Teacher Assisted Instruction 2007

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Table of Contents

An Overview and Rationale... Options for Implementation. How to Implement .

Getting Organized: Preparing for the first day How do I begin? The first day The TAI Cycle: Beyond the first day.. Diagnosis and Prescriptions .. Types of student work mistakes. Monitoring Phase: Types of instruction. Progression Phase The TAI Cycle: Reevaluation.

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15 18 21 22 25 31 36 37 40

Word About Incentives

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All students will achieve. achieve.

Math Works has been piloted in two classrooms in 40 Baltimore City elementary and middle schools for the past three years. Students have scored higher on Maryland Functional Tests in classrooms where the TAI program is used. Students scored higher on the CTB Terra Nova and the Maryland State School Assessment Program [MSPAP] in schools that have embraced the program. See
www.teachingthatworks.com

Linda Eberhart, an elementary classroom teacher in Baltimore City and 2002 Maryland Teacher of the Year, developed this individualized math computation program. The majority of students that she has been teaching are African-American and disadvantaged. Her students scored the highest on state math tests for two years in a row. Teachers and administrators throughout the country wanted to know about her math program. TAI is the computation part of Math Works that Ms. Eberhart credits for her students success. SPARK is the interdisciplinary component that reinforces math skills though authentic hands-on units. Math All Summer maintains skills during the summer.

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TAI allows students to master skills at their own pace.

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Teacher Assisted Instruction is an individualized math computation program that differentiates math instruction to meet each students needs. A series of over 40 booklets provides practice for each computation skill - ranging from basic addition to decimals and percents. A pre-test and post-test are included in each booklet. This enables the teacher to continually assess students mastery of a skill. Summary sheets are provided and are used to document the skill on which each child is working. In this way, the teacher, student, and parent can easily monitor the progress of the student. Practice pages for each step in a skill are provided in each booklet. Additional problems on each page are provided for independent reinforcement. Students only complete practice pages that they need to master. Practice pages correlate to the pre-test problems. Booklets include between 10 and 20 practice skills so that students build on their progress at each level. A process model showing how to do the skill is found in the front of each booklet. At the back of the booklet, two answers to the math problems are given per page so that students can monitor their own progress to determine if they need help. Students gain confidence when they complete and master a booklet. This allows computation skills to be taught and mastered throughout the year. The teacher decides when a student is ready to move on to another skill.

How do I provide differentiated math instruction? How can I help all children at their individual level and still teach the curriculum? How do I constantly assess student understanding to identify learning gaps? Where do I find materials that break skills into small steps? How do I provide meaningful practice for individual students efficiently? How do I ensure that students master computation skills when I have to move on?

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Why does TAI work?

Research shows that students require practice over time for long-term mastery and not just one-shot or short-term practice. TAI provides the practice that students need. Asa Hillard believes students at formerly lowperforming schools achieve more than their peers at other schools because these students have academic self-esteem. This change occurs when students feel confident about their ability to meet success. The more successful they are, the more they want to do. The more they do, the more successful they become. TAI provides the opportunity for students to obtain academic self-esteem because they always experience success. Brain-research encourages teachers to create a classroom environment and teaching methods that help all students achieve. Stress is a factor that affects how a student learns. Teachers have little control over outside stress, but they can reduce stress within the classroom. Studies have shown that long-term stress produces high levels of cortisol that causes shrinkage of the hippocampus in the brain, which results in memory impairment. [Lupien 1998] Students know if they are unable to compute and are having problems in math. This will cause high levels of stress for many students. This stress will then make it more difficult for students to learn. If you reduce this stress, students can more easily master skills.

What research
supports the use of TAI?

A TAI classroom will create a supportive and less stressful classroom environment.

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During TAI the teacher becomes a coach instead of a traditional teacher. Coaches tend to teach for success. Coaches continue to model and give pointers to the kids until the skill is learned. The students are encouraged to help each other practice and learn the skill. The coach displays pride in the students with words of praise and high-fives. The coach constantly gives words of encouragement and constant feedback. Then they celebrate together. Teachers on the other hand teach a skill; students practice; they take a test; the teacher records the grade and then moves on to another skill. The student who does not know the skill never goes back and learns it. The best place for the human brain to develop and learn is in a safe, fun, and nurturing environment. TAI uses the coach model and turns the classroom into the environment where all students can learn. Brain-research [Sousa, 1998] shows that students use a variety of learning styles in the classroom. In a typical class, 45% of students are visual learners, 35% of kinesthetic learners, and 19% are auditory learners. Teachers should use two methods in each lesson. TAI allows students to use all senses in learning math skills. The students are seeing the process, writing the process on chalkboards, and saying the process. A stand-alone brain cell [neuron] that holds a tidbit of information does the brain little good. It is when that neuron connects to another, and that one to another, and so on, that the connections and learning take place [Sousa, 1995].

In TAI, the teacher becomes a coach for students.

Students use all modalities in mastering math skills with TAI.

Students become teachers of other students. We have learned from the work of William Glasser [1998] and others, When we teach others we truly learn ourselves. With this in mind, the teacher
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who utilizes other students as teachers will have students who have more understanding of the topic. Time also plays a role in brain-based learning. Time on task is a concept that has changed dramatically in light of new brain research. Traditionally, the students who paid attention for long periods of time were considered the good students. Now we find that the human brain is simply not designed for long periods of attention. Some teachers expectations for length of time on task for students have been inappropriate and unreasonable. The brain naturally shifts in attention whether the person wants to or not after 20-minute period [Sousa, 1995]. The key for teachers is to realize this and plan for it. The demands of the information era, when there is more to learn than ever before, coupled with the demands of high-stakes testing in the education system, leave teachers feeling as though they must pack more and more information into their students brains. Unfortunately, there is no additional time in which to accomplish this task. On the other hand, when it comes to brain-based learning, less is more.

Students work on TAIs 15 minutes at a stretch. That reflects how a brain learns the best.

