 Welcome everybody to this afternoon's webinar, Effective Strategies for Mathematics with Cara Shores. So, Cara is joining us from near Atlanta, Georgia, and she is an expert on response to intervention and responsive teaching, and is going to be sharing that expertise with us this evening from her home. So welcome, Cara. I'm going to put a little link in the chat window as well, where people can go and get the handouts and resources from today's presentation, and I can give that again at the end as well. So go ahead, Cara. I'll pass it over to you. Thanks, Carla. Hi, everyone. I'm glad to be with you this afternoon, and yes, I am from near Atlanta, Georgia, and it is nice in summertime weather here, so I hope it's warmed up for you guys a little bit. We are going to be talking about RTI. Oh, Carla says no, it's not warm there, so sorry, guys. It's really nice here. We are going to be talking about RTI for Mathematics this afternoon and strategies for looking at math, and so without further ado, we will get started. As we look at the RTI process, we're going to be looking, just to give you an overview here, we're going to be looking at basic learning strategies that can be used in math, looking at assessment that we use, and in everything that we do with RTI, we're looking at explicit direct systematic instruction for our students, so we're going to be exploring ways to do that, and to be able to provide that to students who are in all classes through tier one, and then students who are struggling. Now, I'd like to begin by just getting an idea of who's with us today. There are some familiar faces to the names here, but I would like to know the background of everyone, so if you could use the voting buttons there underneath the names and tell me what your current role is in RTI, and I'll give you just a ticket. All right, so it looks like we have teachers and some division staff and learning coaches, and also some mathematics consultants, so great. We have a wide spread of participants this afternoon, so that helps me to know how to respond to questions and things like that, so thank you very much. Now, as we begin, we're going to look first off at where do we focus interventions for students. The RTI process is not simply reteaching core instruction. We want core instruction to cover all appropriate areas in math, but when we have students who are struggling, the focus of our interventions in tier two especially, somewhat more comprehensive in tier three, but in tier two, just as we do in reading with focusing on the five areas of reading in math, we focus on very specific skills that students should be acquiring. In grades one through four, we're looking at getting students to have proficiency and fluency with whole numbers. So learning the basic algorithms of basic functions, so addition, subtraction, multiplication, and division, and understanding the meaning of those operations. It's not just a process of memorizing facts, but really understanding the meaning behind what they are doing, so that when we get through grades five and eight, we can move on with problem solving, word problems at a higher level and higher reasoning, and also with proficiency in fractional and rational numbers. When we're looking at findings of research on math and students who are struggling in math, research tells us that one of the main reasons that students have difficulty in high school algebra specifically, but in all higher math, is a lack of fluency in decimals and fractions. And so beginning in grade five and moving up, we want to make sure that we are working toward fluency in those fractional numbers, decimals, ratios, and fractions. So that should be the focus of our intervention process. As I said, especially for tier two, tier three students who have significant learning needs, many times will need an overall comprehensive approach to math. But with tier two, we really want to focus on these specific areas. As I said, just as we do in reading with the five areas, we want to do that in math as well. I've given you in the PowerPoint today multiple resources for looking at research as well as what research says works. And so there are two resources that I've listed here for you. When we're looking at the Doing What Works website that's listed first, this is one of my favorite websites for math. It is a great place for going to look at what is recommended from research as far as working with students in math. And also has sample lesson plans. They have specific case studies from schools to show how schools are implementing math interventions from struggling learners. So that is a great site and that is the Doing What Works site that is listed there. And then the center on instruction is another of my favorites. It really goes more into the heavy research and providing an overview of research in reading and math. But specifically today we're focusing on that math and you'll find lots of resources there. This is a screenshot of the Doing What Works site and you can see that they have an area that focuses on response intervention in elementary and middle math. And when you go to that site, then you'll find multiple resources. They have four specific strands focusing on screening and monitoring, foundations, intentional teaching, and RTI implementation. And then within each of those, you'll find additional resources. This is in the Foundations of Arithmetic and you can see that they have a private summary. Then they have Learning What Works, which is more of what