Targeted intervention using
COSDMBRRICS
Kia Ora, Talofa, Malo e Lelei
Iti noa ana, he pito mata.
With care, a small kumara will
produce a harvest.
Objectives of this Session:
• Consider the need for intervention
programmes.
• Identify student needs.
• Introduce the elements of the COSDMBRRICS
programme.
• Provide a template for use in schools.
• Why are some students considered ‘at
risk’ and ‘cause for concern’?
• What does it mean to be ‘at risk’ or
‘cause for concern’? What’s the
difference?
• How do you currently identify student
needs?
Expectations:
Research shows:
• The numeracy project has shown
student achievement is improving, as is
the quality of teaching and learning in
mathematics in New Zealand schools.
• However there also continues to be a
large tail of underachievement.
Research shows:
Results from the NDP national database for
showed that at…
Year 6, 24% of the students achievement was
‘at risk’ or ‘cause for concern’:
Year 7, 28% of the students achievement was
‘at risk’ or ‘cause for concern’:
Year 8, 46% of the students achievement was
‘at risk’ or ‘cause for concern’:
Targeted Learning Groups
Accelerated Learning in Mathematics (ALiM) ran a range
of research programmes over a number of schools in
2010 and 2011
Aim : To be numerate flexible thinkers, children need
both knowledge about the structure of numbers and
strategies to operate on numbers.
Results, findings and resources can be found on the
NZMaths website.
Identifying Learning Needs:
• Using summative and formative assessments
as well as teacher observation.
What do
students need
to move to the
next stage?
Are there any
gaps in their
learning?
COSDMBRRICS
COSDMBRRICS is knowledge based intensive
intervention programme for a small group of
students based on Targettted Learning Groups
by Mariyln Holme, Anne Lamond, and the Otago
numeracy team.
It is run every day for 15 – 30 minutes in addition
to strategy teaching.
The programme lasts for four weeks but can be
extended to 6 or 8 weeks.
COSMDBRRICS
Counting backwards and forwards:
• In 2’s from 24 to 48, forwards and
backwards.
• Start at 4 and count in 10s.
• Count in odd numbers from 11-51 and
back again.
COSDMBRRICS
Order numbers:
• Children to take digit numbers and order from
smallest to largest.
COSDMBRRICS
Say
• Read the numbers aloud either as a group or
as individuals.
COSDMBRRICS
Dictation
• 2, 3 and 4 digit numbers.
• Children write the numbers and words.
COSDMBRRICS
Materials
• Make the number using a range of materials.
• Another chance to think about Place Value.
COSDMBRRICS
Basic facts
• Practice doubles and halves.
• Addition facts to 10.
• Subtractions facts.
COSDMBRRICS
Revision
• Revise a strategy already taught;
Near doubles strategy 10+10, 10+9,
10+11
Tidy Numbers
Making 10
COSDMBRRICS
Revision
•
•
•
•
•
Revision of known games
Multiplication 2x
Cover Up Kiwi
Card Games
Make 10 Bingo
COSDMBRRICS
Introduce
• Introduce a new game (not everyday)
COSDMBRRICS
Check
• Children to check their own list for selfassessment and next steps.
Student Self-Assessment
COSDMBRRICS
Set
• Set homework
• Count backwards and forwards in 3s from 942.
• Say doubles/halves to/from 20.
• Play a card game at home.
Knowledge Lesson Plan:
Student: Example
Count (forwards, backwards)
Order (numbers or fractions)
Say
Dictation (number is read
orally, children write it down)
Materials
Basic Facts
Revise: Teacher Led
(knowledge / strategy)
Revise known game
Introduce new game (not
every day)
Check student chart
Set homework
Date:
Watch COSDMBRRICS in
action!!
Where to start?
• Using the knowledge assessment test, IKAN,
identify those students who need support.
• Identify their learning needs.
Then…
• Download the Targetted Learning Plan
programme and lesson plans from the
Symposium website.
• This presentation is also available for training
purposes.
• http://mathsleadteachers.wikispaces.com
In Conclusion
Feedback – form to fill in
Access Mathematics Symposium
resources and links online
http://teamsolutions.wikispaces.com
Educational Leaders Website
http://www.educationalleaders.govt.nz