## Sunday, February 22, 2009

### Scholastic website for teachers

I often search for websites that offer lots of resources and ideas for me to use in the classroom and with other teachers. One site that I have found very helpful is the Scholastic website for Teachers. If you click on the title of this article it should be a direct link to the website. Scholastic offers many articles on several different topics. I found several articles on interventions here. It also provides links that can be passed on to parents. Teachers can also find lesson plans, student activities, planning calendars, recommended books and authors, and many more items. So take a moment and go on over to Scholastic to see the wealth of information they have to share!

## Wednesday, February 18, 2009

### Encouraging a reader....

Teachers use many different ideas to encourage children to read. In meetings I am often asked though what to do about that student who needs to be on the move all the time, you know, the one with the motor stuck on "full speed" at all times. Here are just two of many ideas of how to incorporate movement with reading.

1. Take painters tape and tape a line or long box shape to the floor. This is the reading path. Allow students to take turns walking and reading in this designated area. By having an area set aside, it also helps to reduce collisions (hopefully!) since anyone walking past this area will know to expect a student to be in that space.

2. Scoot and read. Take a short book and copy the pages. Then either tape them in order around the room on the floor or low on the wall. Students are to sit cross-legged at each page and then "scoot" on their behinds to the next page. With younger students you could do this down a hallway that parents frequently walk down and encourage a family activity by having parents read with their children.

So have fun with these ideas and feel free to share any that you have tried and found to be successful!

1. Take painters tape and tape a line or long box shape to the floor. This is the reading path. Allow students to take turns walking and reading in this designated area. By having an area set aside, it also helps to reduce collisions (hopefully!) since anyone walking past this area will know to expect a student to be in that space.

2. Scoot and read. Take a short book and copy the pages. Then either tape them in order around the room on the floor or low on the wall. Students are to sit cross-legged at each page and then "scoot" on their behinds to the next page. With younger students you could do this down a hallway that parents frequently walk down and encourage a family activity by having parents read with their children.

So have fun with these ideas and feel free to share any that you have tried and found to be successful!

## Friday, February 13, 2009

### Math strategies from Intervention Central

*School-Wide Strategies for Managing...*

*MATHEMATICS*

*A service of www.interventioncentral.org*

*Mathematics instruction is a lengthy, incremental process that spans all grade levels. As children begin formal schooling in kindergarten, they develop 'number sense', an intuitive understanding of foundation number concepts and relationships among numbers. A central part of number sense is the student's ability to internalize the number line as a precursor to performing mental arithmetic. As students progress through elementary school, they must next master common math operations (addition, subtraction, multiplication, and division) and develop fluency in basic arithmetic combinations ('math facts'). In later grades, students transition to applied, or 'word', problems that relate math operations and concepts to real-world situations. Successful completion of applied problems requires that the student understand specialized math vocabulary, identify the relevant math operations needed to solve the problem while ignoring any unnecessary information also appearing in that written problem, translate the word problem from text format into a numeric equation containing digits and math symbols, and then successfully solve. It is no surprise, then, that there are a number of potential blockers to student success with applied problems, including limited reading decoding and comprehension skills, failure to acquire fluency with arithmetic combinations (math facts), and lack of proficiency with math operations. Deciding what specific math interventions might be appropriate for any student must therefore be a highly individualized process, one that is highly dependent on the student's developmental level and current math skills, the requirements of the school district's math curriculum, and the degree to which the student possesses or lacks the necessary auxiliary skills (e.g., math vocabulary, reading comprehension) for success in math. Here are some wide-ranging classroom (Tier I RTI) ideas for math interventions that extend from the primary through secondary grades.*

*Applied Problems: Encourage Students to Draw to Clarify Understanding**(Van Essen & Hamaker, 1990; Van Garderen,2006)*

*. Making a drawing of an applied, or 'word', problem is one easy heuristic tool that students can use to help them to find the solution. An additional benefit of the drawing strategy is that it can reveal to the teacher any student misunderstandings about how to set up or solve the word problem. To introduce students to the drawing strategy, the teacher hands out a worksheet containing at least six word problems. The teacher explains to students that making a picture of a word problem sometimes makes that problem clearer and easier to solve. The teacher and students then independently create drawings of each of the problems on the worksheet. Next, the students show their drawings for each problem, explaining each drawing and how it relates to the word problem. The teacher also participates, explaining his or her drawings to the class or group. Then students are directed independently to make drawings as an intermediate problem-solving step when they are faced with challenging word problems. NOTE: This strategy appears to be more effective when used in later, rather than earlier, elementary grades.*