TAI allows students to become Copyright teachers. TAI Manual revised 9/14/2011 2006 When we teach others, we truly

The brain has the capacity to remember the equivalent of approximately 10

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million books of 1,000 pages each. This incredible statistic would lead us to believe that remembering and learning should be an easy task. However, the rest of the story is that only one out of every hundred bits of information received by the brain makes it to long-term memory [Howard, 2000]. Learning new information takes time. In a classroom, much of what is learned is not transferred that quickly into long-term memory. The new concept or skill must be understood and usually related to prior knowledge or experience. This information then must be practiced or manipulated, and used or applied numerous times before it becomes ingrained in the brains long-term memory. Studies demonstrate the importance of practice and reflection for long-term memory. Adequate practice and reflection take TIME! The effects of practice on students performance, including studies by Ross [1988], Bloom [1976], and Kumar [1991], show the need for additional time for effective learning. Practice over time is necessary for mastery of a new skill. After four practice sessions, students will reach a competence level of 47.9 percent of complete mastery. It will take students 20 more practice sessions about 24 times in all to reach 80 percent competency. Lauer Erlauer explains the importance of feedback in her book, The Brain-Compatible Classroom. She states: Feedback is a natural, regular occurrence in our everyday lives. Feedback in the classroom also occurs naturally, but , in addition to that, it MUST occur in a planned, purposeful manner.

TAI allows students the TIME for adequate practice and reflection to master math skills.

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One of the most difficult things for a brain to do is to unlearn deeply embedded knowledge or skills [McGeehan, 1999]. The sooner that academic feedback is received, the easier it is to make the necessary corrections. Without immediate feedback, the student may have continued to practice incorrectly, imbedding incorrect knowledge into the brain. It is demoralizing for a student to learn after weeks of practicing a skill, that he or she has been doing it incorrectly all that time. Not only does the student need to start over from scratch to relearn the skills, but first the brain has to work hard to unlearn the wrong method. This leads to a situation when simply giving up becomes the easiest option for a student. The students brains and egos both need prompt feedback. So what exactly does feedback look like in a classroom? It is a response that should be taken by the student as a cue for either a change toward improvement or maintenance of successful status quo. It may be a positive compliment or a thumbsup sign. John Hattie [1992] analyzed close to 8,000 studies and concluded, The most powerful single modification that enhances achievement is feedback. Jensen [2000] contends that the most effective feedback is prompt, specific, and multimodal. Feedback should come from different people including oneself. Prompt or immediate feedback is most valuable to learners. Letting the student know if he or she is on the right track promotes confidence and more successful learning.

TAI ensures that prompt feedback is given to students.

Feedback is the key to learning.

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TAI provides the additional practice that Feedback must be very specific to assist students need to page 7 improve learning and higher levels of

the learner in knowing exactly what to keep doing and what to change. The best form of feedback with the highest effect on further achievement is providing the student with a full explanation of accurate and inaccurate answers. Furthermore, requiring the students to continue working on the task until they achieve success appears to improve learning and achievement. Assessment and feedback guide learning when designed and implemented correctly. Teachers cannot know what to teach next if they dont know what has been learned. Without receiving feedback, students dont know what they are doing well and what they need to improve.

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Parents say:
This is the first time my child has come home and has been excited about math.

Teachers say:

What took so long for someone to develop these materials! I can really see what my child has learned and what still needs to be mastered. I dont have to spend my nights making materials to differentiate instruction. The teacher used to call about the behavior of my child. But now, because the teacher has found Students who were constant behavior problems materials that engage my child, I get daily GREAT because they were frustrated in math are now on WORK notes instead. task and learning new math skills each day.

Administrators say:
I never thought my teachers would be able to differentiate instruction so easily. It is exciting to see a classroom of 30 students all working on skills at their own level and working at their own pace.

Will parents
support individualized math instruction?

What do teachers
say about TAI?

How do
administrators react to TAI?

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Why should I use TAI?

What can I do to help all my students be successful in math? How can I meet the new federal requirements for average yearly progress? How can I create a climate in my classroom where students are always engaged in meaningful and challenging activities? How do I find time to create materials to meet each students individual needs in instruction? How do I address skills that I know my students havent mastered?

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Options for Implementation:

Who can use TAI?
Teacher Assisted Instruction can be used with students at any grade level from first through twelfth grade and with any demographic group of students. It can be used with students who need remediation, with students at grade level, or with gifted students who need to be challenged. TAI can also be used with the entire class.

What do I do with a student who is three grades behind my class? How do I assess a student who just entered my class? How do I provide materials for students who are above the level of my class? How do I motivate students with low selfesteem in math? How do I get students to do more math work? How do I address the IEPs [Individual Education Plans] for inclusion students? How do I teach math to a mixed grade level class? What do I do with a student who is a behavior problem and loves math? Will this program work for students in a lowperforming school?

Teacher Assisted Instruction provides an intervention with one student, a group of students, or an entire class. It can be used for a specific unit or time period. It can be used with regular math programs It can also be used as an independent supplementary resource for students during the day or after school.

Teacher Assisted Instruction provides an alternative for students with behavior problems.

It allows them to work at their own pace. Students can work away from the group but still stay on task. It allows the student to take the materials to another room to complete. A behavior or work contract can easily be made to show the students progress.

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Teacher Assisted Instruction provides academic self-esteem for students who think they cant do math.

Students are able to work at their own level for as long as they need to master the skill. Progress is charted by effort rather than by achievement level. Individual intervention is provided at the point when the student needs help. Students can learn math from their teacher, a classmate, a parent volunteer, or another student in the school. Students track their own progress on individual summary sheets that record only 100% grades. This provides positive encouragement.

Teacher Assisted Instruction provides for the special needs students by assessing their needs and providing materials at their level.

The materials are divided into small sequential steps. Modifications are quickly and easily made to meet the needs of each student. Using chalkboards allows students to use the kinesthetic modality. Students progress at their own pace with no time constraints. What is not done one day is continued at the same point the next day. Individual help can be provided during TAI time or other time in the day. TAI can be done at varying times of the day when it best fits the students learning style.

Students always have something to do. They know that when they finish one skill, they move on to the next. Teachers do not have to worry about busy work again or what their students should do when they finish their daily lesson because students will always have something to do at their level.
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When does TAI work?

TAI time provides the additional time for students to master one skill at a time regardless of where your class is in a textbook or in the curriculum. TAI provides the materials for any student who needs more time and practice on a skill than is provided in a textbook. TAI provides the materials for students to go beyond the skill level in the class. TAI materials are self-directed so students can do them without direct teacher supervision all the time. TAI provides the extra time needed to master skills required to pass state tests and move students beyond grade level to score at excellent levels. TAI motivates students to spend more time on math before, during and after school because they feel the pride of successfully mastering skills on their level and while progressing at their own pace.