this research tell us works. And then you have to see how it works and they'll sometimes show clips from classrooms. And then Do What Works, giving you sometimes lesson plans. And you can see down on the bottom left corner, the site profiles that will give you specific information from schools. So this is a very helpful site for looking at what our school is doing. Now is this elementary and middle math? There are resources on this site for high school as well. They're just in a different part and aren't always related specifically to RTI, but it is on good math instruction. This is a screenshot from the center on instruction. The other site that I talked about and the center on instruction, you can specifically look at mathematics. They have, as you can see on the side there, they have the science, technology, engineering, and mathematics, or our STEM subjects, and then English language learning, special education, and a specific link for RTI. So there are lots of resources there as well. Here are some additional resources for interventions. The second one there, I haven't given you that, and that is by bestevidence.org. That is from Johns Hopkins University. And there's a role of rating programs. The one just above that, is.ed.gov, is also a U.S. Department of Ed site just as the Doing What Works site. In fact, it's the home site for Doing What Works, and it's called the What Works Clearing House. And they have some tool charts that rate screening tools, programs, has very helpful information. And then there is a site listed there, the cehs.unl. That's the University of Nebraska-Lincoln, and they have some specific interventions that can be used. And then illuminations, I will talk to you a little bit later on using that for virtual representations. It also has some good resources. So we're going to give you about three minutes for you to look at these sites. And you can link to them. And Carla will give you some specific information on how to do that. Thanks, Kara. So yeah, just a quick little time for you to explore before Kara moves on. So I'm just going to put the links into the chat window. Some of them are there already. So you can scroll up and down on anything that's underlined blue is a live link in the chat window. They're not live on Kara's slides in this environment. Once you click on them, your web browser will open, and you can then explore that web page. I'll put up a little timer, and then when the timer dings, we'll ask you just to come back. And we know it's just a very short time to have a look at them. But it just gives you a little taster and ones that you can decide to spend a bit more time to visit again. So there's a few of them. I'm sorry these didn't go in as live links. So I'll just do that again to bear with me. But again, the doing what works, that website is in there already. And you can carry on, continue looking at those as well. So I'll just put those links in, and I'll turn my mic off. Welcome, Val. We're just getting people a little bit of time to have a look at a few RTI resources. So I'm just putting in the links in the chat window. And people are going to be going off to visit these in a second. So I've just put the timer on for just a couple, two and a half minutes just to give you, like I said, a little sampler to have a quick check over some of those. And when the timer goes, we'll just ask that you return, and we'll look to move forward. But if you do have questions or comments about any of those resources, please do let us know. So that one or two links left to put in there. So again, welcome back, everybody. And I know Cara will be happy to take some questions or comments if you have any. So you can do that either by raising your hand or typing them in the chat window. Just likewise as well, in case you missed it earlier, you can download these slides. So you'll have access to all these links and resources quickly and easily from the urlc.wikispaces.com. So thanks, Cara. Go ahead. All right. Does anyone have any questions about those websites? OK. Well, we will move forward. And if you do have questions, just feel free to raise your hand or type those in. We're going to begin looking at, first off, some math intervention programs. We're going to talk just for a very brief minute about some programs that are for purchase. And then we're going to move on to talking about math research-based interventions that you can use with program materials that you already have. As we look at math programs, I would like to do another poll. So if you would look at the names of these programs and vote any of these programs that you've used. OK. We have Dreambox, a couple folks. More than one of the above. Power 10, none of the above. Academy of Maths. And again, you can vote with the little polling tools below the list of our names. So I'll publish these to the whiteboard. It gives us a little idea that some of them are being used. OK. All right. Well, we're looking at these. We're going to talk very briefly, as I said, about some of these tools. And then I will ask that if you have used them and you would like to make a comment to the group that you just type those in. And we'll make sure everyone sees those. As we look at Academy of Math, Academy of Math is a program that is a computer-assisted instruction. And it is individualized and designed for students who are receiving interventions. Alberta Distance Learning Center offers Academy of Math. And so it is available to you through that venue. It is basically for