*Math Computation: Two Ideas to Jump-Start Active Academic Responding**(Skinner, Pappas & Davis, 2005)*

*. Research shows that when teachers use specific techniques to motivate their classes to engage in higher rates of active and accurate academic responding, student learning rates are likely to go up. Here are two ideas to accomplish increased academic responding on math tasks. First, break longer assignments into shorter assignments with performance feedback given after each shorter 'chunk' (e.g., break a 20-minute math computation worksheet task into 3 seven minute assignments). Breaking longer assignments into briefer segments also allows the teacher to praise struggling students more frequently for work completion and effort, providing an additional 'natural' reinforcer. Second, allow students to respond to easier practice items orally rather than in written form to speed up the rate of correct responses.*

*Math Homework: Motivate Students Through Reinforcers, Interesting Assignments, Homework Planners, and Self-Monitoring**(Bryan & Sullivan-Burstein, 1998)*

*. Improve students' rate of homework completion and quality by using reinforcers, motivating 'real-life' assignments, a homework planner, and student self-monitoring. (1) Reinforcers: Allow students to earn a small reward (e.g., additional free time) when they turn in all homework assignments for the week. (2) 'Real-life' Assignments: Make homework meaningful by linking concepts being taught to students' lives. In a math lesson on estimating area, for example, give students the homework task of calculating the area of their bedroom and estimating the amount of paint needed to cover the walls. (3) Homework Planner: Teach students to use a homework planner to write down assignments, organize any materials (e.g., worksheets) needed for homework, transport completed homework safely back to school, and provide space for parents and teachers to communicate about homework via written school-home notes. (4) Student Self-Monitoring: Direct students to chart their homework completion each week. Have students plot the number of assignments turned in on-time in green, assignments not turned in at all in red, and assignments turned in late in yellow.*

*Math Instruction: Consolidate Student Learning During Lecture Through the Peer-Guided Pause**(Hawkins, & Brady, 1994)*

*. During large-group math lectures, teachers can help students to retain more instructional content by incorporating brief Peer Guided Pause sessions into lectures. Students are trained to work in pairs. At one or more appropriate review points in a lecture period, the instructor directs students to pair up to work together for 4 minutes. During each Peer Guided Pause, students are given a worksheet that contains one or more correctly completed word or number problems illustrating the math concept(s) covered in the lecture. The sheet also contains several additional, similar problems that pairs of students work cooperatively to complete, along with an answer key. Student pairs are reminded to (a) monitor their understanding of the lesson concepts; (b) review the correctly math model problem; (c) work cooperatively on the additional problems, and (d) check their answers. The teacher can direct student pairs to write their names on the practice sheets and collect them as a convenient way to monitor student understanding.*

*Math Instruction: Maintain a Supportive Atmosphere for Classroom "Math Talk"**(Cooke & Adams, 1998)*

*. Teachers can promote greater student 'risk-taking' in mathematics learning when they cultivate a positive classroom atmosphere for math discussions while preventing peers from putting each other down. The teacher models behavioral expectations for open, interactive discussions, praises students for their class participation and creative attempts at problem-solving, and regularly points out that incorrect answers and misunderstandings should be celebrated—as they often lead to breakthroughs in learning. The teacher uses open-ended comments (e.g., "What led you to that answer?") as tools to draw out students and encourage them to explore and apply math concepts in group discussion. Students are also encouraged in a supportive manner to evaluate each other's reasoning. However, the teacher intervenes immediately to prevent negative student comments or 'put-downs' about peers. As with any problem classroom behavior, a first offense requires that the student meet privately with the instructor to discuss teacher expectations for positive classroom behavior. If the student continues to put down peers, the teacher imposes appropriate disciplinary consequences.*

*Math Instruction: Unlock the Thoughts of Reluctant Students Through Class Journaling**(Baxter, Woodward & Olson, 2005)*

