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Overview
The Seminole Numeracy Project (SNP) is a widely used national and international intervention resource, promoting the 8 Stages of Numeracy. SNP is ideal for students 2 or more grade levels below. Initial screeners are used to identify stage of numeracy by Math Interventionist. Lessons are engaging, hands-on, and and focus on conceptualization.
Recording data for students receiving intervention through the SNP is done digitally and should be done by an educator trained in the SNP process.
Stage 0 - Emergent
Stage 1 - One to One Counting
Stage 2 - Count from One on Materials
Stage 3 - Count from One by Imaging
Stage 4 - Advanced Counting
Stage 5 - Early Additive Part Whole
Stage 6 - Advanced Additive Part Whole
Stage 7 - Advanced Multiplicative
Stage 8 - Advanced Proportional
Getting Started
Getting Started
1. Assess
Students are given initial assessment with a SNP trained educator. Depending on the grade level, the JAM (K-2), or GloSS (3-5) Interviews are administered to determine initial stage of numeracy.
An example of the assessment and materials for the initial interview are presented below.
Figure 3. Sample of GloSS Interview Form and instructional materials.
2. Diagnose
Depending on the determined stage of numeracy, the specific skills to provide interventions on within that stage must be determined.
Baseline questions within the Numeracy Intervention Instrument will help determine the specific resource to begin with.
Figure 4. Examples of Baseline questions.
3. Intervene
Binders or PDFs have been provided by SCPS which include black line masters and tasks for each stage of numeracy. The interventionist will determine which task to use and monitor proficiency. The provider may need to perform multiple tasks for one skill, or they can move on to the next skill identified as an area of need in the Numeracy Intervention Instrument.
4. Monitor
To track progress, students will be assessed with the Data Point (DP #1) on the skills they did not get get correct on the initial baseline assessment (see Figure 4). This helps to identify progress and provide next steps for interventionist. Interventions will continue for the skills the students did not get DP #1 correct.
This process continues until all skills are mastered within a stage, then you would proceed with the next stage and cycle back to Step #2, Diagnose.
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