students who are receiving interventions. Academy of Math has, it incorporates higher-order thinking. And so when we're looking at higher-order tasks for students, these are based on the National Council for Teachers of Mathematics Process Standards. And so it builds skills in each of these six areas. When we look at the Academy of Math program, it is designed to teach vocabulary to students and do that through tutorials. It will test on the vocabulary once it has completed the tutorial on that. And then it moves to operations. And again, quizzes students on their functioning in the math operations and then moves on towards word problems. So it does incorporate all of those higher-order thinking skills. And when you're looking at Academy of Math, it begins with a placement test for every student. And because it is online instruction, then students are all started at their individual placement levels. You then get results individually on students. And the teacher also gets school results, class results, and school results that can be used there. So it does your progress monitoring for you. And basically takes care of the progress monitoring portion, the RTI process. It is from school specialty. And as I said, it is available through the Alberta Distance Learning Center. Dreambox, I'm going to turn over to Carla and let her give me some information about Dreambox. Hi. Thanks, Kara. Just in relation, we had a couple of questions about the Academy of Math. And so yes, I put in a link earlier about the Alberta Distance Learning Center. So if you do have junior or senior high students who are registered for distance learning, they can access Academy of Math through there. So there is some information on this website if that is something that would be appropriate for some of your students. Dreambox, similar type of program as the Academy of Math, because again, it is online based where you are able to track your students. I'm not sure if Dreambox is available in French, but I know Power of Ten, the next one is available in French. Again, it has the pre-test so that students don't have to cover content that they already have. You know, there is the primary and intermediate, and you can go online to their website and have a little trial if that is appropriate for you. You can see it doesn't give you a great sample, but you can see what it would be like. And again, there's different sort of pricing options for these depending upon, you know, students and what kind of license you decide to get. Likewise as well, there's just a screenshot of one of the activities. But this is sort of when you get it, you can have, you know, administrator dashboard. You can see sort of where students are at. But you also get a teacher dashboard. So you can see sort of how students are doing per-objective. And then you can also get sort of a student printout as well. You do get a lot of that feedback, and it can make progress monitoring a little bit easier. And again, with it being technology-based, there's often some enthusiasm and engagement for the students. I'll just quickly talk to the Power of Ten, and then we'll ask as well if people would also like to give some feedback. I know Carla Kozak is a numeracy math consultant, sorry, for Edmonton Public Schools, so she might be able to give us some idea of how things have been working out for people. The Power of Ten, this one is available. Some parts of it are available in French, not the whole series just yet. And again, it's not particularly designed exactly for RTI, but it certainly does highlight research-based and brain-based strategies for teaching mathematics. So yes, you can use part of it to supplement your main curriculum, or you could also use parts of it for small group interventions. It doesn't include any of the formal progress monitoring tools, so you would need to adapt it and use something other ways to assess students. Again, it's sort of got four main parts. I won't go over all of these in great detail. But again, it's sort of, like I said, it's supplemental to what you are already doing. And so that takes us to the end of sort of those three main, not the other main ones, there's many, many programs that you can purchase, but we just sort of highlighted three here. I know somebody had said and they were doing Mathletic. I know One School in Lagal is using SuccessMaker, which is an online one. So I'm just going to turn my mic over and see if Carla Kozak would just give us a little bit of feedback from how schools are working out with some of these products. Thanks, Carla. Thank you, Carla. Can you hear me? Okay, I see a happy face, so that looks good. Welcome, everyone. It's pretty exciting to be part of this. Hi, Cara. Nice to be here. I can talk first of all to Dreambox. Dreambox was something that we got involved in as a pilot project because Pearson was representing Dreambox and trying to implement that program into Canada. And unfortunately, as of I think this September, Dreambox then pulled out of the Pearson support and is now operating only Dreambox on its own. So I'm actually not sure if you can access it being Canadian. I know that schools that signed up last year were able to be grandfathered in, although I'm sure Dreambox will change the pricing that Pearson had arranged with them. But unfortunately, you might actually have some issues with getting the Dreambox program. That being said, Dreambox, if you do have a chance to look at it and if they have changed that in the last six months since I