What can I do if several of my students cant subtract and I dont have the time in the curriculum to go back to reteach the skill so that the students can master it? What do I do when I have to move on in the curriculum and my students still need more practice with computation skills? What do I do with students who finish their work before others? How do I get my students to score higher on standardized and state tests? How do I get my students to want to get to school on time? How do I get my students motivated to do more math before school, at lunch time, after school, or on Saturdays? How long do I use TAI?

TAI is best done when it is practiced daily throughout the year. Practice is approximately 15 minutes a day during math period or another block of time.

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Where can TAI be used?

What can I do with a student who is frequently absent and has fallen behind in math skills? Can TAI be used in my regular math class with students who are at their grade level? What can I do to improve the math test scores of students in the school? Where can I find materials to use in my after school tutoring program? Where can I find materials that I can use for my children at home?

TAI can be used in the regular or special education math class as supplementary instruction for specific skills. TAI can be used as an intervention program for special programs after school or during school in a separate setting. TAI can be used in off school site tutoring programs. TAI can be used in home schooling. TAI can be used at home for students who have chronic illnesses. TAI can be used by all teachers math and non-math teachers during a separate time of the day to improve students math skills and test scores.

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eacher

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Getting Organized Preparing for the first day

You and your students must be organized for this program to be successful. Take time to get the necessary materials for you and your students. Because students will be working at their own pace, everything needs to be organized first so that they do not waste time. You will need to spend time making sure students are organized. Materials Student folders must have two pockets and a middle section for holding three-hole punched paper. Students name on each folder Supply of summary sheets [hole punched] see appendix Place to keep extra summary sheets TAI booklets for various levels of your class Storage for TAI booklets Incentive chart Stickers for chart 2 crates, boxes, or location for student folders Not Ready and To be checked Individual student chalkboards [about 1 for every 3 students - all students wont need them at the same time] Chalk and erasers for students A board for the teacher to demonstrate Student file folders for sample work and tests Lined paper for students to complete TAI. They do not write in TAI booklets.

ORGANIZATION is a MUST! Essentials

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Student Folders & Classroom TAI Crates

1. Label each folder with the students name on the outside. 2. Label the inside pockets: Left side DONE Right side NOT DONE 3. Put 1 summary sheet in the middle section of the folder to start [1 sheet will be added for each TAI booklet that the student begins.] See appendix for sample of summary sheet. 4. Folders are kept in one of two crates. One crate, labeled To Be Checked, is for folders that students want you to check that day. The other crate, labeled Not Ready, is for folders that have been checked and are ready to move ahead with their work or for folders that are not ready to be checked. Summary Sheet goes in center binding

DONE

NOT DONE

Not Ready

To Be Checked

Students put their folders in one of the crates or containers each day.

5. The teacher only has to check the crate for To Be Checked to find the folders that need attention. If students spend about 15 minutes a day on TAI, about one-half of the class will have work ready to be checked.

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Incentives to increase Academic Self-Esteem

1. Record all the students names in the class on one side of a grid chart. 2. Leave the other side blank.

Stickers for each completed page

DO NOT LABEL THE SKILL.

3. Hang chart in a highly visible area that teacher can reach and students can see. 4. Have stickers ready to put on chart. 5. Develop a system that allows students to know how much should be completed within a time frame for some type of reward.

Linda Tara Brian Shonda

Students Names

Storage of folders, booklets, and summary sheets

1. Put crates with folders in an accessible place in the room for all students to obtain without disturbing others or you in your teaching area. 2. Sort unused TAI booklets in a sequential order in boxes or drawers accessible to students. 3. Label a drawer or box for extra summary sheets. Students get a summary sheet and put it in their folder when the pretest is ready to be checked.

Now you are ready to begin!

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How do I begin? The first day Motivation is essential for students to be successful.
Before beginning the assessment explain what TAI is and how they will use it. TAI is a math program that will help improve your math skills. It allows you to work on skills that you need while others in the class will do the skills that they need. I am sure that you know about the story of the Turtle and the Hare. What do you know about that story? Thats right. The hare knew that he was fast and knew that he would win the race so he stopped and made fun of the turtle. But the turtle knew a secret and kept moving at his own pace that allowed the turtle to win the race. Thats why you see turtles on the outside of all the TAI booklets. Because you too will be working at your own pace and will be successful just like the turtle. Today you will take a pretest that will tell us what skill you need to work on. Dont worry about the test. The score will not count. It is important for us to know what you need to determine what skill you should start with.

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Decide where you want to begin assessing in your class. We strongly recommend that you give all students the same pretest on the first day even if you think some students know the skill. It is also easier to start the program when the class starts at the same place. Be patient in several days students will be working at their level. It is worth the time to make sure that each student knows each skill. Many teachers go back to addition to make sure all students know how to add. There are several levels in addition. Pick one level where you believe nearly all of your students will be successful. If you do not have enough books at that level make copies of the pretest so that all students will begin at the same place.

Prepare an overhead or use the chalkboard to show how students should set up their work paper. Keep this visible for students during the first week so students will remember what you expect.

Remind students to copy problems vertically and to SHOW ALL WORK. Students will always begin working on the pre-test.

Name Date TAI Skill TAI Number _________________ _________________ _________________ _________________ _________________ 4 Only _________________ problems _________________ a row on _________________ __________

45 + 178 =

45 + 178

Place Summary Sheet in center binding

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DONE

NOT DONE

When the student has finished with the test, it is placed in the DONE section of the TAI work folder. The student booklet and not completed pre-test should be placed in the back of the folder in the NOT DONE section. At the end of the time, the student who does not finish the pretest, places the work paper and the pretest or booklet in the back of the folder labeled NOT DONE. When papers are in the correct section, it makes it easy for the teacher to find what needs to be marked in the folder. The teacher does not have to sort through a lot of papers if it is always in the done section in the front. It is easier for the student to know where to find the paper that needs to be done. The student places the folder in the correct location labeled TO BE CHECKED if the paper is ready to be checked.

Not Ready

To Be Checked

Students put their folders in one of the crates or containers The TAI Cycle each day.

The folder is placed in the crate or location labeled NOT READY if the paper is not completed and the student does not need the teacher to look at it yet.

