MATH INTERVENTION MATERIAL REVIEW: Number Worlds Grades PreK 8 and Algebra Readiness SRA

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MATH INTERVENTION MATERIAL REVIEWNumber
WorldsGrades Pre-K 8 andAlgebra ReadinessSRA

• Peggy Cunningham

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Number Worlds

• Math prevention/intervention program
• Grades Pre-K 8, Algebra Readiness
• Activity based
• Incorporates technology
• Supported by the Kentucky Center for Mathematics

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Research-and Standards-based Curriculum

• The program incorporates the findings of several
  different types of research
• Field Tests
• Effectiveness Studies
• Educational Research
• Research on How Children Learn
• Program authors Sharon Griffith, Doug Clements,
  and Julie Sarama have been leaders in the
  research that has identified how children learn
  mathematics.

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Research-and Standards-based Curriculum

• Number Worlds is built to deliver on the five key
  proficiencies identified by the mathematics
  research community as crucial for gauging
  childrens understanding of math.
• These proficiencies are as follows
• Understanding Comprehending mathematical
  concepts, operations, and relations, and knowing
  what mathematical symbols, diagrams, and
  procedures mean
• Computing Carrying out mathematical
  procedures, such as adding, subtracting,
  multiplying, and dividing numbers flexibly,
  accurately, efficiently, and appropriately
• Applying Being able to formulate problems
  mathematically and devise strategies for solving
  them using concepts and procedures appropriately
• Reasoning and Problem Solving Using logic to
  explain and justify a solution to a problem or to
  extend from something known to something not yet
  known
• Engaging Seeing mathematics as sensible,
  useful, and feasible

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Research-and Standards-based Curriculum

• Building Blocks software, incorporated into the
  Number Worlds program, is the result of National
  Science Foundation-funded research. Building
  Blocks includes research-based computer tools
  with activities and a management system that
  guides children through research-based learning
  trajectories.

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Levels A-C (Prevention)Grades Pre-K, K, and 1 30
weeksDaily instruction Levels D-J and Algebra
Readiness (Intervention) Grades 2 8, Six
4-week intensive units per grade on specific
skill areas48-page booklets per unit
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CONTENT
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Lesson Overview Prevention Level C
Lessons are all structured the same way
throughout the program 1. Warm Up, 2. Engage, 3.
Reflect, and 4. Assess.
1. Warm Up exercises provide cumulative review
and computation practice for students and gives
the teacher an opportunity to assess students
skills quickly. 2. Engage is the heart of the
lesson instruction. Introduce and develop
concepts with engaging activity cards. Also
included are suggestions for differentiating
instruction.
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Lesson Overview Prevention Level C
3.Reflect is a vital part of the lesson that
offers ways to help students summarize their
understanding. 4. Assess helps you use informal
assessment to summarize and analyze evidence of
student understanding.
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Lesson Overview Intervention Level E

• Lesson Structure
• Warm Up
• Engage
• Reflect
• Assess

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Technology Resources
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Weekly Overview Prevention Level C
Background provides a refresher of the math
principles relevant to the chapter. How Children
Learn offers insight into how children learn and
gives research based teaching strategies. Skills
Focus outlines the skills that will be covered
throughout the week. Teaching for Understanding
provides the big ideas of the chapter. Math at
Home extends learning to provide extra practice
students need and encourage support at home. Math
Vocabulary and English Learners outline
vocabulary for the chapter and defines vocabulary
in English and Spanish to improve students
understanding of concepts.
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Weekly Planner Prevention Level C
Weekly Planner includes objectives that explain
how the key concepts are developed lesson by
lesson and which resources can be used with each
lesson for quick and easy teacher preparation.
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Weekly Overview Planner Intervention Level E
Weekly Planners map out an entire week of
lessons, complete with pacing options, goals, and
resources necessary to get the most out of every
lesson.
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Placement
Placement Tests are provided to identify where
students should begin the Number Worlds
curriculum.
Level C Placement Test
Level E Addition Placement Test
Level C Placement Test Instructions
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PLACEMENT TESTS LEVELS A - C

• Levels A-C have individual Placement test
• Test is read by teacher using teacher
  instructions and reproducible test masters
• Teacher records student responses
• Students scoring greater than 75 (14/18)
  continue to the next level
• If students score less than 75, they begin in
  that level
• Use Number Knowledge test to get a more thorough
  understanding of a students knowledge of numbers
  (knowledge of numbers typically acquired by
  children around 4, 6, 8 and 10 years of age)

