781

Awilliamson@IU08.org

@AmandaWill_IU8

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Meet your IU8 Spring Math Support!

What is Spring Math?

And, What is it’s Goal?

Spring Math is a comprehensive assessment & intervention system

• Classwide (Tier 1.5) & Individual (Tier 2 & 3) interventions
• Seasonal screening & weekly progress monitoring of fundamental, grade-level skills
• Immediate, data-based adjustments to match instructional level

• A computer-based program
• A replacement for Core curriculum
• A benchmarking assessment
• A one-and-done intervention

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Spring Math is:

Spring Math isn’t:

Goal of Spring Math:

To bring students to mastery of strategic grade level skills, and ultimately to Algebra-readiness by the end of 8th Grade.

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Researched & Evidence-Based

• Developed by Dr. Amanda Vanderheyden after over a decade of research surrounding both math education and psychology of learning.
• Peer-reviewed in education & psychology journals
• Follows the evidence-based protocols for math instruction and intervention (NASP)
• Integrates the Science of Math
• Aligned to Common Core standards

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Researched & Evidence-Based

1. Systematic Instruction
2. Math Language
3. Concrete & Semi-Concrete Representations (CRA)
4. Use Number Lines!
5. Teach Word Problems (schema-based instruction)
6. Timed Activities to build fluency (for growth, not grades)

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How Does Spring Math Work?

• Seasonal Screening
• Daily Intervention
• Weekly Progress Monitoring

Seasonal Screening

How are the Screening Measures chosen?

Seasonal Screening Measures

• Assesses what students should know, at what point in the year, to stay on track�
• 3-4 Target Skills per season (see handout)�
• Delivered to Whole-Group�

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• Timing per measure
• Kindergarten: 1 minute
• Grades 1-6: 2 minutes
• Grades 7-8: 3 minutes�
• Uses Digits Correct per Minute as guide to match interventions
• Class Median determines intervention

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Screening Your Class

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Screening Your Class

Screening Your Class

• Do all measures on one day or spread them out
• Read the directions
• Do the first problem with the students
• Set the timer (2 min)
• Pencils up/down when the timer ends
• Teacher collects and corrects the tests

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• Answer keys provided
• Students are not allowed to skip problems
• Only correct answers are counted, no partial credit
• Tip: Put papers in alphabetical order to make entering data quicker

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Entering Scores

Screening Results determine your method of intervention!

Median BELOW Instructional Range�

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Classwide Intervention for ALL students

Median AT/ABOVE Instructional Range

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Individual Interventions for those needing

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  Stages of Learning 

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Performance Improving

Errors Decreasing

Acquisition

Proficiency

Mastery

Generalization

Adaptation

Maintenance

*Used with permission by Amanda Vanderheyden

Classwide Intervention

• A multi-vitamin of skill practice for ALL students

There are 4 components of this process that must be done every day to ensure optimum results!

Classwide Intervention

• Daily Routine has 4 essential Components:
• Peer-Tutoring
• Independent Practice
• Error-Correction
• Motivation
• Packets generated instantly
• 12-15 minutes to complete at minimum (Can add more time for extended error-correction)
• Daily self-recording of growth & weekly progress monitoring

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Classwide Routine

1. Peer Tutoring: This time is all about accuracy and having partners coach each other, not about speed. The time limit is just to make sure you keep the lesson moving.) There should be no mistakes on papers during this time.
1. One works, the other checks via answer key. Then switch roles
2. Teacher should be walking around looking for common errors/trouble-spots & LISTENING! (formatively assessing)
3. Make sure partners are talking to each other and giving each other quality feedback. You should hear things like:

Worker:

• "I added my ones and made a ten, so then I added that ten to the others"
• “I knew 16-10 was 6 so 16-9 must be 7”

Helper:

• “How do you know it’s 7?”
• “How’d you get 8 on that?”
• “What’s 16-6? So then 16-9 must be what?”

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Classwide Routine

1. Peer-Tutoring
2. Independent Practice: This is time for each student to work alone, quietly, trying to answer as many problems as possible.
1. Give each student a fresh copy of the same worksheet they just completed in peer-tutoring
2. Remind them of goal of growth & encourage them
3. Set timer for specified length & begin!
4. After time is up, check papers and count # correct
1. Use whatever fits for you when it comes to checking; Some teachers read answers, some projector answer key, some collect and score themselves.

Tip! Have the students put a star by the problem they are trying to get to that day. This could be the mastery target or simply a goal of more correct than yesterday.

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Classwide Routine

1. Peer Tutoring
2. Individual Practice
3. Error Correction: After correcting papers, partners should spend one minute discussing with each other any errors they made or any problems that required ‘extra’ thinking and then work together to figure out what they did wrong.
1. This is a vital step that is often skipped!
2. If neither partner made errors, they can work together to finish the worksheet or create additional problems.
3. Teachers can pull a problem or two to review at the board!

“This problem really seemed to make some of you think hard … let’s take a look at it!”

