Unit 1 jcs math foundations


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Unit 1 jcs math foundations

  1. 1. Math Instruction Foundation Training: Research to Practice Text: Liping Ma Knowing and Teaching Elementary Mathematics James Royer Ed. Mathematical Cognition (Recommended)
  2. 2. Unit 1: Foundations of Mathematics <ul><li>Purpose and Overview of the Course </li></ul><ul><li>Selection of Mathematics Programs </li></ul><ul><li>Components of Effective Implementation </li></ul><ul><li>http://www.ncsip.org </li></ul>
  3. 3. NCSIP II: Purpose <ul><li>North Carolina State Improvement Project (NCSIP II) works to significantly improve the performance and success of students with disabilities in North Carolina . </li></ul>Do not duplicate or alter without permission of NC SIP
  4. 4. NCSIP Personnel Development Process Workshops • Content Foundations • Model Training • Tasks/Skills Student Progress Evaluation Research- Based Practices • Reading • Writing • Mathematics On-site Fidelity Observations • 3 per year On-site Program Reviews • Annually • Review Research Literature • Identify Instructional Principles • Content Topical Outline • Training Strategies/ Tasks • Instruction Programs • Develop- mental Reviews • Analysis & Formal Feedback • Trained Observers • Feedback & Coaching • Evaluation & Reporting • OSEP Long-Term Performance Indicators • AYP • Student Characteristics • Project Characteristics
  5. 5. Purpose Of Course <ul><li>NCSIP’s course will provide you with an understanding of the instructional principles derived from scientific-based research and a solid foundation of knowledge and skills to begin using research-proven teaching strategies with students with disabilities who have persistent mathematical problems. </li></ul>
  6. 6. Why Does The Course Matter? <ul><li>“ Effective teachers are the only absolutely essential element for an effective school.” </li></ul>Allington & Cunningham, 1996
  7. 7. Why Does The Course Matter? <ul><li>“ Research has borne out that the key factor in students’ achievement is the quality of teaching... Teachers are central to the process of education, assessing student’s progress, selecting and using a variety of approaches and materials, and organizing for instruction.” </li></ul>Braunger & Lewis, 1999
  8. 8. Course Goals <ul><li>To develop participant understanding of basic principles of effective teaching and how they apply to instruction in the math content area </li></ul><ul><li>To increase participant understanding of the importance of language with mathematics instruction for all children </li></ul>
  9. 9. Course Goals (cont’d) <ul><li>To increase participant understanding of math difficulties and of how to help struggling math students </li></ul><ul><li>To provide opportunity and develop skills of participant to review, discuss, and make sound judgments about research, instructional practices, and materials </li></ul>
  10. 10. Course Topics Overview of Research Demystifying Math Components of Number Sense Quantity/Magnitude & Numeration Reflection Equality , Base Ten, & Form of a Number Proportional Reasoning & Algebraic and Geometric Thinking Assessment Connections
  11. 11. Requirements For Level I Foundation Training <ul><li>Level 1 participation earns 4.0 CEU credits. Requirements include : </li></ul><ul><ul><li>Research agreement to use data from pre and post tests. </li></ul></ul><ul><ul><li>Participation in all workshops. </li></ul></ul><ul><ul><li>Study online reading and respond to discussion questions appointed for Level 1 training. </li></ul></ul><ul><ul><li>Completion of all learning tasks appointed for Level 1 training. </li></ul></ul><ul><ul><li>In-class participation in group tasks. </li></ul></ul>
