Action Plan

    I chose targeted small group instruction because early identification of struggling students can be supported by intervention efforts that promote early mathematical development and prevent later mathematical dyscalculia.

    I worked with two small groups of three/two students. I screened the students using a pre-test. After module one, which had four sessions, I gave students the progress monitoring assessment. They had to score a 70% to move onto the next module of lessons. If they would have scored below 70%, I would have gone back and retaught the concepts they missed. 

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    The first module focused on counting forward to ten and back by ones, counting forward from a number other than one, writing numerals to five, counting objects one by one, saying the numbers in the standard order and pairing each object with only one number name (one-to-one correspondence), identifying the number of objects as the last number said when counting a group of objects (subitizing), and counting up to 10 objects in a domino formation, line, rectangular array, or in a scattered configuration to answer “how many?” questions. All of these major instructional targets are Kindergarten standards. These standards must be mastered by the end of the year. 

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    The second module focused on numbers to 20. Specifically, counting forward and backwards to 20, counting forward from a number other than one, writing numerals to ten, counting objects one by one, saying the numbers in the standard order and pairing each object with only one number name (one-to-one correspondence), identifying the number of objects as the last number said when counting a group of objects (subitizing), and counting and comparing up to 20 objects in a line or rectangular array to answer "how many?" questions. All of these major instructional targets are Kindergarten standards. These standards must be mastered by the end of the year. 

 

 

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Culturally Responsive Teaching

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    Equity is providing students with the tools that they need to be successful. These students show a need in number sense. I  provided them with tools and strategies during small group instruction to grow their number sense and help them to be successful. ​​

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    Explicit mathematics interventions offered key opportunities for me to facilitate student practice opportunities around critical mathematical content, such as number sense, early on to help place struggling students on a successful trajectory in early mathematics.

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    The students I  chose for intervention have shown a lack of number sense and benefited from targeted instruction, which provided students with more opportunities for practice and mastery. Students learn in many different ways. These intervention lessons provided students with multiple opportunities for practice to master the state standards. If data and observations had shown students did not master the concepts by at least 70% I would have gone back and retaught the concept. Students had multiple opportunities to explain their thinking with their peers and their teacher (me) about specific math concepts. This encouraged collaboration, communication, and social emotional development. This is culturally responsive teaching because I encouraged students to share thoughts. I understand my students specific learning needs and styles. My lessons were tailored to my students and what they needed to be successful. I have learned their learning needs and interests by talking to them and building relationships with each of them.

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    During intervention I used visual representations of mathematical ideas and mathematical verbalizations. Small group instruction is a place to pre-teach mathematical concepts and vocabulary teacher's foresee as difficulties for certain students, scaffold instruction based on student performance and skills, and provide instruction regarding problem-solving strategies. I promoted mathematical understanding by encouraging students to use mathematical vocabulary with myself and their peers in partner activities. In other words, I encouraged students to explain their mathematical thinking. Another way to develop young children’s number sense is by developing children’s interest in  mathematics through play and activities by allowing students to explore, discover, and discuss math. During intervention we played games such as memory using numbers and dot cards. Students were excited to come to the group. They would even ask if we could meet on days when we were not scheduled to. I saw their love of math grow as their knowledge of mathematical concepts grew. 

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To the right is an example of a ten frame counting mat

 I received from the English as a Second Language (ESL)

 teacher who was working with Student two.

I implemented it in group for students who were

lacking numeral to name correspondence within 10.

    

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Data Collection

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    I collected data through Observational notes, the progress monitoring assessment, and the pre and post test. I chose two quantitative methods for collecting data, including the progress monitoring assessment and the pre and post test. This provided me with numerical data to inform my instruction. I chose one qualitative method for collecting data, which was taking observational notes. Qualitative data provides researchers with specific understandings and views to develop further steps for instruction. It provides teachers with an opportunity to analyze student progress and look deeper into their progress. This can give teachers insight into what students understand and what they are lacking. This helps drive further instruction to help students succeed. 

    I used the data I collected to inform my instruction, accounting for diverse learning needs. I provided manipulatives/tools students could choose from when conducting activities including the pre and post test and the progress monitoring sheets. The groups were subject to change due to learner needs. Some students may understand a concept and others may not. This could have warranted for me to switch the groups up or reteach certain lessons according to skills the students were missing. I have a calendar above showcasing when each lesson was taught. I wrote down observational notes during the groups to reference throughout the six weeks. The data collection methods are talked about in more depth under the data tab.