Beyond the first day

The teacher then assesses the papers in the TO BE CHECKED box before the next TAI period. The teacher prescribes what the student should do on the summary sheet.
The teacher puts the folder in the NOT READY crate after it has been checked for students to find their folders. The flow of the program depends on the constant cycle of the events listed. Students move through the cycle at different paces. The

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following describes the sequence of the components of the TAI cycle.

Diagnosis Diagnosis Prescription Prescription

Monitoring Monitoring Progression Progression

Re-evaluation Re-evaluation

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This is a critical component of the program. The teacher is like a doctor. The teacher must be able to assess and diagnose what the student can and cannot do by examining the pre-test. This is why this program is not automated on a computer because we believe that you are the key to determine what a student needs to do.

The percent correct is not the key factor in prescribing what the student needs to do.

You are looking for patterns in errors to determine what the student needs

All problems are correct on pretest .

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1. Complete information on top of summary page. 2. The teacher puts the date and100% at Pre-test line on summary page. 3. The teacher then draws a line down through the numbers on the summary sheet and writes the word SKIP to let the student know that none of these pages in the TAI booklet need to be completed. 4. Write a note to the student indicating what should be done next. For example: Take subtraction 3 pre-test. 5. Take out the student test paper and file it in your students classroom work folder. 6. Put a sticker on the incentive chart to show that PRE-TEST is complete. 7. The student puts away the completed booklet and gets the next assigned book. Stickers for each completed page

Prescribe

Linda Tara Brian Shonda

Students Names

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All problems are incorrect on pretest.

1. Complete information on top of summary page. 2. The teacher puts the date and NO SCORE at Pretest line on summary page. 3. The teacher writes a comment that tells the student Begin on skill TAI 1 Prescribe

4. Put a circle around number 1 so that the student remembers where to begin. 5. Remove the assessment [pre-test] from the TAI folder and place it in the students classroom work folder. 6. Keep TAI booklet in the back of the TAI folder. 7. Place a sticker on the incentive chart to indicate that one page is complete.

The assignment was to perform the pretest. The score is not the goal. The information from the test is. The star is for doing the task of completing the pretest and giving the teacher the valid information.

PUT A STICKER FOR PRETEST

Linda Tara Brian Shonda

Students Names

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Some problems are incorrect on pretest.

This is when your doctor skills are vital. The children are under your supervision and nobody knows better than you how and when each student should proceed. You need to diagnose what the student is doing incorrectly. A grade is not determined. You are looking for patterns of errors. DO NOT COMPUTE %. Each problem on the pretest corresponds to a page Careless mistake in the TAI booklet. The TAI skill is labeled at the top of each page. If a student makes a mistake it could be that it is

Copied wrong

Concept mistake Process mistake

Doescareless mistake facts A not know basic

A number fact mistake A copying mistake A basic concept mistake i.e., placement of numbers

Give test back for student to A process mistake- i.e., student renames to the wrong correct problems place
Look at test to decide if correct. If correct assign student next skill book.
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Assign specific pages in book

Look for all the problems on the pretest that are similar.

Look at test Students complete to decide if only first 10 unless correct. more practice is If still incorrect, assign appropriate pages.
needed.

This page contains Decide problems similar all which pages are appropriate for the student to to question 13. complete. Each problem on test corresponds to a skill page in the book. If in doubt, assign more rather than less. 2
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Careless Mistake

You need to decide what each student needs to learn. If you think the student knows the skill, and this is one careless mistake, you might decide to give the test back and let the student attempt to correct the mistake. If the student can correct the mistake without any help, then assume that the student knows how to
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do the problem. If the student needs help or reminders, treat the mistake as if it is a concept or process mistake. If the student makes the mistake frequently, then assume that the skill has not been mastered. You may decide that the student needs to be more careful and you will assign the corresponding page.

Copying Mistake

If the student makes copying errors, DO NOT ASSIGN THE ENTIRE BOOK FOR ONLY COPYING MISTAKES. A lot of copying errors can be indicative of other problems such as vision, hyperactivity, or behavior problems. You should address copying errors separately. If students do not line up numbers correctly, this is NOT a copying error. Some students will combine numbers into one number instead of adding two numbers. Consider these concept mistakes where teaching of missing skills is required. If students do not copy decimals correctly, these are concept and process mistakes. Students must be taught the differences. Do not consider these copying mistakes.

Does Not Know Basic Fact

The same procedure can be done if the problem is copied wrong or if it is a basic fact mistake.

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If the student has the process correct, but has basic facts wrong, then the student needs to learn the facts.

In the meantime, you can give the student a sheet with facts on it for the student to use while learning the facts. [See appendix of matrix of facts] DOING TAIs over and over will not necessarily ensure that students will master facts. Use other strategies for fact mastery.

See www.teachingthatworks.com for suggestions on how to learn basic facts.

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Concept Mistake

A concept mistake deals with place value or the basic concept of the operation. Example One: If student lines up numbers incorrectly, then you will need to teach place value skills. See appendix for suggestions for teaching place value skills. Example Two: If student combines numbers, then you will need to make sure student understands the difference between each number. It is much easier for students to compute when skills are in vertical form. Students frequently need practice in this area.

Process Mistake

For every computation skill, the student can make numerous process errors. At the front of each TAI booklet, is one model of doing the computation skill. There are many ways. Students are not required to complete the math computation in this manner. You do not want students to make sticks to show 356 + 235 or 456 2. At the time students are completing TAIs, the goal is for students to master the skill and be able to do it quickly and correctly. This is the time that your teaching expertise is required. With practice, you will be able to identify the specific process that the student does not understand and teach that. Other students are sometimes able to explain to the student what needs to be done. You need to decide who is the best teacher for the student.

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SOME problems are incorrect on pretest

1. Complete information on top of summary page. Some students may be able to do it. 2. The teacher puts the date and NO SCORE at Pretest line on summary page. 3. The teacher writes a comment that tells the student which pages to complete. Prescribe For example: Start with page 5 Or complete pages 4, 8, 10. 4. Circle the skill numbers for the student to complete. 5. Remove the assessment from the TAI folder and place it in the students permanent math folder. 6. Keep TAI booklet in the back of the TAI folder.

