Education
Getting Ready in Numeracy
(GRIN)
Mathematics Intervention Program
The GRIN intervention program is intended to provide support for students experiencing difficulty in mathematics. The
program is primarily targeted at students beyond the early years of schooling and is suitable for use at both primary and
secondary levels. GRIN sessions are conducted in addition to and before the normal mathematics lessons. The program is
delivered by tutors who have been trained in the GRIN model of intervention.
Outcomes and successes
GRIN Intervention has been extraordinarily successful:
• it has a clear rationale
• it is received positively by students, tutors, and teachers
• students have gained broader learning.
Support for the program
GRIN has already been introduced in primary and secondary
schools across Victoria. It has been well received by:
• regional and state-wide networks
• principals
• teachers
• students and their parents.
What do students say about GRIN?
“ I am able to answer questions more often in
my maths class”
“ It has helped me a lot. I enjoy going to GRIN
and giving it my best shot”
“ I like learning the methods before class, I am
feeling more confident”
“ It helps me in class and makes me achieve
more. GRIN is awesome fun”
“ I enjoyed playing games in GRIN, and it made
me feel smart”
How does GRIN work?
Trained tutors conduct GRIN sessions with small groups of students (ideally three), before the normal mathematics lesson.
GRIN sessions are brief and focused - normally 15 to 25 minutes long. The key idea is for tutors to prepare the intervention
students for the subsequent mathematics lesson.
GRIN sessions conducted by trained tutors will:
• prepare intervention students for their subsequent mathematics lesson
• familiarise students with the relevant language and terminology that they will hear during the classroom lesson
• model what students can expect to see and/or do in the lesson.
In some cases students might participate in GRIN sessions prior to the commencement of the school day. In another situation
students might be withdrawn from other (non-mathematics) lessons to participate in GRIN sessions prior to the mathematics
lesson.
Implementation in schools
The GRIN tutor can be a:
• teacher
• numeracy coach
• leading teacher
• integration aide
The GRIN tutor needs to be sufficiently confident with the mathematical
concepts being handled by the classroom teacher. Confidence with the
concept will enable a tutor to expose and clarify any misconceptions
that the student might have about the concept and to offer a range of
worthwhile models to support student understanding.
When selecting non-teaching staff (such as teacher-aides or parents) as
GRIN tutors, it is important to ensure that the tutors receive adequate
information from the teacher regarding the key concepts of the classroom
lesson. It is likely that non-teaching staff selected as tutors may need
additional time and support from the classroom teacher in order to gain
familiarity and confidence with some of the mathematical content.
Recommended skills set of a
GRIN tutor
-
Highly organised
Focused
Direct
Good questioning and listening skills
Respected by classroom teachers
Flexible
Clear diction and well-formed
handwriting
Maths content knowledge
Friendly
Classroom management skills
Enthusiasitc
Persistent
GRIN relies heavily on the development of strong and timely communications between the GRIN tutor and the classroom
teacher. The better the link between the GRIN intervention session and the subsequent classroom lesson, the more impact
the program will have on student outcomes.
Careful consideration must be taken to select staff who will implement GRIN within the school. Four staff members - including
GRIN tutors and teachers, from a school will attend professional learning over three terms. This is a time commitment of 11.5
hours - one day of six and a half hours, then two and a half hours per term over the following two terms. Once the staff have
completed the professional learning, the school will become an accredited GRIN school.
“ I’ve noticed the increase in confidence
and the willingness to have a go and
actually talk in class now - which is what
we didn’t have before. Now, they want to
work, they want to share with the others
and they want to talk in front of class.”
Teacher’s feedback
Detailed guidelines for the school principal
Communication between tutor and classroom teachers
The GRIN program relies upon regular communication between the tutor and the classroom teacher. The classroom teacher
and the tutor work together to identify key vocabulary, learning goals, key ideas and the tasks that students will undertake.
The tutor feeds back information gained from observation and discussion with the GRIN students during the last session
and makes suggestions about how the lesson might be differentiated or modified to better meet some students’ needs. This
two-way flow of information between the teacher and tutor is a strength of the program and provides a form of professional
learning for both the tutor and the teacher.
