Please note we now have a podcast episode on making EMP work with composite classes here.
We have a large number of schools both enquiring about EMP across composites, and using EMP in composites. In the following, we outline three options for running EMP in composite classes. We suggest reading through all three options, then deciding which is right for you.
Placement tests
Placement Assessment – if working with a composite class or unsure what level of work is best for your cohort we recommend completing a placement assessment. Assessments, scripts, and a spreadsheet for analysing your data can be found here.
Streaming students
The best option is, if possible, to stream students for their mathematics. We understand that this isn’t possible in many (if not most) cases, but we find it important to start by outlining this as the optimum solution. If you can split your composite classes for mathematics, and teach to grade levels, this is ideal. This is generally ideal even if it means teaching to large groups (e.g., 35 students), as long as behaviour can be managed. EMP should run smoothly, even with a group this large, after an initial set-up period (assuming baseline appropriate student behaviour in your school). If you are able to have additional support in the classroom period whilst students are becoming accustomed to the routines and demands of the program, this can help you to run this approach successfully.
That being said, the majority of schools with composite classes running EMP are not using this approach as students are initially placed in composites due to resource and staffing constraints. In such cases, there are two options, run both year levels, or select a year level to teach all students.
Running both year levels – Offset explicit lessons
In this approach, the teacher runs EMP for each year level separately. This can work provided two pre-conditions are met. 1. The teacher can deliver the program efficiently, 2. The students are quite well self-regulated and those not directly receiving teaching at any one time can work independently.
Regarding efficient program delivery, each day the teacher will need to deliver two lessons, first one year level, then the next. This will require getting through two daily reviews (DRQT). This is possible for teachers who are very proficient delivering scripted programs (e.g., if they are experienced with other DI programs, like Spelling Mastery or InitialLit), or if they are simply a teacher who is an exceptionally fast learner and immediately has great pace from the outset.
Such a teacher can get through each daily review 20 minutes or less, a realistic time frame for other students to be working independently. Again, this is not something that every teacher can achieve. To get a sense of the required pace, see this video of Toni Hatten-Roberts delivering the EMP.
If you are running both year levels, you will want to offset the explicit lessons. That is, don’t start both programs on the same day. This is because the first session in each block (Session A), is always the longest and most involved session within the block, so you will find that on the ‘Session A day’, you are really running out of time trying to teach both year levels. Instead, run Session A for one group one day, then run it for the next group the following day. The result may look as follows:
Day 1: Year 1 – Explicit Lesson (Session A) | Year 2 – Catch Up or Top Up Day 2: Year 1 – MSSP Lesson Outline | Year 2 – Explicit Lesson (Session A)
By offsetting lessons like this, an efficient teacher with a relatively self-regulated class should be able to complete all required content within a generous mathematics block of around 80-90 minutes total (during which non-explicitly taught students could be working on other subjects or activities as needed)
It is also of note that, if you take this approach, we suggest splitting up the EMP DRQT and lesson for each year group. For example, Day 1 mentioned above could look as follows: 9:00 – 9:20, Year 1 DRQT
9:20 – 9:40, Year 2 DRQT
9:40 – 10:00, Year 1 Explicit Lesson
10:00 – 10:30, Morning Tea
10:30 – 10:50, Year 2 Catch Up or Top Up time (as required)
Breaking up the lesson in this way reduces the time at a stretch that students are required to undertake independent work.
Select one year level
The most common way to implement the EMP in a composite class is to simply select one year level. This has the clear benefit of significantly simplifying delivery, but it has the challenge of (sometimes) insufficient differentiation and the potential creation of legacy issues (e.g., if you choose to run the Year 2 program in a 1/2 class this year, then a present day Year 1 student is again in a year 1/2 class next year, how do you cater for them? They will have mastered all of the Year 2 program content already and they will be more than ready for the Year 3 program).
If you feel that selecting a single year level is the best option for your composite class, we suggest that you:
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- Look through the Scopes and Sequences to get a sense of the content covered in each year level
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- Compare this content against the current achievement level of your students
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- Select the year level that appears most appropriate and go with that
If you would like to use a test-based approach to assist in this decision, please let us know and we can provide you with an appropriate assessment (e.g., The Year 1 end of Year Assessment if you’re trying to decide whether to run the Year 1 or the Year 2 program in a 1/2 composite), and you could run this assessment with students to gauge their level of mastery and further inform your choice.
We hope that it has been helpful to see these three options and please don’t hesitate to reach out if you have any further questions about this or anything else EMP related.