7. Put a sticker on the incentive chart to show that one page is complete. PUT STICKER FOR PAGE EVEN IF STUDENT DID NOT GET 100% ON PRETEST

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The bulk of the students time and your time are spent during this phase of the cycle. You are not working with a whole class. Your instruction is now differentiated. You may be working with one student, working with a small group who need the same instruction, diagnosing students needs, or keeping the students motivated. During this time, the student is learning how to o Complete the skill o Undo incorrect practices o Develop correct procedures for completing the skill. The student looks at summary sheet to decide which skill page to begin. Student has three ways to begin: o Independent o Semi independent [Talk Through] o Teacher Guided [Walk Through] The student may move through all of these methods on one page. By the end of the page the student should be able to do some problems independently.

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Independent
Some students will want to do the page independently. The student should check the first two problems using the answer sheet in the back of the booklet to make sure the correct answers are computed. Some students will be able to use the Process Chart in the front of the booklet to determine how to complete the skill. If the student makes a mistake on those two problems, then the student should see you to get help. Otherwise the student can proceed on his or her own. Some students do not know when they need help or when they dont understand. They must be taught how to monitor their own knowledge and learning. If you know that the student needs help and that the student SHOULD NOT work independently, write SEE ME or GET HELP or some other message on summary sheet that tells student what they need to do. Students quickly become adept at deciding when they need to get help and how much intervention they need

.45

When the student is taking the pre or post test, the student MUST work independently. Help is not given during this time. You want to diagnose what the student knows.

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Semi-independent [TALK THROUGH]

Some students only need a review of what to do, and you can talk them through each step.

Be sure to verbalize the steps and ask the student what IS DONE NEXT. The student should be completing each step on the small chalkboard as you say it. This is called talk through. Students will get used to these words and will ask you to help them by talking them through the problem. You are guiding and asking them step-by-step until the process has been internalized. Be sure you know the steps. Refer to the process charts in front of booklet if you are unsure.

DO NOT JUST TELL STUDENT TO LOOK AT THE PROCESS CHART. Many students learn by hearing and seeing the steps. You will need to say step-by-step as the student completes each step.

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Teacher Guided [WALK THROUGH]

Some students need a lot more help. You will need to model the steps for some students.

Say the step. Show the step. Have the student repeat the step and then have the student write each step on the small chalkboard as you are writing it on the large chalkboard. Listen and watch what the student is doing. The key to correcting mistakes is to have each student self-correct his or her misunderstandings of the concept. Stop the student as soon as a mistake is being made and have the student erase that part of the problem. You may need to do this for a number of problems. Continue until you are sure that the student can solve the problem without your modeling it. Then use the TALK THROUGH stage. You are not writing the steps but just talking the student through each step. When you finish Talk Through extra problems are usually provided for more practice for that particular skill

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A student can begin a page at three different levels of intervention. The teacher can specify at what level of intervention is needed. Independent Semi-independent
Student works on chalkboard for teacher to monitor work. TALK THROUGH

Teacher Guided
Teacher models correct process. WALK THROUGH

Teacher Guided
Teacher models correct process. WALK THROUGH

Semi-independent
because student still needs help. Student works on chalkboard for teacher to monitor work. TALK THROUGH

Independent
When a student finishes a page, he or she must be able to complete a problem independently. Use extra problems if needed for more independent practice.

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When student completes assigned page, work is placed in front of student folder for teacher to evaluate. If work is not completed that day, it is placed in the back of the folder for the student to complete on the next day. The teacher marks the page. The teacher has the same three options as on the pretest. If all problems are correct, put 100% next to the skill on the summary page.

If all problems are wrong or the student does not understand, write date and tell students to GET HELP or SEE ME next to that skill on the summary page. That tells a student that the page must be done over with assistance. The student should come to the teacher at the beginning of the next TAI period.

Prescribe

If the student has made a few mistakes, but you think they understand, write CORRECT which means that the student must go back and correct the page. The student has the three options of what can be done. o Independent o Semi-independent o Teacher Guided The student works on that skill page until it is 100% correct.

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The student progresses through all assigned skill pages in that booklet in the same manner.

Stickers for each completed page

A sticker is placed on the incentive chart for each and every skill page completed with 100%. Put stickers up as soon as possible for students to feel success.
Put papers in a place so that students do not recycle. If you give the papers back, sometimes a student will give the paper to a friend to copy. The papers do not need to be returned to the student because the score has been recorded on the summary sheet and it is 100%.

Linda Tara Brian Shonda

Students Names

Do not become overwhelmed with the paper work. It can be very easy. DO NOT worry about calculating the percent on each paper. Just decide if student knows what he or she is doing, or if help is needed. Others can help you in keeping the incentive chart up to date, but it is important to look at each paper even if you have someone else check them.

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This phase is important because it brings closure to the cycle. You make sure the student is OK with the skills that have been mastered. A doctor would check your blood pressure again to make sure the medicine worked. You are making sure that what you have taught the student, in fact, has mastered. When students have completed all assigned pages within a skill booklet, they take the final post-test. If the student got 100% on the pretest, then the post-test is not done. The teacher then uses the same method as in the diagnostic section to determine how to proceed. If a student makes what you think is a careless mistake, then the student can be given the opportunity to correct the problem. If the student still does not understand the skill, then those pages [skills] that the student does not understand are reassigned for the student to complete.

Prescribe

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A sticker is placed on incentive chart when test is 100% Now you know that the student has learned the skill. However, the student will still need practice on the skill throughout the year. You can include examples, in a daily review, in homework, in weekly games, etc.
Linda Tara Brian Shonda

Sticker for 100% PUT STICKER FOR Post Test TEST WHEN THE POST

STUDENT GETS AS 100%

Students Names

Students Names

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A Word About Incentives

The incentive chart works for students in all grades. Older students want it as much as younger students. It is an essential component of the program. Encourage your students to feel great about their accomplishments. Students want to share their progress with any visitor who comes in the room. Administrators and parents should show their excitement with the students progress. The incentives can be cheap or free. Students love No homework Passes. Eating lunch in the classroom is fun too. Special dessert is always a bonus. Free time during the day is a desired incentive.

Every student should feel like a star. More effort = More Success

Make TAI success FUN! More Fun = More Success

Incentives work best if they are frequent. Clearly define the amount of work that must be done before work begins. Be sure to follow through with all students who have earned the incentive. Make incentive only about TAI skills completed. Add excitement Class or grade competition for a week or month motivates.