haven't updated myself on that, it is an amazing program in that, as Carla mentioned, there is the dashboard for teachers to see the students progress. It's an amazing teaching strategy as well. What I like about Dreambox more so than the Academy of Math is it's actually set up teaching strategies. So it teaches students as they're working their way through the different questions and activities. It actually has them testing out different ways of thinking of solving the problem. So I like that piece with Dreambox. And it's quite motivating. And in fact, children have access to it through a home password as well. And kids, once they get on it, they go crazy with it. So Dreambox is good if you can get your hands on it. Power of 10. What I can speak to with Power of 10 is I agree. I think it's one of those strategies that we'll see at all peers of the pyramid, depending on the level of the student and what the goals are that you're working with. I think sometimes you might have a child in grade six who needs a very targeted support that the Power of 10 cards or the system, the Power of 10 games help with basic facts. So that is where I see Power of 10. And again, it's about motivating kids because the activities are meaningful and they're engaged playing games. So Power of 10, I think, is another great strategy. Thanks. Thanks, Carla. And if you do want to find out further about specific programs, if you will go to the IES.ed.gov website, the What Works Clearinghouse. They have a review of those math and reading programs there. That's a good starting place to look at what is available. So we are looking at, you know, programs that can be used purchased by your school system. Someone mentioned SuccessMaker and it is good. It is by Pearson and there's a link to it there in your window. And so that one, Academy of Math, I'm pretty familiar with Academy of Math through school specialty and EPS. They do the progress monitoring for you and have many different resources. So if you are looking at computer-assisted instruction, either one of those would be very appropriate for you. We're going to move on now and start looking at research-based learning strategies which can be used with students in Tier 1 in the full curriculum, but also as a supplement in your intervention tiers. And when we look at research-based learning strategies for math, we don't have the wide variety that we do with reading. And in some ways that's not good, but in some ways it is good, because if you know these specific strategies, then you can do a lot with them. We're going to focus on these strategies today. These are our recommendations from what is the best, that research tells us works best with students. So we're going to talk about each one of these today. When we're looking at strategies with students, basically we want to provide a variety of strategies, giving students multiple ways to work a problem, multiple ways to solve a word problem, but then focusing on very explicit instruction in how to use each one of those strategies. So I've given you an example here that for a student who's learning multiplication facts, we would work on memorization. We would also use manipulatives to make sure that the student understands the concept and can link that very concrete manipulatives to the abstract of the actual fact memorization. And then teaching students to decompose numbers, that's when you hear when we're learning those facts, looking at it as not just 12 times 5, but 10 plus 2 times 5, and then to use our order of operations to solve that. So teaching students a multitude of ways to solve a problem can be very important. Our first strategy that we're going to talk about is think-alouds. Think-alouds are used in reading, math, really all content areas to look at the essential understandings, the reasoning behind the math process that we're talking about. Think-alouds should be done by teachers as well as students. Teachers thinking aloud the process is an example that I have for you here. This is estimating an answer to a problem, 12 plus 17, then looks my problem got a little off there. Sorry about that. But if you look on the right, you will see what a think-aloud would be in terms of talking about this process. It is basically taking all the things that we do without thinking about them and making them that are cognitive so that students hear our reasoning while we are solving the problem. So instead of just saying, I want to estimate the correct answer to this problem, we would say allowed to the student. What does estimate mean? And rather than having the student answer it, we're simply going to think aloud what our thought process are. It means that I'm going to make my best guess at what the answer to my problem might be. Why should I want to estimate rather than add it together? What if I have a large number and I can't add it in my head? So this is a think-aloud, an example of a think-aloud that a teacher would use. And then when we turn that and have the student think-aloud how they are solving the problem, we want them to do the same thing. Give us the reasoning behind what they're doing. You can look for error patterns there. You can make sure that the student doesn't have errors in their reasoning and can address those very easily in that way. Think aloud should be used with students on an ongoing basis, as I said in Tier 1, as well as in the intervention tiers. A very powerful tool that we can be using with students. Our next strategy is to explicitly teach math