Assistance Team Training* Math *
Iredell Statesville Schools
August 18, 2010
Presenters: Robert Locke and Steve Tedone, School Psychologists
Snakes and Heights and Math, OH MY!
Math is right up there with snakes, public speaking and heights.
Burns, M. (1996). Math: Facing an American Phobia. New York: Math Solutions Publications
Objectives Presenting the rationale for the process. Assessing the student’s current
performance and areas of skill deficit. The shaky foundations of math difficulties. Choosing interventions that meet legal
and educational standards. Progress monitoring and steps in the
process. Interpreting the data and evaluating for
next steps.
Heard this one before? DATA!!
“data that demonstrate that … the child was provided appropriate instruction…by qualified personnel … repeated assessment of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction…provided to the child’s parents.”
A Standard to Live By
“…measurable, observable and that it should assess the student’s status at the beginning, intermediately and at the end of the interventions.”
But, measure what?
Identify the Skill Deficit for Progress Monitoring Fast facts of a particular type. Problem solving proficiency for specific
problem types (i.e. two-step mixed operations, solving for area or volume, solving a single variable algebraic expression).
Word problems of a particular type. Use probes or class work to analyze the
specific errors being made.
Aids to Data Collection
Considerations Consistency of measurement. Measure comparison group, usually the
class. Use what you have when you have it. Comparison to group within context of
clientele.
Foundations of Math Failure Memory Language deficits Passive learners Attention/impulsivity Organizational skills Anxiety Processing problems/filtering
Hey! It’s Not Just Me! Rapid spiral of curriculum. Insufficiently supported explanations and
activities. Insufficient practice and feedback. Inflexible instructional practices.
Seemed like a good idea at the time!
Accommodations are not interventions. Interventions are instructional. Interventions follow from curriculum and
classroom based assessments
Identifying Intervention Options From DPI: “Research-based interventions are
strategies, teaching methodologies and supports that have been shown through one or more valid research studies to help a student improve academic, behavioral/emotional or functional skills. The interventions…must be designed to address the skill deficiency of the particular individual student.”
The consensus in Iredell-Statesville Schools: An intervention must involve direct instruction. It CAN (and probably should) contain strategies as well, but there must be an instructional component.
Excerpted from DPI website.”
No!
Modified seating. Working with peer or in a group. Extended time. Praise, attention. Renaming or relabeling. More, not different.
Yes! Change in instructional strategy using
specific research based methods targeted to the needs of a particular student.
Clearly delineated format for an external interventionist.
Teaching a versatile strategy in the context of instruction as an individually developed intervention.
Research Based Components of Effective Math Instruction Concrete-Representational-Abstract Direct/explicit instruction with modeling Instructional Variables Computer Assisted Instruction/Teacher Led
or Monitored Strategy Instruction http://www.k8accesscenter.org/
Decision MakingDecision Making Data trends drive the decision making. Don’t place too much emphasis on
meeting the class average. Focus on the intervention and data, not on
the how many weeks have passed. Consider the client context. Your school psychologist can help
determine if data patterns suggest a referral for evaluation is appropriate.
Specific Strategy Instruction as an Individually Developed Intervention Modeling – Visually/Verbally Structured worksheets Patterns of Instruction
Advance Organizer Teacher modeling of strategy steps Guided practice Feedback – immediate with reteach Generalization: Frequent replays
What makes these interventions?
Specific Strategy Instruction as an Individually Developed Intervention Modeling – Visually/Verbally Structured worksheets Patterns of Instruction
Advance Organizer Teacher modeling of strategy steps Guided practice Feedback – immediate with reteach Generalization: Frequent replays
What makes these interventions?
How does this work with the new ISS A-Team forms?
Let’s take a look…
Some Areas of Mathematic Deficit Computation Math fact fluency (speed and/or accuracy) Number sense/place value Problem solving Order of operations Algebraic reasoning Data analysis Geometry Measurement
Identifying a Specific Academic or
Behavioral Area of Concern
Mathematics – multiplication fact fluency
Determining Current Level of Functioning in
Area of Concern
Mathematics – multiplication fact fluency
Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3rd Gr. 1.03: 33%
How can we measure the student’s
“current level of functioning”? Weekly PDSA scores (class or individual)
Predictive Assessment score on target objective
Baseline Assessment score on target objective
Classroom assessments
Previous EOG performance
Relevant Information for A-Team DiscussionDiscussion
Sleeps in class
Attendance/tardiness problems
Comes to class without materials
Inconsistent homework
Inattentive
Misbehavior
Not engaged in subject or topic
Home/family issues
Observations/input from parents
Observations/input from other school personnel (previous teachers, special areas, counselor, etc.)
Birth date
Transient family
Identifying Progress Monitoring Options What is Progress Monitoring?
“Progress monitoring is a scientifically based practice that is used to assess students' academic performance and evaluate the effectiveness of instruction.”