Space and time issues
The tutor needs an adequate space in which to conduct the intervention sessions. The withdrawal space needs to be
independent of the classroom and free from interruptions and/or distractions. This is particularly important because of the
brevity and intense focus of each intervention session. The space needs to be large enough to accommodate the small group
of students and the tutor, an adequate supply of tables, chairs and basic mathematics equipment.
The GRIN program operates most effectively in those schools where the Principal visibly supports the tutor/s by ensuring
that the whole staff is aware of the program and how it operates. Given that the GRIN sessisons are conducted in addition
to classroom mathematics lesson, decisions need to be made about how this will be managed within the school’s timetable.
The Principal should explain this expectation to the staff and request that teachers assist the tutor to create a manageable
timetable that takes account of the student’s timetable, the limited time allocation for GRIN sessions and the various demands
on the tutor.
Appoint a GRIN coordinator
In schools employing more than one GRIN tutor it is important that there is a coordinator as a point of contact for the
program. The GRIN coordinator would preferably be one of the tutors or a senior member of staff. The coordinator would
support tutors in the collection and analysis of data, organisation of timetables and be the liaison point for any issues that may
arise from the program’s implementation.
Assessment expectations
It is important to collect and analyse data strategically as a way of monitoring both individual student progress and the
success of the intervention program overall. An assessment regime accompanies the GRIN program.
Both pre and post data needs to be collected from students in the relevant year level cohort with the GRIN students identified
as a sub-set within this cohort. Some schools may elect to collect data from across the entire year level cohort, while others
may limit data collection to only those grades from which GRIN students have been selected. The tutor’s role is to collect the
results, record details in the template provided and analyse the data with the professional learning team.
Professional learning expectations
The GRIN program requires professional learning which is delivered to the GRIN tutors and to teachers who have
students participating in the GRIN program (this latter component expands on the notion of differentiating the curriculum to
better meet the needs of all students and would therefore be beneficial for teachers in general to attend).
Prior to the commencement of the program, the GRIN tutors and teachers (GRIN staff) will be offered one full day of
professional learning to acquaint them with the key components of the model. This will support tutors and teachers to:
• acquaint teachers more fully with the program model
• describe the expectations of teachers within the model
• support teachers to differentiate key classroom tasks to better meet the needs of the broad range of student abilities
within their classroom
• select students for inclusion in the program
• deliver intervention sessions using the GRIN model
• time-table effectively
• collect and analyse data.
The GRIN staff are expected to attend professional learning with Monash Unviersity, once a term (for two subsequent terms),
to share best practice, undertake further learning and discuss the program’s progress in their school. It is the Principal’s role
to make suitable arrangements to enable the release of tutors and teachers to attend the professional learning relevant to
GRIN.
Application
• A school selects up to 4 staff, including GRIN tutors and teachers to commence GRIN - professional learning will be
delivered over 3 terms.
Professional Learning Commences
• All GRIN teachers and tutors attend one day of professional learning
• GRIN manuals and templates provided to assist with delivery and data analysis.
Implementation of GRIN
• Students are selected for participation in GRIN.
• GRIN tutor sessions are timetabled.
• GRIN tutor sessions begin.
Professional Learning Continues
• GRIN teachers and tutors will attend two (2.5 hours) professional learning support sessions.
• Ongoing data collection.
GRIN Licensed School
• Data analysis is completed.
• School becomes a Licensed GRIN School after 3 terms, once professional learning is completed.
• Certificates issued to Accredited GRIN staff.