vocabulary. And research tells us that we have to teach vocabulary in every content area. And that many of our vocabulary words are content-specific. And that is especially true in math. And so we have to teach that in a way that students can learn that. The most commonly used tool, and one of the most successful tools, is a frayer model. We talked about this last week in the reading workshop. And then, again, today we see it. There are two keys to using a frayer model. And that is, number one, the student should put the definition in their own words. This should not be copying a definition out of the book or out of a dictionary. And so we want the student to put the definition in their own words. And secondly, we want them to come up with some sort of representation of that word or that definition that makes sense to them. So in the characteristics column, a student might actually draw a picture, make a pictorial representation to show what they are associating with that word. Many times when I use the frayer model, I go through the characteristics, the examples, and the non-examples first. And then I come back to the definition so that they can put it in their own words with their understanding. I've given you some examples here of a frayer model used in a math class. This would be a high school math class where they're learning the six basic functions. And this one is for a quadratic and then an inverse. And these are student work samples where the students did work through the definition and come up with the definition on their own. There is an example of using a frayer model that Carla has put on your screen there. And you can look at how that is used in a classroom. Once again, in tier one with all students, but also in our intervention tiers explicitly and directly teaching that vocabulary to students. Our next strategy is called Concrete Representational Abstract or CRA. And our looking at CRA, many times we use manipulatives to teach students math problems. And when we use those manipulatives many times, instead of making a connection to the problem, we simply jump straight to the abstract problem. And students have difficulty making the connection between the concrete and the abstract. So as we're looking at the CRA, we have to put in the representational using something to make that connection. A number line, Cali marks, something to be a connection between the concrete and the abstract. So as we're looking at CRA, I'm giving you example here of what that instruction might be for multi-digit addition. In a core classroom in tier one, we might do this with all students for three or four problems when we first introduce a concept. But as we're using this in our intervention tiers, we need to take students through multiple problems, working the problem concretely, representationally, then abstractly. Then go to the next problem, work it concretely, representationally, and abstractly. So in this example, we might use bundled up pencils or straws or something to show our place value and being able to see the actual numbers that we are adding together. And then we would go to perhaps a number line for students to count and add those numbers. And then we could actually go to a word problem or just the math problem itself and be able to work that. So as we're looking at CRA, many times teachers like to use virtual representations in that middle step. And this is especially useful for older students when we're talking about higher order math. So this is a website from the National Council for Teachers and Mathematics that has many activities, but some of those looking at them as virtual representations. Now I want to take just a second here. I'm not real good about talking and looking at the questions here. So I just finally noticed that Carla asked a question, has anyone used the Fourier model in math? If you would, give me just a raise your hand or a smiley face if you have used the Fourier model in math. Okay. We've got a few people that have. I do encourage you to do that when you are looking at your math vocabulary. As Carla Cossack said, it is a difficult thing to sometimes teach math vocabulary because it doesn't transfer to any other content areas. Sometimes science, but oftentimes it's only in math that we see specific vocabulary words. All right. We're going to move on now and talk about schema-based instruction. This is one of the more complex strategies that we have. And really is an entire process of teaching. It's sort of a methodology for teaching math problem solving. It goes back to metacognitive thinking and teaching students problem solving strategies. Schema-based instruction is actually used in many areas, not just in math. But in math, we use it by teaching students to recognize a visual that represents a type of math problem. So I've listed here for you five different types of problems used in schema-based instruction. A change, compare, group, multiplicative compare, and very problems. And I'm going to show you some examples of these. And then I'm going to give you a resource. If you're going to use schema-based instruction, I really recommend that you get the resource that I'm going to show you here or something very similar because it is really a methodology that you need lots of information about. This is a change problem. And students would recognize that we have one thing in the beginning. We ended up something else and we're trying to find out what the change was in the middle. So we would teach students to recognize