*. Students can effectively clarify their knowledge of math concepts and problem-solving strategies through regular use of class 'math journals'. Journaling is a valuable channel of communication about math issues for students who are unsure of their skills and reluctant to contribute orally in class. At the start of the year, the teacher introduces the journaling assignment, telling students that they will be asked to write and submit responses at least weekly to teacherposed questions. At first, the teacher presents 'safe' questions that tap into the students' opinions and attitudes about mathematics (e.g., 'How important do you think it is nowadays for cashiers in fast-food restaurants to be able to calculate in their head the amount of change to give a customer?"). As students become comfortable with the journaling activity, the teacher starts to pose questions about the students' own mathematical thinking relating to specific assignments. Students are encouraged to use numerals, mathematical symbols, and diagrams in their journal entries to enhance their explanations. The teacher provides brief written comments on individual student entries, as well as periodic oral feedback and encouragement to the entire class on the general quality and content of class journal responses. Regular math journaling can prod students to move beyond simple 'rote' mastery of the steps for completing various math problems toward a deeper grasp of the math concepts that underlie and explain a particular problem solving approach. Teachers will find that journal entries are a concrete method for monitoring student understanding of more abstract math concepts. To promote the quality of journal entries, the teacher might also assign them an effort grade that will be calculated into quarterly math report card grades.*

*Math Review: Teach Effective Test-Preparation Strategies**(Hong, Sas, & Sas, 2006)*

*. A comparison of the methods that high and low-achieving math students typically use to prepare for tests suggests that struggling math students need to be taught (1) specific test-review strategies and (2) time-management and self-advocacy skills. Among review-related strategies, deficient test-takers benefit from explicit instruction in how to take adequate in-class notes; to adopt a systematic method to review material for tests (e.g., looking over their notes each night, rereading relevant portions of the math text, reviewing handouts from the teacher, etc.), and to give themselves additional practice in solving problems (e.g., by attempting all homework items, tackling additional problems from the text book, and solving problems included in teacher handouts). Deficient test-takers also require pointers in how to allocate and manage their study time wisely, to structure their study environment to increase concentration and reduce distractions, as well as to develop 'self advocacy' skills such as seeking additional help from teachers when needed. Teachers can efficiently teach effective test-preparation methods as a several-session whole-group instructional module.*

*Math Vocabulary: Preteach, Model, and Use Standard Math Terms**(Chard, D., n.d.)*

*. Three strategies can help students to learn essential math vocabulary: preteaching key vocabulary items, modeling those vocabulary words, and using only universally accepted math terms in instruction. (1) Preteach key math vocabulary. Math vocabulary provides students with the language tools to grasp abstract mathematical concepts and to explain their own reasoning. Therefore, do not wait to teach that vocabulary only at 'point of use'. Instead, preview relevant math vocabulary as a regular a part of the 'background' information that students receive in preparation to learn new math concepts or operations. (2) Model the relevant vocabulary when new concepts are taught. Strengthen students' grasp of new vocabulary by reviewing a number of math problems with the class, each time consistently and explicitly modeling the use of appropriate vocabulary to describe the concepts being taught. Then have students engage in cooperative learning or individual practice activities in which they too must successfully use the new vocabulary—while the teacher provides targeted support to students as needed. (3) Ensure that students learn standard, widely accepted labels for common math terms and operations and that they use them consistently to describe their math problem-solving efforts.*

*References**Armendariz, F., & Umbreit, J. (1999). Using active responding to reduce disruptive behavior in a general education classroom. Journal of Positive Behavior Interventions, 1(3), 152-158.*

*Baxter, J. A., Woodward, J., & Olson, D. (2005). Writing in mathematics: An alternative form of communication for academically low-achieving students. Learning Disabilities Research & Practice, 20(2), 119–135.*

*Bryan, T., & Sullivan-Burstein, K. (1998). Teacher-selected strategies for improving homework completion. Remedial & Special Education, 19, 263-275.*

*From Jim Wright: Intervention Ideas for MATHEMATICS 9/26/08 11:53 AM*

*Carnine, D. (1997). Instructional design in mathematics for students with learning disabilities. Journal of Learning Disabilities, 30, 130-141.*

*Caron, T. A. (2007). Learning multiplication the easy way. The Clearing House, 80, 278-282.*