  12. 12. Requirements For Level 2 <ul><li>Level 2 participation earns 3 additional CEU credits and also qualifies participant to enter training to become a foundation trainer. </li></ul><ul><li>Requirements include : </li></ul><ul><ul><li>All of the requirements of Level I. </li></ul></ul><ul><ul><li>Discussion questions and Learning Tasks appointed for Level 2 training. </li></ul></ul><ul><ul><li>Complete the entire training twice. </li></ul></ul><ul><ul><li>Shadow or team train in your first training with a satisfactory evaluation by a master trainer (observation on 3 of 5 training days). </li></ul></ul><ul><ul><li>Performance on post training Math assessment that demonstrates 80% accuracy. </li></ul></ul>
  13. 13. Course Benefits For You And Students <ul><li>For You: </li></ul><ul><ul><li>CEU Requirements for License Renewal </li></ul></ul><ul><ul><li>Teaching of Mathematics Standards for the New Special Education General Curriculum License </li></ul></ul><ul><li>For Students: </li></ul><ul><ul><li>Your teaching skills will translate into higher levels of mathematics performance for students with disabilities enrolled in the standard curriculum. </li></ul></ul>
  14. 14. Getting to Know You <ul><li>Do you teach Middle or High School? </li></ul><ul><li>How many years have you been teaching? </li></ul><ul><li>What percentage of your students struggle in math? </li></ul><ul><li>Why are you here? </li></ul>
  15. 15. Unit 1: Foundations of Mathematics <ul><li>Purpose and Overview of Course </li></ul><ul><li>Selection of Mathematics Programs </li></ul><ul><li>Components of Effective Implementation </li></ul>
  16. 16. Questions To Answer About Mathematics Programs <ul><li>Is it scientifically research-based? </li></ul><ul><li>Does it contain multisensory strategies? </li></ul><ul><li>Does it include systematic, explicit and direct instruction? </li></ul><ul><li>Does it give attention to understanding fundamental operations with number? </li></ul><ul><li>Does it provide teacher support for working with students at different levels? </li></ul><ul><li>Does it include organized on-going assessments? </li></ul>
  17. 17. Other Questions To Ask About Mathematics Programs <ul><li>Is training and/or mentorship required for the program? </li></ul><ul><li>Is there a cost for student and teacher materials and/or the training? </li></ul><ul><li>Is there software and on-line support? </li></ul><ul><li>Does the program contain placement tests? </li></ul><ul><li>Are there benchmark assessments to use at various points in the program? </li></ul>
  18. 18. Middle School Math Resources <ul><li>Holt Text Book </li></ul><ul><li>Math Notebooks </li></ul><ul><li>Remedial Warm-ups </li></ul><ul><li>Transitional Mathematics </li></ul><ul><li>Super Source </li></ul><ul><li>Teaching Student Centered Math </li></ul><ul><li>Algebra Ready </li></ul><ul><li>Algebra 1 Rescue </li></ul>
  19. 19. <ul><li>Examples of Research-Based Math Programs </li></ul><ul><li>used in NC: </li></ul><ul><li> Transitional Mathematics </li></ul><ul><li>Number Worlds </li></ul><ul><li>Voyages-Excursion </li></ul><ul><li>Note: This is not an exhaustive list. </li></ul>
  20. 20. Transitional Math <ul><li>Teaches fewer topics in greater depth </li></ul><ul><li>Provides numerous visual representations to help conceptualize the mathematics </li></ul><ul><li>Meets individual student needs </li></ul><ul><li>Provides a logical sequence, ample practice, and an appropriate pace </li></ul><ul><li>Aligns with National Council of Teachers of Mathematics (NCTM) Standards </li></ul><ul><li>Ensures accurate placement and progress monitoring </li></ul><ul><li>Provides a solid alternative to basal curricula </li></ul><ul><li>Supports teachers with ongoing professional development </li></ul><ul><li>Provides a balance between procedural knowledge and conceptual understanding </li></ul><ul><ul><li>Source: Sopris West, Transitional Math </li></ul></ul><ul><ul><li>Link: http://store.cambiumlearning.com/ProgramPage.aspx?parentId =019005298&functionID=009000008&pID=Transitional%20Mathematics&site= sw </li></ul></ul>
  21. 21. Statesville Middle School and TRANSITIONAL MATH Heavily cited by the National Math Panel, TransMath is specifically designed for upper elementary or middle school students who score at or below the 40th percentile on national math tests. An EC initiated pilot program in its second year