a change problem by looking at the words and associating it with this graphic. A grouping problem, there's an example of that, taking multiple amounts and adding them together is an example of grouping. A compare problem is when we are oftentimes looking at larger and smaller and finding the difference. Multiplicative compare can get into ratios and percent and then a very problem. Might be an if-and-there are many ways to look at very problems. So you can see that there is a visual that goes with each one of the different types of problems. I do recommend this resource for anyone who is interested in looking at schema-based instruction. It says it's to be used with middle school students that my son actually was taught schema-based instruction when he was in second grade. And I've seen it used all the way up to high school. So it is a good resource that is available from Guilford Press. And Carla says it is available on Kindle for $15. That's a great buy. I think that's a lot less than I paid for it. Thanks, Kara. I just had a quick question. I'll go back a couple of slides. I do like these visuals. So I'm just wondering, is it sort of best practice that a teacher provides the visual or is that kind of like the scaffolding? Initially, provide the visuals and then gradually take them away and students are encouraged then to draw their own or what's kind of the sort of process behind it? Yes. Dr. Jitendra and her work recommend you give the visuals up front until students become very familiar with the process and then they can draw their own or be able to do it without drawing the visuals. But these are some visuals that my co-author and I made up for our school improvement book. Dr. Jitendra has many visuals that she uses in her book. And if I remember correctly, I think there may be some digital resources that go along with the book there. And Pius, I don't know if it's available for anything other than Kindle. I'm not sure. Carla can probably look on Amazon or Nook or whatever. Okay. So as we're looking- I'm just going to say, sorry. Yeah, I didn't check the others, but I know like on my iPad, I just have the Kindle app. And the Kindle app is free and then you have to create a Kindle account and then you can download everything from Kindle that you want. So yeah, it may be on iBooks or it may be on Kobo, but I don't know for sure. You could check it out, but certainly I know what Quick Check that it was $15 on Kindle. Also, if you look at resources by Dr. Jitendra, her name is Asha S.H.A. Jitendra. She has many articles and a couple more books on schema-based destruction that are available. All right. Another strategy that we're going to look at is when teaching fractions using linear models rather than our traditional pie or pizza. There's strong research that says that students have difficulty making the connection between whole numbers and fractions and decimals. And one of the reasons is because of the way we teach fractions and that if we use a number line to teach fractions, that students have an easier job making connections. You can see there in the research information that I've presented to you that it really is looking at what is called number density. That understanding that there are multiple numbers between any two whole numbers. And so as we're looking at linear models for fractions, one of the most common ways that we teach that is looking at using a fraction wall. And in this example, you can see that this is showing relationships between fractions. All right. Do we have any questions about any of these resources that we've looked at so far? It wasn't so much a question. Carla Cotech had put in a good link in the chat window. And the thinkingblocks.com website. And again, it provides a lot of visual models. So I don't know, Carla, if you want to talk about it for a minute or anything like that or if you want to give, I'm not sure how well we're doing for time, Kara, if you want to wait till the end, people can maybe visit it. But Carla, go ahead. OK. I'm sorry, Kara, to interrupt. Just the whole idea of the models, this thinkingblocks website I think also supports what you were talking about. I actually haven't played much on it, but the little bit that I've seen I think is wonderful. So do test out to try out the thinkingblocks website. Thank you. Thank you so much, Carla. Great resource. All right. The last thing that we want to talk about with our interventions is that when we are looking at developing an intervention plan for students, we want to make sure that it's not a brief covering of the material and then moving on and not coming back to it. Research tells us that we need space learning over time and that when we present information to students, we need to come back to that learning and give them additional opportunities for that. So as we're looking at our intervention time, let's say we have 20 or 30 minutes with a small group of students, we might spend five minutes or so previewing the vocabulary using either the Frayer model or the six-step process for building vocabulary. That is six steps that Marzano found to be most effective in research and basically giving the pictorial representation and putting the vocabulary into their own words are the most important parts of that he found. The next portion of that intervention time could be looking at mathematical understanding and having students actual work problems with manipulatives, with the concrete, then the representation, and then the abstract. And then previewing