*Chard, D. (n.d..) Vocabulary strategies for the mathematics classroom. Retrieved November 23, 2007, from*

*Cooke, L B. & Adams, V. M. (1998). Encouraging "math talk" in the classroom. Middle School Journal, 29(5), 35-40.*

*Hawkins, J., & Brady, M. P. (1994). The effects of independent and peer guided practice during instructional pauses on the academic performance of students with mild handicaps. Education & Treatment of Children, 17 (1), 1-28.*

*Hong, E., Sas, M., & Sas, J. C. (2006). Test-taking strategies of high and low mathematics achievers. Journal of Educational Research, 99(3), 144-155.*

*Lambert, M. C., Cartledge, G., Heward, W. L., & Lo, Y. (2006). Effects of response cards on disruptive behavior and academic responding during math lessons by fourth-grade urban students. Journal of Positive Behavior Interventions, 8(2), 88-99.*

*Montague, M. (1997). Cognitive strategy instruction in mathematics for students with learning disabilities. Journal of Learning Disabilities, 30, 164-177.*

*Montague, M., Warger, C., & Morgan, T. H. (2000). Solve it! Strategy instruction to improve mathematical problem solving.. Learning Disabilities Research & Practice, 15, 110-116.*

*PĆ³lya, G. (1957). How to solve it (2nd ed.). Princeton University Press: Princeton, N.J.*

*Rhymer, K. N., Skinner, C. H., Jackson, S., McNeill, S., Smith, T., & Jackson, B. (2002). The 1-minute explicit timing intervention: The influence of mathematics problem difficulty. Journal of Instructional Psychology, 29(4), 305-311.*

*Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403.*

*Van Essen, G., & Hamaker, C. (1990). Using self-generated drawings to solve arithmetic word problems. Journal of Educational Research, 83, 301-312.*

*Van Garderen, D. (2006). Spatial visualization, visual imagery, and mathematical problem solving of students with varying abilities. Journal of Learning Disabilities, 39, 496-506.*

*Williams, K. M. (2003). Writing about the problem solving process to improve problem-solving performance. Mathematics Teacher, 96(3), 185-187.*

*Woodward, J. (2006). Developing automaticity in multiplication facts integrating strategy instruction with timed practice drills. Learning Disability Quarterly, 29, 269-289.*

*Zrebiec Uberti, H., Mastropieri, M. A., & Scruggs, T. E. (2004). Check it off: Individualizing a math algorithm for students with disabilities via self-monitoring checklists. Intervention in School and Clinic, 39, 269-275.*

## Monday, February 9, 2009

### Websites to check out

We have gathered together a small list of websites that we have come across that have had useful information. This group will be adding to this list as time goes on.

## Wednesday, February 4, 2009

### Suggested Academic Interventions

Academic Interventions for the General Classroom

1. Provide supplemental materials.

2. Individualized homework assignments.

3. Change instructional pace.

4. Reduce number of assignments by X.

5. Open book tests (books, notes, ect.)

6. Reduce length of regular text.

7. Use of more objective items (fewer essay responses) on tests/assignments.

8. Give tests/assignments orally.

9. Give take-home test.

10. Reversals and transpositions of letters and number not marked wrong, only pointed out for correction.

Keep checking back for more as we continue to add to our list!

## Monday, February 2, 2009

### Fun Fridays

__Fun Friday__

We have found that some children have a difficult time earning the golden ticket to attending such wonderful events such as the infamous Fun Friday. In our line of work, we have found that our behavior intervention frequent flyers usually don't make it until Friday. Unfortunately, we have all observed that children who experience loss or difficult consequences either early in the day or week, will pretty much throw in the towel behaviorally. Sadly enough, children do not always grasp that the consequence is because of their own behavior, but will often react to the adult. We have had much more success when reinforcements are positive. Below is an example of a reward system to earn the reward to attend a movie at the end of the school week:

1. The movie is divided into segments of time.

2. Children in the classroom have a behavior that they are working on

3. Each child at the end of the school day earns a specific amount of time to participate in the activity

4. TIME EARNED IS NEVER TAKEN AWAY

5. By the end of the week, the children should have been able to earn the entire amount of movie time.

Everyone is a winner!!! No loss of privilege, no negative consequences, all children should have experienced some sort of success!!!

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