Involves repeated measures using a consistent assessment at regular intervals (usually weekly).
As student progress is measured, instructional techniques are adjusted to meet the individual student’s learning needs.
For Assistance Team data collection, the use of the ISS Progress Monitoring chart is not required, but a visual representation (graph or chart) of your data IS required.
Excerpt from the National Center on Student Progress Monitoring.
Identifying Progress Monitoring Options
Mathematics – multiplication fact fluencyWeekly multiplication fact timed test (100
facts – 5 min.) Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3rd Gr. 1.03: 33%
A measurable, consistent A measurable, consistent example…example…
Identifying Progress
Monitoring Options
Weekly multiplication fact timed test (100 facts – 5 min.)
Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3rd Gr. 1.03: 33%
Mathematics – multiplication fact fluency
Example of Progress Monitoring Chart
John Doe4th Grade
Math – multiplication fact fluency
100
6050
40
3020
10
0
9080
70
Facts
Corr
ect
in 5
Facts
Corr
ect
in 5
m
inu
tes
min
ute
s
9 9 1
0
9 16 1
0
9 23 1
0●●●
xxxx xx
Baseline Data (Class and Student)
Progress Monitoring Data
(Class and Student)
Cycle 1
Progress Monitoring Data
(Class and Student)
Cycle 2
Identifying Intervention Options From DPI: “Research-based interventions are
strategies, teaching methodologies and supports that have been shown through one or more valid research studies to help a student improve academic, behavioral/emotional or functional skills. The interventions…must be designed to address the skill deficiency of the particular individual student.”
The consensus in Iredell-Statesville Schools: An intervention must involve direct instruction. It CAN (and probably should) contain strategies as well, but there must be an instructional component.
Excerpted from DPI website.”
Identifying Intervention Options
Cover-Copy-Cover-Copy-Compare practice Compare practice daily with 10 factsdaily with 10 facts
Weekly multiplication fact timed test (100 facts – 5 min.)
Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3rd Gr. 1.03: 33%
Mathematics – multiplication fact fluency
What is that example intervention?
Cover-Copy-Compare Teacher prepares
worksheets for the student to use (can be generated on Intervention Central)
Computation problems with answers appear on left side; same problems appear on right side, unsolved
Student looks at left “solved side”
Student covers left “solved side” with index card, and computes the answers on the right “unsolved side”
Student uncovers left side and checks own work “Cover-Copy-Compare”, on
www.interventioncentral.org
4 4
X 5 X 5
20
3 3X 2 X 2 6
6 6X 4 X 4 24
4 4X 3 X 3 12
The first intervention is agreed upon.
A team member is assigned to implement intervention, monitor progress, and track data.
A-Team members date and sign form.
At the End of the First Meeting…
Review of Cycle 1 Interventions and Development of Cycle 2 Interventions
SignaturesDate:________
_________________________________Position___________________________________________________Position___________________________________________________Position___________________________________________________Position__________________
_________________________________Position___________________________________________________Position___________________________________________________Position_____________________________________________________________________Parent(s)
Date of Next Meeting to Review Progress _________________________
A-Team members set a date for next meeting.
Example of Progress Monitoring Chart
John Doe4th Grade
Math – multiplication fact fluency
100
6050
40
3020
10
0
9080
70
Facts
Corr
ect
in 5
Facts
Corr
ect
in 5
m
inu
tes
min
ute
s
9 9 1
0
9 16 1
0
9 23 1
0●●●
xxxx xx
9 30 1
0
10 7 1
0
10 14 1
0● ● ●
xxxx
xx
Baseline Data (Class and Student)
Progress Monitoring Data
(Class and Student)
Cycle 1
Progress Monitoring Data
(Class and Student)
Cycle 2
Documenting Results of Interventions
Cover-Copy-Compare practice daily with 10 facts
Weekly multiplication fact timed test (100 facts – 5 min.)
Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3rd Gr. 1.03: 33%
Mathematics – multiplication fact fluency
Minimal improvement:Minimal improvement:flat/plateaued trend flat/plateaued trend line line (19/100 at end of 3 (19/100 at end of 3 wks)wks)
Team evaluates data and the impact of the intervention on student performance (based on Progress Monitoring chart).
In our example, the first intervention yielded no change in student performance.
Therefore, A-Team members would make the decision to discontinue the initial intervention (Cover-Copy-Compare).
The Cycle 2 Intervention would then be implemented. Student and class data is tracked for adequate data comparison.
A-Team members date and sign form.
Discussion and Decision Making
Review of Cycle 1 Interventions and Development of Cycle 2 Interventions
SignaturesDate:________
_________________________________Position___________________________________________________Position___________________________________________________Position___________________________________________________Position__________________
_________________________________Position___________________________________________________Position___________________________________________________Position_____________________________________________________________________Parent(s)
Date of Next Meeting to Review Progress _________________________
Identifying Intervention Options
15 min. daily 15 min. daily incremental incremental rehearsal with adult rehearsal with adult (using flashcards)(using flashcards)
Weekly multiplication fact timed test (100 facts – 5 min.)
Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3rd Gr. 1.03: 33%
Mathematics – multiplication fact fluency
Cover-Copy-Cover-Copy-Compare practice Compare practice daily with 10 factsdaily with 10 facts
Minimal improvement:Minimal improvement:flat/plateaued trend flat/plateaued trend line line (19/100 at end of 3 (19/100 at end of 3 wks)wks)
What is that example intervention?
Incremental Rehearsal “Builds student fluency in basic math facts
by pairing unknown computation items with a steadily increasing collection of known items.”
“…makes use of concentrated practice to promote fluency and guarantees that the student will experience a high rate of success”
Excerpts from “Math Computation: Promote Mastery of Math Facts Through Incremental Rehearsal”, by Jim Wright. Found on
www.interventioncentral.org
What is that example intervention?
Incremental Rehearsal – Example:
Interventionist works through a set of fact flashcards with student, sorting into known (2 second recall) & unknown facts
Interventionist randomly selects 9 “known” facts to use as the “known facts deck” for this intervention
All unknown facts go into “unknown facts deck” for this intervention
What is that example intervention?
Incremental Rehearsal – Example:
Interventionist takes single card from unknown facts deck, reads fact and answer, student repeats
Interventionist takes known fact and pairs it with the unknown fact, asks student to provide answers
If student errs or hesitates, interventionist provides answer, student repeats
Continue until all cards answered correctly within 2 seconds
Interventionist repeats sequence: adds another known fact after adding an unknown
Example of Progress Monitoring Chart
John Doe4th Grade
Math – multiplication fact fluency
100
6050
40
3020
10
0
9080
70
Facts
Corr
ect
in 5
Facts
Corr
ect
in 5
m
inu
tes
min
ute
s
9 9 1
0
9 16 1
0
9 23 1
0●●●
xxxx xx
9 30 1
0
10 7 1
0
10 14 1
0● ● ●
xxxx
xx
10 21 1
0
10 28 1
0
11 4 1
0
●●
●
xxxxxx
Baseline Data (Class and Student)
Progress Monitoring Data
(Class and Student)
Cycle 1
Progress Monitoring Data
(Class and Student)
Cycle 2
Documenting Results of Interventions
Increasing Increasing improvement improvement (58/100 at end of 3 (58/100 at end of 3 wks)wks)
Cover-Copy-Compare practice daily with 10 facts15 min daily incremental rehearsal with adult (using flashcards)
Weekly multiplication fact timed test (100 facts – 5 min.)
Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3rd Gr. 1.03: 33%
Mathematics – multiplication fact fluency
Minimal improvement:Minimal improvement:flat/plateaued trend flat/plateaued trend line line (19/100 at end of 3 (19/100 at end of 3 wks)wks)
Team evaluates data and the impact of the intervention on student performance (based on Progress Monitoring chart).
In our example, the second intervention yielded a positive change in student performance.
Therefore, A-Team members would make the decision to continue the second intervention (Incremental Rehearsal).
A referral to the Exceptional Children’s Department would NOTNOT be considered at this time.
A-Team members date and sign form.
Discussion and Decision Making
Summary of Intervention Outcomes
and Team Decision
1st intervention (cover-copy-compare) 1st intervention (cover-copy-compare) resulted in little improvement – therefore discontinued; 2nd intervention resulted in little improvement – therefore discontinued; 2nd intervention (incremental rehearsal) resulted in moderate success – intervention will (incremental rehearsal) resulted in moderate success – intervention will remain in place with continued progress monitoring of performanceremain in place with continued progress monitoring of performanceXX
DATE SIGN SIGN
Now Your A-Team is Unstoppable!
Unstoppable!
Concrete-Representational-Abstract Instruction with hands-on representations. Begins usually with objects. Moves to semi-concrete representations
with drawing or pictures. Abstract presentations with integration of a
mnemonic strategy such as STAR. http://www.k8accesscenter.org/training_res
ources/CRA_Instructional_Approach.asp Research: rarely used past primary yet representational
thinking often at fifth grade level.
Concrete-Representational Example
Concrete-Representational Example
Metacognitive/Strategy Instruction as an Intervention Mnemonics such as STAR
Search the word problem Translate the word problem Answer the word problem Review the solution
Studies found that prior to instruction many students bypassed problem representation and start with problem solving.
Useful Links http://www.interventioncentral.com/ http://www.k8accesscenter.org/ http://www.coedu.usf.edu/main/departmen
ts/sped/mathvids/index.html
http://mathforum.org/t2t/ http://www.unl.edu/csi/math.shtml http://www.gosbr.net/