DLI 4th Grade Guide

Recommendations for Targeted Math Supports and Interventions Use this resource while addressing gaps in student understanding in both core math instruction and skill-based instruction. Gain knowledge of common pitfalls school fall into, and adjust approaches accordingly based on the recommendations below. Common Misstep Recommendation enVision 2020 Supports Blindly adhering to the scope and sequence Use formative data to gauge student understanding and inform pacing based on mastery of skills/standards Checks for Understanding ● Analyze Student Work ● Looking Back (3-5) ● Do You Understand: Show Me/Convince Me ● Quick Check

Halting core instruction for a broad review

Be instructionally agile to provide just in time support within each lesson or during skill-based instruction

Daily Review Skill-based Instruction: Provide a Math Center for review Intervention Lesson Topic planner- Math Background: Coherence Individual Lesson: Coherence Topic planner- Math Background: Coherence Individual Lesson: Coherence Focus on Major Clusters in Content Overview Math Diagnosis and Intervention System 2.0 Intervention Lesson Reteach Sheet- using concrete supports Math Diagnosis and Intervention System 2.0 Intervention Lesson Reteach Sheet- using concrete scaffolds Math Diagnosis and Intervention System 2.0 Topic planner- Math Background: Coherence Each Individual Lesson: Coherence Topic planner- Math Background: Focus Topic planner- Math Background: Rigor Intervention Lesson Problem Solving Questions ELL components in lessons to facilitate discussion Intervention Lesson Reteach Sheet- using concrete supports Math Diagnosis and Intervention System 2.0

Trying to address every gap a student has Trying to build from the ground up or going back too far in the learning progression Re-teaching students using previously failed methods and strategies used during whole group core instruction Disconnecting intervention from content students are learning in whole group core instruction Choosing content for intervention based solely on students’ weakest areas Teaching all standards in intervention in a step-by-step, procedural way

Prioritize most essential prerequisite skills and understanding for upcoming standards Trace the learning progression, diagnose, and go back just enough to provide access to grade level materials

Provide a new, more conceptual experience for students to re-engage during skill-based instruction

Connect learning experiences in intervention to core instruction

Focus on standards from major clusters of current or previous grades as it relates to upcoming standards

Consider the aspect of rigor called for in the standards when designing and choosing tasks, activities, or learning experiences Facilitate rich learning experiences for students to complete unfinished learning from previous or current grade

Over-reliance on computer programs in intervention

Adapted from Core Advocates @ Student Achievement Partners, Impacting Through Instructional Advocacy Convening, 2017