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PLACEMENT TESTS LEVELS D-J

• Placement test for each Concept Unit
• Levels D-J are given as a group test
• Each levels test assesses the level below (first
  page) and the stated level (second page)
• If students score less than 75 on the first page
  teacher administers the placement test for the
  previous level
• Students scoring greater than 75 on the first
  page continue the test
• If students do not demonstrate understanding of
  more than 75 of the items on the second page of
  the test, but have demonstrated understanding of
  the items on the first page, they should begin
  instruction in the level being tested
• If students demonstrate understanding of more
  than 75 of the items on the second page of the
  test, administer the unit placement test for the
  next level
• The best practice is to assess a students
  knowledge of the entire level of content and to
  place him or her in the first unit in which he or
  she begins to show difficulty

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ASSESSMENTS

• Weekly Tests
• Assesses lesson content knowledge
• Identifies where students are having difficulty
  for quick intervention
• Cumulative Reviews (A-C)
• Six week cumulative oral assessment
• Checks student progress
• Unit Tests (D-J)
• Tests knowledge of topic at the end of unit
• Multiple choice unit tests may be used in place
  of regular unit test, or as an additional
  assessment after any necessary remediation
• Informal Assessment
• Part of every daily lesson
• Analytic rubrics available for informal
  assessment
• Documentation
• Student Assessment Record in back of book
• Pre and Post
• Placement can work as a pre-assessment
• Placement can be re-given for post test
• Can also give the end of the unit assessment as a
  post-test

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Lesson 5 Review Intervention Level E

• Review Assess
• Lesson 5 of every chapter is the formal review
  and assessment.
• Includes suggestions for differentiating
  instruction based on student results.

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Number Worlds Intervention Package

• Teacher Edition
• Activity Cards Level A-C
• Activity Sheets
• Student Workbook Levels D-J
• Assessment
• Manipulatives
• Technology

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COST
Unit Teacher Kits A-C 613.59 (materials for 5
students) D-J 655.20 (materials for 5
students) Additional student workbooks
29.10/5 Algebra Readiness per
student Building Blocks Online 10.50/student,
minimum 20 Training is available and price
depends on how much is purchased
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How Are My Students Progressing?
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CONTACT INFORMATION

• Sharon Burt
• 1-800-201-7103
• www.sranumberworlds.com

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Creating or Selecting Intervention Programs NCTM

• http//www.nctm.org/intervention.aspx

Questions to Consider When Creating or Selecting
an Intervention Program
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Diagnostic Assessment

• 1.1. Does the intervention program include
  diagnostic assessments that identify students
  specific strengths and weaknesses with respect to
  both conceptual understanding and procedures?
• 1.2. Do the assessments investigate students
  knowledge of fundamental mathematics concepts
  that are grade appropriate?
• 1.3. Does the content that is assessed align with
  the schools prescribed curriculum?
• 1.4. Do the assessments communicate students
  strengths and weaknesses in ways that teachers
  and parents can understand?

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Instructional Activities

• 2.1. Does the intervention program include a
  series of instructional activities that are
  carefully linked with the diagnostic assessments?
• 2.2. Do the programs instructional activities
  support and enhance, but not supplant or
  duplicate, regular classroom instruction?
• 2.3. Are tools for ongoing, formative assessment
  embedded in the instructional activities?
• 2.4. Is the mathematics in the instructional
  activities correct?
• 2.5. Do the instructional activities advance the
  schools curriculum and promote reasoning and
  conceptual understanding?
• 2.6. Do the instructional activities contain
  challenging tasks that are appropriate for
  students interests and backgrounds?

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Post-assessment

• 3.1. Does the intervention program contain
  post-assessments that indicate whether the
  instructional activities have been effective?
• 3.2. Are follow-up assessments administered in a
  timely fashion?
• 3.3. Do the assessments communicate students
  growth or need for further instruction in ways
  that teachers and parents can understand?

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Organizational structure of the intervention

• 4.1. Is the structure of the intervention program
  feasible given the organizational structure of
  the school?
• 4.2. Does the school have the necessary resources
  to implement the intervention program as
  designed?
• 4.3. Does the intervention program include
  adequate and ongoing professional development to
  ensure effective implementation?

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Research supporting the intervention

• 5.1. Have rigorous and appropriate methods been
  used to evaluate the intervention program and
  determined it to be successful?
• 5.2. Does theoretical and empirical evidence
  support the efficacy of the intervention program
  in a setting that is similar to your school?