Dollar Stores have lots of inexpensive prizes.

eacher

ssisted

nstruction Appendix

TAI 4-Day Start Plan ... 1 Quick Start Review5 Summary Sheet for Student Work Folder. 7 Recommended TAI Book Sequence 8 Frequently Asked Questions... 11 TAI Golden Rules. 12 TAI What and Why for Principals .. 13

DAY 1: Folders, Bins and TAI excitement!

1. Introduce idea of TAI and get students excited! Students should know: Its a daily activity to work on basic computation skills (hold up a book or two to show them. Can tell the hare and turtle story (p18 manual) to explain turtle covers) It is a competition (competing against self or others), but it doesnt matter if you are good at +,-, x, or , you work at your own pace. (show them the chart where their progress will be keptstudent names are filled in). Explain that they will receive a sticker for their work pages, which will go towards a weekly incentive. Materials: Student folders 3 summary sheets for each student 2 bins labeled Incentive chart hanging Sample folder 2 TAI books to show students

2. Give each student a folder and pass out three summary sheets for them to put in the middle (hole-punched). 3. Tell students: Each day you are going to complete work. It will either be complete and needs To Be Checked or incomplete and is Not Done Yet Label your folder pockets: Left Side: To Be Checked Right Side: Not Done Yet Put your name on the front. (SHOW SAMPLE FOLDER)

4. Show students the 2 bins labeled the same as folder pockets. This is where TAI folders will be kept. Ask students: Did you complete any work today? (no) So which bin do you think it will go inthe TO BE CHECKED or NOT DONE YET? (not done yet).

5. Have each student get up and put it in the NOT DONE YET bin.

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DAY 2: Books, Page Headings, Problem Set-up

TAI PAPER HEADING AND FORMAT
Name TAI BOOK NAME TAI page number 1). 23 +34 2). 11 +15 3). 56 +12 4). 21 +19 Date Materials: Student folders Summary sheet overhead Copies of first books pre-test TAI Paper Heading and Format chart to show TAI heading Blank overhead to model pre-test set up (optional) 2 bins labeled Incentive chart hanging

Always four problems across written vertically!

1. 1. Pass out folders. Tell students to look at the heading on the summary sheet. They will fill out the top part. The teacher will fill out the bottom. 2. Say, Today we are going to begin TAI and well all begin on the same book ______. Lets fill out the top of our summary sheet. 3. Model how to fill out the summary sheet on overhead 4. Pass out pre-test. Tell students, We are NEVER going to write in the books only on lined sheets of paper.

5. Show students TAI Paper Heading and Format Chart. Explain and model.
6. Ask students to set up the first 4 problems, while you walk around to monitor. IF students finish early, they can attempt to solve the first four problems. 7. Ask, Is anyone finished with the pre-test? (no) So, is it TO BE CHECKED or NOT DONE YET? (not done yet) Why? (because not all problems are done) 8. -Have each student put their work and the copy of the pre-test in the NOT DONE YET pocket of their folder and in the appropriate bin.

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DAY 3: Finishing the pre-test

HOT SPOT: Grading begins here!!!! Get in class help if possible from support teacher 1. Ask students get their folders from the NOT DONE YET bin (they will always be there because you will check them each day) 2. Review the TAI Paper Heading and Format Chart 3. Go over Rules of TAI chart. 4. Allow students to work independently to finish the pre-test. Walk around and monitor set up.

RULES OF TAI:
1.) To get your paper checked you must: a. Have the proper heading and format b. Fill out summary sheet 2.) See Me means to see teacher with all TAI materials 3.) Only one person out of their seat at a time to see teacher 4.) Get a chalkboard when you need help. Write one problem at a time. Hold it up and wait for help. 5.) Chalkboards are not used with pre- or post-test.

5. FOR FIRST TIME SET UP ONLY: give students something else to do when finished. Allow enough time for all students (or majority) to finish up pretest. (once you and students are familiar with TAI procedures, they will never have to get something else to do and they will never be done with TAI) 6. Students put work in correct pocket: To Be Checked and corresponding bin. 7. *Tonight you will need to grade anything that is TO BE CHECKED Materials: Student folders Overhead copy of summary sheet Both Charts hanging 2 bins labeled Incentive chart hanging

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DAY 4: Reading the summary sheet, What to do in Class

1. Have students get their folders and have them review what they know about the TAI rules. Explain that today some students may be using a chalkboard or coming to see me 2. Show overhead of 100% summary sheet. Explain that this means students will skip to the next books pre-test. 3. Show overhead of a summary sheet without 100% on the pre-test that will work in same book. Emphasize it doesnt matter what book they are on, its how many pages they do. Explain what the circled numbers mean, etc. and explain that all students will need to know this because everyone will be in a book to do pages at some point. 4. Emphasize the TAI chart and show how some students already earned a sticker for a page and what a page means. 5. Students open folders, look at Summary Sheet and begin to work. Walk around to answer questions as students figure out what to do.

6.

Be available to grade any pre-tests and help students on chalkboards.

Key points
CHECK TAIs and GIVE CREDIT ON THE CHART FOR EVERY PAGE/PRE- AND POSTTEST DAILY! When you are overwhelmed, end TAI time for the day. They will never know its too early and it will save your sanity! PRACTICE, PRACTICE, PRACTICE and go slow!!! forget rules and procedures Stop and review when students

Tell students daily about YOUR incentive for getting 3 or 4 pages/week. Dont give up in the beginning. Your computation skills will get faster and you and your students will know the procedures in and out soon!

MAKE A BIG DEAL ABOUT TAI, YOU WILL LOVE IT AND THEY WILL LOVE IT!!!!!!!!!!!

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Label each folder with a student name on the outside.

Label the inside pockets: Left side Done Right side Not Done

Put 1 summary sheet in the middle section of the folder to start (more will be added by the student as they move to the next book)

Hang a chart for incentive stickers. Student names go vertically on the left side. No label goes on the top horizontally. TAI Booklets Make sure you have enough TAI booklets to get started Organize TAI booklets

Find 2 crates, boxes, or shelves where students can: 1. Put folders they want you to check 2. Put folders that they do not need checked. Make enough copies of first pretest to get students started together.

Find a place in your room where students can easily access TAI summary sheets, books, and crates.