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Classwide Routine

1. Peer Tutoring
2. Individual Practice
3. Error Correction
4. Tracking & Motivation:
1. Have students record daily score on their personal growth tracker.
2. Then, it's time to celebrate students who beat their score from the day before or have shown growth from Day 1 of the skill!
1. This is another really important piece that is often skipped! Some teachers might motivate students differently, but the key is celebrating growth without spotlighting those that may not have grown
3. SM protocols instruct teachers to collect the papers from independent practice and pull one out at random. If the score on that paper is higher than the randomly drawn score from the day before, the class earns a reward. (Rewards Checklist)

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Video taken from the Spring Math Support Portal

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Find it Here!

Weekly Progress Monitoring

• After 5 days of working on a skill, you will need to collect the Independent Practice papers (before or after they’ve been scored depending on trust) and enter into Spring Math�
• If median score is:

At or above Mastery Target → Move on

Between Instructional & Mastery Target → Stay

Below Instructional Target → Acquisition Lesson�

• New packet of materials will be generated instantly.

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Clarifying WHEN to Enter Classwide Data into the System:

1. Initial (first) Data Entry for Skill

• Should NOT be until at least day 4 or 5 of working on the skill
• This will allow ALL students a chance to show SOME growth in their daily work (shown via the tracker sheets)

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2. Additional Entries for Skills Requiring More than One Week

• After the initial week of practicing a skill, there is NO required number of days
• Teachers have the discretion to enter data as often as possible
• Remember, the goal is to not RUSH through skills, it is to work towards FLUENCY of skills for all students!

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Track your Median Growth

Look for trends and outliers. Adjust if needed.

[Only requirement is progress monitor once per week]

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Median in Frustrational Range?

• Provides ACQUISITION LESSON materials

Spring Math will match practice to the instructional level of median.

Median in Instructional Range?

• Provides another packet of FLUENCY LESSON materials

Median in Mastery Range?

• Moves class on to next skill

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Acquisition Lessons

• To be used when students are in Frustrational Level.
• Designed to help get students to the level where they can build Fluency.

Spring Math will match practice to the instructional level of median.

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1. Explicit Instruction

Acquisition Lessons

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Provides:

1. Explicit Instruction
2. Conceptual Building
3. Independent Practice

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2. Building Conceptual Understanding

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3. Individual Practice

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Spring Math ensures students have the foundational skills they need for current grade content!

Grade 5 Indiv. Classroom

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The system will recommend students for Individual Intervention if they are not progressing with the class. Look for a green star on the Student tab. [After 4-weeks or combined with low screening]

Individual Intervention

• Packets generated instantly�
• 15-20 minutes to complete (In addition to classwide)
• Program will drill back to find the area of concern
• Can progress monitor daily to expedite process
• Program may give options for activities based off of instructional level of student.
• Will progress monitor on Intervention skill & the Goal intervention skill

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Individual Intervention

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Uses probes to dig back to find the cause!

What is

YOUR ROLE as a Spring Math Teacher?

Teacher Responsibilities

• Establish a routine for easy implementation
• Establish a mindset for GROWTH ... This is not a race!
• Provide the support each student NEEDS
• Adjust partners as needed
• Consider working with struggling students
• Provide additional problems for those already at mastery. (Give more problems than time will allow - no one should finish early!)
• Enter data consistently & look at it for decision-making
• Ensure students are tracking daily growth
• Collaborate & Problem-Solve with your team
• Be sure to complete each of the 4 Components DAILY

Peer-Tutoring / Individual Turn / Error-Correction / Motivation

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Questions so far?

Let’s DO Some Spring Math!

Our Routine:

1. Partner Up!

• Partner A will be the Worker first!
• Partner B will be the Helper first! �

2. Separate packet so A has work page and B has Answer Key

• DO NOT begin until told to do so!

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After you Check:

• Count your Total # Correct
• Chart it on your Growth Tracker
• Look over any problems you missed or struggled a bit with … work them out and ask your partner if you need help!

Questions?

Comments?

Concerns?

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What if we get stuck??

• Define ‘stuck’
• Ensure all 4 components are being done EACH day
• Utilize Acquisition Lessons for a day or so (or Booster Lessons)

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Teacher Responsibilities

Support is just a click to the portal away!

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Strengthen your Multi-Tiered System of Support with Spring Math!

* New book published on Springmath.com

Some Implementation Insights

• Spring Math collects & shares data on implementation for each classroom
• Found in teacher’s GROWTH tab

Recommendations:

Intervention Consistency should be above 80% [Enter scores each week]

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Average Weeks per Skill should be around 2 [with FULL implementation]

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% of Scores Increasing should be as high as possible [depends on #weeks]

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NEWer Data Tables

• Found in Growth Tab�
• Shows the progress of both individual students and classes on each skill

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• Also links to a report showing percentages of a class in each range

Program Evaluation Tool

• Can customize this to YOUR needs
• Can import other data you’ve collected!

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Yearly Data PLUS Requested External Data

Let’s Chat!

Routines

Paperwork

General Thoughts

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Always Here to Help You!

Amanda 814.414.7781

AWilliamson@iu08.org

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IU8 Math Feedback Form https://forms.gle/qkKdJSvuTgkbuDyKA

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Thanks!

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