PREPARED FOR THE COLLABORATIVE LEARNING NETWORK OF THE

VIRGINIA TIERED SYSTEM OF SUPPORTSBY DAN MULLIGAN, ED. D.

JANUARY 2015

EVIDENCE BASED PRACTICES:Building the Confidence and Understanding of Temporarily At-Risk

Mathematics Students in a Coordinated System of Support

“It's often the people that no one imagines anything of, that do the things no one can imagine.” — The Imitation Game (2014) 

Systems Data

Practices

TARGETZONE

SupportingStaff Behavior Supporting

Decision Making

SupportingStudent Behavior

OUTCOMES

HighSchoolEdition

Resources

to share…

Book 1Page 3

Components of a Focused Mathematics Program

LearningDifferentiated based on the needs of the

student

Student Focused Mathematics

Program

RigorWith Nurturing

(STEAM)

Engaging Spiraling

Teaching for Mastery Reteach & Reassess as necessary (CLT-driven*)

Identifies the nonnegotiable vocabulary

necessary to decode the content

CurriculumTargeting the

Essential Knowledge and Essential Skills

Staff DevelopmentOngoing to include

feedback on success of implementation

AssessmentDriven by Essential

Knowledge and Essential Skills

VariedDiagnostic

ModelingData Driven

Ongoing

Provides College & Career Ready

Skills

Pacing reflects Data Analysis & SOL

Blueprints

Book 1page 4

NONNEGOTIABLE COMPONENTS OF RESEARCH-BASED TIER 2 MATH INTERVENTIONS

Book 2 page

4

1. Instructional explicitness (e.g., essential vocabulary)

2. Instructional design to build confidence

3. A strong conceptual basis for procedures that are taught (e.g., manipulatives, images, movement, etc.)

4. Formative assessment (we are not finished until they get it)

5. Model, guided practice, independent practice (e.g., think loud, rehearsal time)

6. Celebrate, record progress, motivate to work hard to get results (e.g., say goodbye with an adjective)

a. The number of cavities the sixth graders have?b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers?d. The heights of the sixth graders in inches?

MODELING, GUIDED PRACTICE, INDEPENDENT PRACTICE

There is a two-step process to empower temporarily at-risk math students to experience success with deeper learning:• Inclusive teachers must ‘train

their brain’ to ask TWO questions about the same concept;

• Inclusive teachers then model, provide opportunities for guided practice, and then gradually shift to independent practice answering second questions

Book 1Page33

Targeting the

K – 12

Essential

Mathematics Process

Standards

Book 1pages

10 – 11

This is what the processstandards ‘sound-like’…

Book 1pages 31 - 32

4 – second partner

YOUR Goal: I will enthusiastically meet a colleague to share my expertise and gather information to bring back to my team. Enjoy!

Please bring your booklets and a pen…

CommitmentIf you don’t make a total commitment to

whatever you’re doing, then you start looking to bail out the first time the boat starts leaking. It’s tough enough getting that boat to shore with everybody rowing, let alone when a guy stands up and starts putting his life jacket on.

Lou Holtz

Work collaboratively (e.g., construct viable arguments, critique, agree) to identify key

words that capture the essential strategies for

an effective Tier 2 & Tier 3 math program with

fidelity.

Enjoy working with your new best friend.

strategies for an effective Tier 2 & Tier 3 math program

CELEBRATE,RECORD PROGRESS,

MOTIVATE TOWORK HARDER

INSTRUCTIONAL

EXPLICITNESS

Book 1 page

8

Instructional Explicitness

Requires we know the target; where each child is in relationship to the target; and the best path to get them there…NO EXCUSES!

Opportunity

Book 1

page 9

Book 1 page 14Formative Assessment

Book 2 pages 16 - 18

"COMMITMENT IS AN ACT, NOT A WORD.”

Jean-Paul Sartre

Instructional Explicitness Book 1 page 7

Instructional ExplicitnessStudent Created Book of Knowledge

Book 2 pages 5 - 10

Thank you for your commitment to children!

"It's your attitude, not just your aptitude that determines your ultimate altitude."

--Zig Ziglar

Dan