tasks that will be coming up in the classroom in the core instruction. So that could be a portion of what we put in place for intervention time for students. Now I want to spend just a very few minutes talking about math assessment and then we will come back and have some question and comment time at the end and I would love for you to share information about strategies. And I saw someone ask a question about Singapore Math and we can come back to that after we're finished. I do know many systems that have used Singapore Math and have been very happy with it. As we're looking at assessment for math, when we are trying to find a tool, again, we need a screening tool and a progress monitoring tool. There are tool charts for math assessment on the What Works Clearinghouse site. We won't take time to look at that now but you can look at tools that have been screened by the U.S. Department of Education. Again, these are our broad concept tools. They are not linked to any specific curriculum. They are simply those basic skills that we talked about at the beginning and measuring those. We want to look at also some sites where we can get some tools for free. I've given you a couple of those, InterventionCentral and SuperKids.com. Both have curriculum-based measurement builders so that teachers can go in and create their own tools. So those are certainly available. The most common tools used by most school systems for math would be Ames Web as being the most common purchase tool. But there are many out there that are on the market that are available. Here is a screenshot of Ames Web. I apologize. I have to keep turning my mic off. I'm having some coughing here. So I apologize for that. This is a screenshot from Ames Web. This is math computation in a sixth-grade probe. And so you can see this sample. Most math probes in universal screening and progress monitoring are 20 problems. And students complete those, and you can do that as a whole group. Here is an eighth-grade probe for math concepts and applications. When we're looking at the math assessments that you have already within your province, these two tools can be used for screening as well. They are available to you, and you may already have concepts in those, or have access to those, sorry. As we're looking at these, Carla has asked the question, if anyone is using Marilyn Burns' new math reasoning inventory. I have not worked for the school system that's using that. Has anyone done that? I don't think so. But Carla gave me that link, and you can certainly look at that. As we're looking at these intervention tools and assessment tools, we've got about 10 minutes left, and I'd like to give you a chance to ask some questions. And as far as the Singapore map, I do have many school systems near me who have used it and have been trained in that. They really like it. Carla said she likes it, and that it is a very useful tool. As far as specifically using it as an intervention tool for tier two, most of the school systems that I've seen use it within tier one, and use it through differentiated instruction with students. Now, what questions do we have? And feel free to use your microphone or to ask them in, either one you would like to do. And again, too, if there's anything that you would like us to go back to or to cover over again, please feel free to ask or request, and we can certainly go back to some of those things, too. So I can see Leslie's just got, is typing in, so we'll wait her response. So please pick up your mic as well, Leslie, if that's faster. I was just going to ask what everybody thinks of exam bank. I haven't found it particularly useful for students who are already struggling. So just what do you think of it? Yeah, Leslie, we put this in here as more of a universal screening. So yeah, not really designed. Well, both of these as well aren't designed really for children at the intervention levels. Say, for example, if you get a child who's unfamiliar to you and you haven't got all the information on him or her yet, it could provide a universal screening. But yeah, I agree. They're not really appropriate for helping children along, and it's the sort of initial screening. And then once they're in their sort of RTI intervention group, they're going to need some sort of other assessment ongoing. I'll let Kara add to that. Thanks. Yes, one of the things that you need to find in your universal screening tool as well as your progress monitoring tool is a tool that is very quick and easy to administer. And with math, they are once you get into actual math computation and problem solving, they're given to a group at the same time. So quick and easy to administer is usually covered. But what you want to look at is are we looking at broad skills? So if you look at this example from the concepts and application, we're just looking at the very broad skills here. The other thing that you need to remember is if you're going to use it as a progress monitoring tool, you must have multiple forms of that and be able to administer it as often as weekly to look at is the student making progress as they are receiving this intervention instruction. So when you're looking for a tool, those are some very important criteria to keep in mind. And Carla has just put up the link for EZCBM. I often recommend that to schools for both reading and math. If you are using it for a single classroom, it is free. Teachers can sign up for a free account with EZCBM. And you can administer that. It goes all the way through