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 Explain the goal of the program to the students. Get students excited.
Give students their folders, explain what each pocket is for, tell them the summary

sheet will be how you will keep track of their progress. Show students the incentive chart; explain that they will receive a sticker for each page they complete. Set a class incentive for each week. Explain procedures for getting and putting away folders and T.A.I. books.
Give them the pretest and show how you want their papers set up. If a student

finishes pretest, they should do something eels until day 1. Do not try to check paper and diagnose at this point.

Grade all pre-tests and diagnose where students should begin. Fill out each summary sheet in student folders with directions of where to start.

File the pre-tests in the students permanent work folder.

Direct students to get their folders the next day and explain to the class how to read
their summary sheets.

Some students will get a new book and start a new pre-test while others will begin on the specified page in their book.

All students should have one sticker on the chart for the completed pre-test. Work with students who need help and monitor the progress of each student.

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Name___________________________

TAI BOOKLET:
Date Pretest Score Comments

1 2 3 4 5 6 7 8 9 10
Post-Test

GO TO:

__________________________________
2nd Grade Sequence 3rd Grade Sequence
Addition 2a Addition 2b Subtraction 2a Subtraction 2b Addition 2c Addition 2d Subtraction 2c Subtraction 2d Subtraction 2e Subtraction 2f Addition 3a Addition 3b Subtraction 3a Subtraction 3b Addition 3c Addition 3d Subtraction 3c Subtraction 3d Multiplication 2a Multiplication 2b Multiplication 2c

TAI BOOKLET:
Date Pretest

Special ED Sequence
Addition 2a Addition 2b Subtraction 2a Subtraction 2b Addition 2c Addition 2d Subtraction 2c Subtraction 2d Subtraction 2e Subtraction 2f Addition 3a Addition 3b Addition 3c Addition 3d Subtraction 3a Subtraction 3b Subtraction 3c Subtraction 3d Multiplication 2a Multiplication 2b Multiplication 2c

Score

Comments

1 2 3 4 5 6 7 8 9 10
Post-Test

__________________________________7 Copyright 2006 TAI Manual revised 9/14/2011 page

GO TO:

Addition 1a Addition 1b Addition 2a Addition 2b Subtraction 2a Subtraction 2b Addition 2c Addition 2d Subtraction 2c Subtraction 2d Subtraction 2e Subtraction 2f Addition 3a Addition 3b Addition 3c Addition 3d Subtraction 3a Subtraction 3b Subtraction 3c Subtraction 3d Multiplication 2a

Multiplication 2d Multiplication 3a Multiplication 3b Multiplication 3c Multiplication 3d Division 2a Division 2b Division 2c Division 2d Division 2e Division 2f Division 3a Division 3b Division 3c Division 3d Division 3e Division 3f

Multiplication 2b

Multiplication 2d Multiplication 3a Multiplication 3b Multiplication 3c Multiplication 3d Division 2a Division 2b Division 2c Division 2d Division 2e Division 2f Division 3a Division 3b Division 3c Division 3d Division 3e Division 3f

4th Grade Sequence

Addition 3c Addition 3d Subtraction 2c Subtraction 2d Subtraction 2e Subtraction 2f Subtraction 3a Subtraction 3b Subtraction 3c Subtraction 3d Multiplication 3a Multiplication 3b Multiplication 3c Multiplication 3d Division 2a Division 2b Division 2c Division 2d Division 2e Division 2f Division 3a Division 3b Division 3c Division 3d

5th Grade Sequence

Addition 3d Subtraction 3a Subtraction 3b Subtraction 3c Subtraction 3d Multiplication 4 Division 2a Division 2b Division 2c Division 2d Division 2e Division 2f Division 3a Division 3b Division 3c Division 3d Division 3e Division 3f Multiplication 5a Division 5a Division 5b Multiplication 5b Decimal Words 1 Decimal Words 2

6th Grade Sequence

Addition 4 Subtraction 4 Multiplication 4 Multiplication 5a Multiplication 5b Division 3a Division 3b Division 3c Division 3d Division 3e Division 3f Division 4 Division 5a Division 5b Decimal Words 2 Decimals Order 1 Decimals Order 2 Decimals Order 3 Decimals Addition 1 Decimals Addition 2 Decimals Addition 3 Decimals Subtract 1 Decimals Subtract 2 Decimals Subtract 3

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Division 3e Division 3f Fractions Addition 1 Fractions Subtraction 1 Fraction Order 1 Fractions Subtraction 2 Decimal Words 1 Decimals Addition 1 Decimals Subtract 1 Decimals Order 1 Decimals Addition 2 Decimals Subtract 2 Decimals Order 2 Multiplication 5a Multiplication 5b

Decimals Addition 1 Decimals Subtract 1 Decimals Order 1 Decimals Addition 2 Decimals Subtract 2 Decimals Order 2 Decimals Addition 3 Decimals Subtract 3 Decimals Order 3 Decimals Multiplication 1 Fractions Addition 1 Fractions Subtraction 1 Fraction Order 1 Fractions Addition 2 Fractions Subtraction 2 Fraction Order 2 Fractions Addition 3 Fractions Subtraction 3 Fractions Addition 4 Fractions Subtraction 4 Fractions Addition 5 Fractions Addition 6 Fraction Subtraction 5 Decimals Multiplication 2 Decimal Division 1

Decimals Multiplication 1 Decimals Multiplication 2 Decimals Multiplication 3 Decimals Division 1 Decimals Division 2 Decimals Division 3 Decimals Division 4 Fraction Order 2 Fraction Order 3 Fractions Addition 1 Fractions Addition 2 Fractions Addition 3 Fractions Addition 4 Fractions Addition 5 Fractions Addition 6 Fractions Subtraction 1 Fractions Subtraction 2 Fractions Subtraction 3 Fractions Subtraction 4 Fractions Subtraction 5 Fractions Multiplication 1 Fractions Multiplication 2 Fractions Multiplication 3

7th/8th Grade Sequence

Addition 4 Subtraction 4 Multiplication 4 Multiplication 5a Multiplication 5b Division 3a Division 3b Division 3c Division 3d Division 3e Division 3f Division 4 Division 5a Division 5b Decimal Words 2 Decimals Order 1 Decimals Order 2 Decimals Order 3 Decimals Addition 1 Decimals Addition 2 Decimals Addition 3 Fractions Division 1 Fractions Division 2 Fractions Division 3 Integers Addition 1 Integers Addition 2 Integers Subtraction Integers Subtraction 2 Integers Multiplication 1 Integers Division 1 Integers Concept Integers Order Integers Computation 1 Integers Computation 2 Integers Computation 3 Order of operations

