program that scores 4s in all five of the intervention criteria. Which of the five criteria for a high-quality mathematics intervention program are currently part of your collaborative team practice? What do you need to do to strengthen your mathematics intervention program?
Each of the five criteria is necessary for continued student learning when a student has not yet learned an essential learning standard, as evidenced by the end-of-unit common mathematics assessment. The challenge is to create an effective system that allows students to engage in the intervention, while simultaneously practicing the essential learning standards for the next unit.
Intervention Practices
The questions on this page aim to help you and your team understand one another’s perspectives related to your systematic Tier 2 interventions as a team. In other words, how does your team respond when common assessment data, during or at the end of a unit, reveal some students have learned the essential learning standards and others have not? Your professional response as individual teachers and as a teacher team reveals your current beliefs about the need for interventions and the plan for making those interventions effective.
The intent of your mathematics interventions should be to provide students with the additional time and support necessary to learn your grade-level or course-based essential learning standards.
Instructional Framework and Lesson-Design Evaluation Tool
The true purpose of any mathematics lesson is to maximize student engagement, communication, and perseverance during the lesson based on the tasks you have chosen. The tasks you choose must help students learn the essential learning standards for the current mathematics unit of study.
Your daily lessons should provide an opportunity for your students to reflect, refine, and act during the lesson. You should expect your students to use the mathematical tasks you have chosen and the formative feedback you provide during the lesson to refine their errors in the process of learning the mathematics learning target or standard each day.
You and your team can use this lesson-design evaluation tool to evaluate the quality of your current mathematics lessons. It will help you identify areas of strength and areas for lesson-design growth as you assess the strengths and weaknesses of your current instructional planning for mathematics. These six research-affirmed lesson-design elements also provide an instructional framework for highly effective mathematics lessons every day. Some of these elements may already be present in your daily planning; you just need to work with your other team members to brainstorm and share creative ideas about how to most effectively implement the criteria.
Other criteria may not yet be present in your lessons and only score a 1 or 2 using the evaluation tool. You can decide how to adjust your daily lesson design to better impact student perseverance and learning in your mathematics classroom by improving on these non-negotiable aspects of the mathematics lesson. Your daily lesson-design preparation throughout the school year has a certain rhythm to it, and these six lesson-design criteria can serve that.
Protocol for Team Analysis of the Mathematics in a PLC at Work Lesson-Design Tool
Mathematics in a PLC at Work Lesson-Design Tool
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