eighth grade in reading and math. A little bit different types of probes in reading than Amesweb, but very similar in math. If you want to use it as an entire school or a division, then they have a version that you pay for. And actually, the free one is now called EZCBM Lite. And that is free for teachers to use. But for a division or for a school, they have a version that is a little bit cheaper, I think, than perhaps Amesweb, but is still a per student per year cost. And it also has your online data management. So it's a good tool for being able to look at progress over time. If you're using the tools that we talked about earlier, the programs for intervention that are like Academy of Math, has your progress monitoring built into it and the universal screening, really, as far as, well, not universal screening. It has your placement, your diagnostic, once students are identified, and then your progress monitoring built into that. So you can use these tools that Carla has listed here that are available in your area as your universal screening tool. Provide them to every student in the school. Look at where students fall below expectation. And your division will set a cut point on that of what you are going to look at for working with students in intervention that may or may not be the standard cut point. But where do your students fall? And what do you need to establish at your cut point? And then how are you going to, then you have to decide how are you going to progress monitor those students once they get into the interventions. And as Carla has put up on your screen, that CAT 4 can be used as well for a screening tool. Other questions? You're a much quieter group than we had last week. Go ahead, Carla. Okay, here's just kind of a reflection that I'm having. Is it possible to use our program of studies with the way that the achievement indicators are listed? Could we tweak that to make it a screening tool? And I don't know, Kara, if you are familiar with our curriculum. I'm not sure. I have looked at it some, you know, of course not having taught it, not that familiar with it. But yes, you certainly can look at your program of studies and look at those outcomes that students are working on and then use the tools such as Intervention Central and the Super Kids to develop your own tools. And that is much easier to do in math than it is in reading. So I think I'm answering your question, Carla, but yes, many school systems do that and develop their own. Questions? You are a quiet much today. All right, Carla, I'll turn it back over to you. Okay, well, I was just going to say, I know there's a couple minutes left and I'm not sure if you want. I'm just going to put this resource in. And I know some people may be familiar with it already. But this link that I'm just putting in the chat window is a fabulous video about a math, used at Tier 1, about a math strategy called My Favorite No. And Karen, maybe I'll get you to talk about it, but we can kind of do our wrap-up, and then if people want to view it on their own, it is available on YouTube, because it would probably take us over the time if we viewed it. So I'll let you introduce it, and then I can do the little wrap-up as well. Okay, thanks, Carla. And My Favorite No. is a great formative assessment procedure that a teacher in, I believe it was, developed, and you can actually view it and many other strategies on a website called teachingchannel.org. One of my favorite resources to go to. But My Favorite No. is a warm-up activity that a middle school math teacher demonstrates in the video. And she basically gives all students a warm-up problem. They all solve the problem on an index card, turn in the index cards, and just as with an exit card, she goes through them and sorts the ones who got it right, the ones who got it wrong. But she takes her favorite of the ones who got it wrong and works it for the problem. And the reason it is her favorite is that the student had some understanding of the problem that made some mistakes that are typical in the classroom or are typical with students performing that kind of function. And so this class helps to solve correctly the problem. It's an excellent resource and just a really great way of using formative assessment in Tier 1. It could be used in Tier 2 with students if you had a small group to help them talk through what they are using, what they're working on that day. But it does get students to reason through what they are doing which is what we want. And one of the keys of math instruction is to have students be able to explain what they're doing, to explain the processes, and be able to verbalize all the things that they are doing as they are solving problems. So Carla has put up there the link for teachingchannel.org. And again, that is a great resource. I very much enjoy watching teacher examples on this channel. All right, Carla, I will turn it back over to you if we don't have any more questions. Thank you so much, Karen. Thanks for all of the resources and links and lots of food for thought. Again, when you close this illuminate window, you'll be redirected to a survey gizmo. So please do fill that in. It's great to get the feedback. Likewise, again, if you've got a... I think the video is about five minutes. If you've got about five minutes, a great little watch to get some wonderful ideas. So thank you, and I'm going to pause the recording. But again, feel free if you do have questions or comments. So thanks a lot, and thank you very much, Kara.