response to intervention
DESCRIPTION
Response to Intervention. K-2 Mathematics. Something to Think About. What does it mean to be fluent in a language?. What does it mean to be fluent in mathematics?. What does it mean to be a fluent reader?. RTI is the practice of. - PowerPoint PPT PresentationTRANSCRIPT
Response to InterventionK-2 Mathematics
Something to Think About
What does it mean to be fluent in a language?
What does it mean to be a fluent reader?
What does it mean to be fluent in mathematics?
West Virginia Department of Education
RTI is the practice of
1. Providing high-quality instruction and intervention matched to student needs and
2. Using learning rate over time and level of performance to
3. Make important educational decisions.(NASDSE, 2005)
WV RTI Framework Components
1. Three Tier Instructional Model
2. Universal Screening
3. Progress Monitoring
4. Teaming & Collaboration
5. Data-based Decision Making
6. Professional Development
Response to Interventionis a Process
Not a Product!
Fidelity of Implementation Practices
Fidelity is the
degree to which
something is
implemented as
designed or
intended.
• Implementation of the core program
• Consistent progress monitoring• Use of evidence-based
instructional strategies (e.g., Marzano)
• Integrity checks (e.g., walk-throughs)
• Collaborative problem solving (e.g., data meetings)
A THREE-TIER SYSTEM FOR MATHEMATICS
Key Research Findings & Features of the Model
Why worry about math?
• 64% of US 4th graders are not proficient on National Assessment of Educational Progress (NAEP) measures. They lack facility in understanding whole numbers, fractions, and decimals.
• 70% of US 8th graders are not proficient on the NAEP measures of mathematics. They do not understand fractions, percents, decimals, and other basic arithmetic concepts needed to solve practical problems.
But research findings indicate…• Providing specific information on student
performance to both teachers and students enhances mathematics achievement
• Using peers as tutors or guides improves low achievers’ computational skills and may improve problem-solving skills
Key Research Findings…
• Early mathematics intervention can repair deficits and prevent future deficits (Fuchs, Fuchs, & Karns, 2001; Sophian, 2004).
• Providing specific feedback to parents on their students’ mathematics achievement is important
• Principles of direct or explicit instruction are useful in teaching mathematical concepts and procedures(Baker, Gersten & Lee, 2002)
Together we will understand the processes and procedures needed for successful implementation of RTI for mathematics.
All
Universal
Strategic
Intensive
RTI Continuum of Support for All
Tier 1: Core Instruction
Definition Core instruction based on West Virginia CSOs
Focus All students
Program Standards-based mathematics instruction and curriculum
Key Features of Instruction
Active engagement; research-based mathematics practices
Interventionist General education teacher
Setting General education classroom
Grouping Whole group and small group for differentiation
Time Policy 2510 requirements
Assessment Universal screening (fall, winter & spring)
Policy 2510 Requirements Primary Elementary (K-2)
In k-2 classrooms, the given content areas are taught daily. It is required, in accordance with scientifically based reading research, that, at a minimum, a daily-uninterrupted 90 minute reading/English language arts block be scheduled during which students are actively engaged in learning through whole group, small group and reading center activities. A minimum of 60 minutes of daily mathematics instruction is required.
Formative Assessment
The Button TasksM.O.1.2.1 sort and classify objects by more than one attribute, using various strategies, including Venn Diagrams.
First Grade students at the above mastery level in mathematics provide a sorting rule and evaluate correctness of resulting sorting by another student.
First grade students at the distinguished level in mathematics identify the sorting rule used by another student. They identify non-examples of the rule.
What do you want students to know when they enter your classroom in the fall?
What are the key concepts?
What artifacts would you collect to assess a student’s understanding of mathematical concepts?
RTI Documentation
RTI Documentation
Remember, assessment information comes from a wide variety of sources. One type of data will not give you a true picture of
student learning.
The strength and quality of Tier 1 instruction determines the number of students who need Tier 2 intervention…
Quality Lesson Design Tier 1• WV CSOs/ Assessment• Launch• Explore• Summarize
• Research-based Strategies• Vocabulary Instruction• Formative Assessment• Differentiation Strategies
Tier 2: Targeted Intervention
Definition Programs and procedures to support Tier 1 and target specific skills
Focus Students identified with marked difficulties and insufficient response to Tier 1
Program Research-based interventions
Key Features of Instruction
Additional practice opportunities; explicit, scaffolded instruction; error correction; identification of misconceptions; peer interaction and collaboration
Interventionist Personnel designated by school
Setting Learning space designated by school
Grouping Small groups with sufficient numbers of students to facilitate group interactions
Time 20-30 minute sessions, 3 times/week
Assessment Progress monitoring twice monthly on target skills
Key Features of Tier 2 Intervention
Additional practice
opportunities
Explicit, scaffolded instruction
Error correction
Identification of misconception
s
Peer interaction and collaboration
Gradual Release
• Model
I DO
Quality Lesson Design Tier 2• Mathematics Goal/Related WV CSOs/Assessment• Introduction/Concept Development• Practice/Application• Reflection
• Identification of misconceptions• Explicit, scoffolded instruction• Error correction• Meaningful practice• Peer interaction and collaboration
Tier 3: Intensive Intervention
Definition Customized instruction beyond Tiers 1 and 2
Focus Students with significant difficulties who have not responded to Tier 1 and Tier 2
Program May use a replacement program that provides intense intervention
Key Features of Instruction
More explicit and intense than Tier 2
Interventionist Personnel designated by school
Setting Learning space designated by school
Grouping Small groups with sufficient numbers of students to facilitate group interactions
Time Sufficient to provide replacement program instruction or necessary instruction
Assessment Progress monitoring weekly on target skills to assess response to intervention
RTI & MATHEMATICS RESOURCES
Teach 21 http://wvde.state.wv.us/teach21/ResponsetoInterventionMath.html
RTI Resources• Teach 21
http://wvde.state.wv.us/teach21/ResponsetoInterventionMath.html• NCTM Intervention Site
http://www.nctm.org/resources/content.aspx?id=13198• Quantiles
http://quantiles.com/• America’s Choice
http://www.americaschoice.org/index.cfm• Do the Math
http://teacher.scholastic.com/products/dothemath/• Symphony Learning
http://www.symphonylearning.com/• Origo Education
http://www.origoeducation.com/
RTI Resources Page 2• Destination Math
http://www.hmlt.hmco.com/DM.php• Fastt Math
http://www.tomsnyder.com/fasttmath/index.html• Number Worlds
http://www.sranumberworlds.com/sample.html• Math Steps
http://www.eduplace.com/math/mathsteps/• Momentum Math
http://www.momentummath.com/• Moving with Math
http://www.movingwithmath.com/• Vmath
http://www.voyagerlearning.com/vmath/index.jsp
RTI Resources Page 3• Accelerated Math
http://www.renlearn.com/am/• Camelot Learning Math Intervention
http://www.camelotlearning.com/• Breakaway Math Intervention
http://www.optionspublishing.com/643.htm• Math Perspectives
http://www.mathperspectives.com/index.html• Mclass Math
http://www.wirelessgeneration.com/solutions/mclass-math.html
3-2-1
3Things I Learned Today……
2 Things I will use in my classroom this fall….
1 Question I Still Have….
Contact InformationLynn Baker, Coordinator
Office of [email protected] Ford, Coordinator
Title I [email protected]
Linda Palenchar, CoordinatorOffice of Special Programs, Extended and Early Learning
[email protected] Mary Pat Farrell, Coordinator
Office of Special programs, Extended and Early [email protected]
Lou Maynus, Mathematics CoordinatorOffice of Instruction