  22. 22. TransMath Model at SMS <ul><li>Implemented as a co-teaching model utilizing a general ed math teacher and an EC teacher </li></ul><ul><li>Class sizes limited to 15-20 students including EOG level 1 & 2 students and EC math inclusion students </li></ul><ul><li>Both teachers are now Foundations of Math trained as well as TransMath trained </li></ul>
  23. 23. SMS EOG Growth for TransMath Students from 07-08 Math EOG to 08-09 Math EOG in 6th, 7th, and 8 th grades 6 th Grade Growth 8.1 7 th Grade Growth 9 8 th Grade Growth 13.6 TransMath EOG Proficiency from 07-08 to 08-09 SMS TRANSMATH DATA
  24. 24. Websites For Program and Assessment Information <ul><li>http://ncsip.org (SIP site) </li></ul><ul><li>www.nrcld.org (National Research Center for Learning Disabilities) </li></ul><ul><li>www.interventioncentral.org (Intervention Central) </li></ul><ul><li>http://iris.peabody.vanderbilt.edu/ (Research to Practice) </li></ul><ul><li>http://www.whatworks.ed.gov (What Works) </li></ul><ul><li>http://www.studentprogress.org (National Center on Student Progress Monitoring) </li></ul><ul><li>http://www.aimsweb.com (Progress Monitoring & RTI) </li></ul>
  25. 26. Factors In Sustained Use Of Research-Based Mathematics Programs <ul><li>A deliberate and realistic plan </li></ul><ul><li>An understanding of the rationale of the program </li></ul><ul><li>A support systems in place </li></ul><ul><li>Sufficient administrative support </li></ul><ul><li>An explicit link between assessment data and changes in instruction </li></ul>
  26. 27. Developing An Implementation Plan <ul><li>Who? What? How? </li></ul><ul><ul><li>Target students </li></ul></ul><ul><ul><li>Identification process </li></ul></ul><ul><ul><li>Assessment tools and areas to assess </li></ul></ul><ul><ul><li>Data collection and Analysis </li></ul></ul>
  27. 28. Developing An Implementation Plan <ul><li>What and How? </li></ul><ul><ul><li>Select research-based Math programs </li></ul></ul><ul><ul><li>Provide training for teachers </li></ul></ul><ul><ul><li>Group students based on assessments </li></ul></ul><ul><ul><li>Determine intensity and duration of instruction </li></ul></ul><ul><ul><li>Staff support and program fidelity </li></ul></ul>
  28. 29. “Reform by the Book” <ul><li>Why have curriculum materials played an uneven role in teacher practice? </li></ul><ul><li>What are the influences that teachers have in enacting the curriculum? </li></ul><ul><li>What contributions might curriculum materials make in enacting the curriculum? </li></ul><ul><li>What are some considerations with regard to curriculum materials? </li></ul>
  29. 30. Unit 1: Foundations of Mathematics <ul><li>Purpose and Overview of Course </li></ul><ul><li>Selection of Mathematics Programs </li></ul><ul><li>Components of Effective Implementation </li></ul>
  30. 31. Developing An Implementation Plan <ul><ul><li>How do we know it works? </li></ul></ul><ul><ul><li>Frequent assessment of students </li></ul></ul><ul><ul><li>Assessment drives instruction </li></ul></ul><ul><ul><li>Formal review process of student progress and program effectiveness </li></ul></ul><ul><ul><li>Strong leadership and commitment of all involved </li></ul></ul>
  31. 32. To Be Effective, Instruction For Students With Reading Difficulties, Must Be… <ul><li>“ more intensive, more relentless, more precisely delivered, more highly structured and direct, and more carefully monitored for procedural fidelity.” </li></ul>Ken Kavale, 1996
  32. 33. To Be Effective, You Must: <ul><li>Know your stuff, </li></ul><ul><li>Know who you’re stuffing, </li></ul><ul><li>Know why you’re stuffing, </li></ul><ul><li>Stuff every minute of every lesson. </li></ul>
  33. 34. The North Carolina State Improvement Project THANKS YOU for your time and support. Questions: 919-843-5037 [email_address] www.ncsip.org
  34. 35. Math Assessment <ul><li>Assessment </li></ul><ul><li>Lunch </li></ul><ul><li>Begin Unit 2 </li></ul>