School Feedback
“All students involved have said they feel more able to participate confidently in their maths classes. In my own classes it
has made me much more aware of the language I use in teaching mathematics. Classroom teachers have said they have
benefited from collaborative planning of their lessons. Building teacher capacity whilst helping students is an added and
important bonus that comes through implementing the program. It is one of the best forms of intervention I have come
across in my 16 years of teaching.” Luke Kerr, Leading Teacher of Numeracy, Mornington Secondary College
“I am met with smiles and sometimes cheers when I come to the room to collect them (the students). My working
relationship with the teacher has been a complete pleasure, she has improved her planning and organisation to be ready
for our planning meetings and has done extra reading on the content so she feels more prepared. She recently said, “I
have never taught Maths so well!”. GRIN has been most successful at our school both to help the students academically
but also emotionally and socially cope with the demands of the Maths classroom.” Megan Skinner, Coatesville Primary
School (Tutor)
“The GRIN program has made a significant difference in student willingness to have a go at Maths in the classroom. The
tutorial sessions gives students access to the mathematical language and skills they will encounter in the classroom. The
GRIN program participants generally demonstrated a greater level of growth in their AusVELs improvement than their
non-GRIN peers. GRIN is easy to implement within the school and we have found that the benefits are not just noticeable
in the students’ maths but in their confidence with their other studies. A great program that gives students a helping hand
to demonstrate improved understanding.” Yvonne Dunbar, Pakenham Secondary College
GRIN Professional Learning
Starts Term 1, 2016
Duration
1 full day and 2 half days
Dates
Tuesday 8 March 2016 (9.00am - 3.30pm)
Contact
Phone: +61 3 9905 2911
edu-shortcourses@monash.edu
monash.edu/education/grin
May 25, July 14 2016 (2.00pm - 4.30pm)
Venue
Monash Conference Centre, Collins St. Melbourne
The information in this brochure is correct at the time of printing, February 2016. CRICOS Provider: Monash University 00008C.
ABN 12377614012
APPLICATION FORM Getting Ready in Numeracy (GRIN)
COURSE DETAILS
Venue: Monash University Conference Centre, Collins Street, Melbourne VIC 3000
Session 1 – Tuesday 8 March, 2016 (9am – 3.30pm)
Session 2 – Wednesday 25 May, 2016 (2.00 - 4.30pm)
Session 3 – Thursday 14 July, 2016 (2.00 - 4.30pm)
GRIN participants must attend all sessions in order to receive Certification.
PROGRAM FEES
New School:
$2,999 per school (incl GST) up to 4 staff members – additional staff members $510 per person
Existing School: $510 per person (incl GST)
SCHOOL DETAILS
School Name _____________________________________________________________________________________
School Principal ____________________________
________________
Address
Suburb
Postcode
Phone (H)
Email ___________________________
STAFF DETAILS
Please see page 2 for notes on selection of GRIN staff. Prior to attending, all staff members should be aware of their
role of either GRIN teacher, GRIN tutor (who will deliver the tutorial sessions) and/or GRIN coordinator.
Each school is invited to send an additional staff member on day 1 of the program, this should be a member of the
leadership team who will assist in the promotion and organisation (timetabling) of GRIN within the school.
First Name
Surname
Email Address
Job Title
GRIN Role:
GRIN Teacher/
GRIN Tutor/
GRIN Coordinator
1
2
3
4
5
Leadership Team
Member – Attending
Day 1 by invitation
ADDITIONAL DETAILS
Please Note:
•
•
•
To be eligible for a full refund, applications to withdraw from the course must be received in writing, at least five working days prior to
course commencement. Schools withdrawing after the course has commenced are obliged to make full payment.
Monash University maintains the right to cancel the course if minimum numbers are not obtained for each course, participants will be
notified before class commencement.
Refer to the website: monash.edu/education/shortcourses for full details of the fees and refunds policy
Please send completed application form and payment to:
OFFICE USE ONLY
(STAMP ON PAYMENT)
Engagement Office
Fax: 03 9905 2621
Email: edu-shortcourses@monash.edu
SIGNED
DATE
PAYMENT DETAILS
Please fax a copy of your school purchase order with this application form:
Accounts Contact Name: _______________________________________ Purchase Order Number: ___________________
An invoice will be issued one week prior to the course commencement.
APPLICATION FORM AND PURCHASE ORDER MAY BE FAXED TO: 03 9905 2621
CONTACT DETAILS
Y
For any queries regarding GRIN please contact:
Faculty of Education
Engagement Office
Monash University
Phone: 03 9905 2911
Email: edu-shortcourses@monash.edu
Please note:
The cost for each school is $2,999 (incl GST) to be paid prior to the commencement of the course. The fee includes the
GRIN License for the school and professional learning for up to four Authorised Representatives (nominated GRIN staff).
GRIN participants must attend all sessions in order to receive Certification.
At the conclusion of the professional learning program (12 months), the school will become an accredited GRIN school.
GRIN staff will receive a certificate of completion indicating that they are able to deliver the GRIN program at the
Licensed Site.
A GRIN licensed school requires a current license plus accredited GRIN practitioner/s (tutors) to be valid.
Additional school staff can undertake GRIN training during the life of the license agreement.ME DE
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