Early Numeracy Interventions
If you click on the top of the page under "videos," Sharon Griffin's site: http://clarku.edu/numberworlds/index.htm has a few really great early numeracy interventions.
Mon, 01/12/2009 - 18:30
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Number Identification
We just did the Number Identification as a universal assessment for our first grade students. The numbers were 0-20. We have identified students who are at risk and we will continue to progress monitor in two weeks. We are planning to use whiteboards, decks of cards having 0-20 on them, etc. and are looking for other suggestions for research-based strategies to use with these kids as a tier 2 intervention. Any suggestions would be great!
Numeral ID
Gary,
Knowing number names is important, of course, as it is a clear curriculum objective for most states and obviously important in so many ways. However, you'll need to be careful and watch out for "false negatives." These are kids that show up knowledgeable on this assessment but do not know number concepts. It's like kids that memorize sight words early on but don't use rules of decoding. I've created a way around this with a few local districts by augmenting an AIMSweb assessment with my ORF measure, because the measure has been used in 4 studies now and the reliability, validity, and diagnostic data for the OPF measure is strong. Ordinality, as it is assessed by the OPF measure, is a key informal concept. By informal, I mean non-number related. I just had a small feature in the November issue of the NASP Communique published, and I discussed these issues of informal and formal. Take a look at the "diagnostic report" on the measures/products page. This should help you think about the "hidden" kids when you're doing a numeral-driven assessment. I don't recommend supplanting the AIMSweb measures, they are excellent and necessary to use as general outcome / progress measures. However, teachers need to pinpoint some knowledge deficits and the NID measure falls short of being able to do this. The OPF picks up where the NID leaves off.