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Decimals Subtract 1 Decimals Subtract 2 Decimals Subtract 3 Decimals Multiplication 1 Decimals Multiplication 2 Decimals Multiplication 3 Decimals Division 1 Decimals Division 2 Decimals Division 3 Decimals Division 4 Fraction Order 2 Fraction Order 3 Fractions Addition 1 Fractions Addition 2 Fractions Addition 3 Fractions Addition 4 Fractions Addition 5 Fractions Addition 6 Fractions Subtraction 1 Fractions Subtraction 2 Fractions Subtraction 3 Fractions Subtraction 4 Fractions Subtraction 5 Fractions Multiplication 1 Fractions Multiplication 2 Fractions Multiplication 3

Can students use a chalkboard to show me their work for the pre-test and post-test? What do I do with students pretests after they are graded and diagnosed?

No. The chalkboard should be used when a student is working on any other page besides the pre-test and post-test. Put them in the students permanent work folder for your records. The student DOES NOT get their pretest back. Write on the summary sheet 100% if correct. If it is not 100%, DO NOT WRITE a %. Just write what pages they should do. If a student misses #6,7,9,10 on Diagnose the problem! You can ask them to a pretest, what pages should do just those pages, OR you could ask them they do? to do pages 6 to 10. What do I give stars for on the Every time a student completes a pre-test, incentive chart? regardless of grade, give them a star. Otherwise, every page that is completed 100% correct is a star. What do I do with regular pages Mark on the summary sheet for that skill after they are graded 100%? 100% and the date, record a star on the incentive chart, and then THROW THE PAPER AWAY!
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What do I do if a student has 2 mistakes on a regular page in the book?

When do students take posttests? What do I do if a student gets problems wrong on the posttest? Do they then take the entire post-test again? Are there any answer keys?

Diagnose the problem! Give the paper back to them, talk about how to correct the problems either on a chalkboard or in a see me situation. They fix those problems and resubmit in their folder. Give a star when all of that is correct. If a student did any one page in the book besides the pre-test, they must do the entire post-test to complete the book. Do not write anything less than 100% on the summary sheet. Mark the summary sheet asking them to go back to those pages to do again with a chalkboard. Yes!. No. Grading will be slow in the beginning, but an answer key will hinder YOUR development in finding error patterns and becoming better and quicker at computation (which you need in order to check the chalkboards quickly as they go up!)

Or how to make your teaching day easier if these rules arent broken.
These are suggestions made by teachers who were going crazy until they implemented some type of order in their classroom. You may want to try them at first and then modify what works for you. 1. 2. Do not accept any pages that are not properly labeled. [Each page needs name, date, TAI booklet and the TAI skill #] Booklets not in the TO BE CHECKED box will not be checked that day. Hold students accountable and responsible! They will learn quickly when they dont see their stickers or are not included in the incentive. Do not check pages that are not in the done section of the folder. Sounds extreme. Not really. You will save a lot of time if you are not sorting through the
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3.

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folder to find papers. You are teaching students organization skills at the same time. 4. 5. Dont allow other paper or work to be placed in the TAI folder. The folder will become a trash collector for everything. Insist that all papers show the work properly spaced. There should be no more than 4 problems on a row and must have space under them in order that you can clearly see where the next problem begins. It may take a few times for (Teacher Assisted mark and this neatness will carry students to learn, but it will be easier for you to Instruction) over to the students other work also.

A way to allow students A maththat are donethat order {i.e., students may try to skip program out of 6. Do not accept pages to progress at their own helps provide ahead}. The order of the pages is important becausepace with computation they are in skill order and you determine which pages you want a student to complete. individualized skills while still teaching instruction for other elements 7. Students do not complete date, grade or comments on summary sheet. of the computation skills curriculum 8. If a student loses his or her TAI folder, the student starts over in addition. Some students will swear that their book is lost, stolen, sold, etc. But, when they are confronted with the realityMeaningful of starting work for over, they somehow find it. students to do when they are finished with everything else An easy method to constantly assess where students are in order to help them progress Fun for students who can chart their own progress and feel successful at any level

What do I need to get started?

Skill books (see series list) in organized, accessible piles

Two-pocket folders with three-clasp middle

Incentive Chart Two crates or boxes labeled, TO BE CHECKED and NOT DONE YET Summary sheets (one for each skill, about 5 per student to start) White-lined paper TAI poster and TAI sample page poster 12 Copyright 2006 RULES TAI Manual revised 9/14/2011 page A place to file graded student work in an organized way A sturdy system for procedures!

A MESSAGE FOR PRINCIPALS AND OTHER SCHOOL STAFF

1.) TAI lines up identically with the math computation skills in the Voluntary State
Curriculum Most computation skills outlined in grades 1-8 are taught and assessed through TAI. Students begin with a skill book that is usually a grade level below so that teachers can diagnose the appropriate level to give them the appropriate instruction and practice. Students come with various gaps in their learning where they did not master a computation skill here or there. TAI helps to fill those pot holes in their learning without wasting the time of other students. 2.) TAI provides differentiation so teachers can conduct the intervention necessary to move students forward TAI allows students to work in the skill level book that is just right for them. Through a series of diagnostics and post-assessments, teachers can pinpoint very specific problems with computation skills and can teach to those skills directly with individual students. Copyright 2006 TAI Manual revised 9/14/2011 page 13

3.) TAI builds basic computation skills so that students will, in turn, be successful with other math concepts that rely on computation. Many students are able to grasp conceptual lessons in the classroom. However, they are often hindered by their lack of knowledge with basic computation. For instance, a student may understand that the area of a rectangle is the space that a 2-dimensional shape covers. However, they may not be able to use the formula A= L x W because their multiplication skills are not fully in tact. TAI helps to build those skills. 4.) TAI builds students self-esteem and self-concept in math as well as promotes goal-setting Students who may have previously held a poor self-image when it comes to math really shine in TAI. TAI is based on a system of rules, procedures and rewards. If they follow the rules and procedures, as well as working hard at their level, they are rewarded both extrinsically and intrinsically. Furthermore, both the students and class can set TAI goals in which they self-reflect to determine appropriate benchmarks in their progress.

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