Implementation Training December 10, 2010. Goal: Develop Math Fact Fluency The FASTT Math intervention program: Helps all students achieve math fact fluency.

Implementation TrainingDecember 10, 2010

Goal: Develop Math Fact FluencyThe FASTT Math intervention program:• Helps all students achieve math fact fluency. • Assesses all students to uncover fluency gaps and to

establish a baseline of fluency for each student. • Differentiates instruction in customized, 10-minute

daily sessions. • Helps all your students build the confidence in

mathematics they need to succeed.• Covers basic 0-9 and 0-12 addition, subtraction,

multiplication, and division facts

Program ComponentsStudent MaterialsFASTT Math Software

Practice Sheets

Teacher ResourcesTeachers’ Guide

Fact Fluency Foundation Guide

SAM

The FASTT Math Model1. Placement Assessment– FASTT Math begins with a

computer-based assessment that presents all the basic facts in an operation.

– Determines the facts that are being recalled from memory and those that are solved using a counting strategy.

– After the initial assessment, a Fact Grid (shown) displays the fluent (fast facts) and the (study facts ).

The FASTT Math Model2. Adaptive Instruction– FASTT Math adapts daily

instruction sessions that focus on the student’s problem facts or study facts.

– Facts are presented in a visual array to strengthen a memory connection to the facts.

The FASTT Math Model3. Independent Practice– Provided only after a

students is able to retrieve a fact within the controlled response time.

– Student practice their learned and fluent facts with engaging and motivating games.

The FASTT Math Model4. Operation Mastery– Ensures all students build

long-lasting fluency they will need to solve complex math problems.

– Rewards students with a the Tracker Style Gallery.

Using the SoftwareAfter completing the initial Placement Assessment (first 1-2 days), the student will start his or her regular FASTT Math Lessons.

Required Parts of FASTT Math Lesson

Part 1: Adaptive Instruction Part 2: Independent Practice

An instructional activity such as:Study New FactsPractice FactsORAn assessment: ChallengeSpecial ChallengeMastery

A practice game.

Students can choose any one of the nine games available in the program.

Activity Type When Is It Presented?

Purpose What Is Presented?

Study New Facts Most common activity; presented every day unless another challenge has been triggered.

To build memory relationship for up to three Study Facts from the student’s Fact Grid.

The program selects the next available fact pair from the student’s Fact Grid for instruction.

Review Facts Presented if the student’s retention level falls below 80%.

To repeat focused instruction on already-learned facts that student is not remembering.

The program selects 2 or 3 facts the student had the most trouble with.

Practice Facts Presented periodically. Triggered after mastery of 7s.

To provide periodic rest from learning new facts.

Does not present any new facts. It focuses on practice of the most recently learned facts.

Adaptive InstructionFact Instruction Overview

Activity Type When Is It Presented?

Purpose What Is Presented?

Mastery Assessment

After 60 minutes of instructional lesson time if there are Study Facts.

After 30 minutes of instructional lesson time if no more Study Facts.

To determine if the student is able to respond fluently.

Fact assessment on all Focus Facts (up to 40 facts).

Challenge Assessment

When all the facts in a level are Fast or Focus Facts.

To determine if the student is able to respond fluently.

Includes a short Typing Assessment part and a Fact Assessment part.

Periodic AssessmentsFast Fact Challenges

Activity Type When Is It Presented?

Purpose What Is Presented?

Practice Games During each lesson, after the student has completed the instructional activity.

Students are required to play 1 game per lessons.

Provide the student with fun, motivating environment to increase speed of recall of learned facts.

70 problems, including Focus and Fast Facts.

Independent Practice

SAM (Scholastic Achievement Manager)

• SAM is the learning management system for FASTT Math • SAM collects and organizes student performance data

generated while using FASTT Math• Use SAM to:– Manage student rosters– Enroll students and assign them to operations– Generate reports for student performance data– Generate customized worksheets for each student– Provide updates on students’ program usage

SAM (Scholastic Achievement Manager)

Break:10 minutes

SAM Access: http://fmsam

FASTT Math Reports 1. Student Reports– Student Fact Fluency – Student Lesson Status– Student Response to Intervention Report

2. Class, Grade, and Teacher Reports– Progress Report– Intervention Grouping Report

3. School and District Reports– Summary Progress Report– FASTT Math Implementation Report

Student Access: http://fasttmath

Who Should Use FASTT Math?

Students who:• demonstrate poor computational

performance• are receiving interventions in mathematics• are not fluent with some math facts

Students in need of foundation instruction in number value and quantity

Students who demonstrate speed and accuracy with all, or almost all, math facts

Students who need to improve both their accuracy and speed with math facts

1 3

2

Fact Fluency Foundation Guide

Provides intervention material to help assess and address students who lack:

1. Fact-linking strategies2. Facility with number counting3. Framework for number quantity

Addressing Prerequisite Skills

The placement assessment in the FASTT Math Software will alert teachers to which students need prerequisite work before they use FASTT Math Software to develop automaticity with their facts.

Fact Fluency Foundations Guide

These two interventions are usually completed as a precursor to using the

FASTT Math Software.

This intervention can be done

while the student continues with the software.

InterventionsThe interventions in the Fact Fluency Guide are designed to be used with individual students or small groups. – 20 to 30 minute sessions, 3-5 days per week

Quantity Concepts Intervention– These students are not yet ready for the FASTT

Math Software and need concept development.Counting Intervention– These students are likely to need the full set of

intervention lessons.Fact-linking Intervention– These students can start this intervention, then

begin using the FASTT Math Software

Interventions

Introducing FASTT Math to StudentsHave teachers give students a short introduction to the program:• why they are using the program• how it will help them• when and where they will be expected to use the

software• how to play the games• what to do if they have trouble

Expectations Instructional coaches will:• Train grades 2-5 teachers• Assist teachers in selection of students to take the

Placement Assessment• Guide teachers on selecting those who need

prerequisite skills and those who are ready to use the software (60 per campus in grades 2-5, and 6th grade)

• Use SAM to enroll students, assign to classes and assign operations

• Monitor use of FASTT Math program and work with teacher to analyze data reports

ExpectationsImplement in the Classroom:– Create a rotational schedule for selected students

to access FASTT Math during independent work time or as part of GUIDED MATH group rotations

– Begin math instruction with a 10-15 minute fluency exercise for the whole group while selected students use FASTT Math on classroom computers

Reflection

• How do you see this software being used in the classrooms?

• How will you monitor for effective use of the software?