Response to Intervention 3-5 Mathematics. Something to Think About What does it mean to be fluent in a language? What does it mean to be a fluent reader?

Response to Intervention 3-5 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?

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.

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.

Universal

Strategic

Intensive

RTI RTI Continuum Continuum of Support of Support for Allfor 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

Intermediate Elementary (3-4)Intermediate elementary students will be taught the given content areas. It is required, in accordance with scientifically based reading research, that, at a minimum, 90 minutes of reading and English language arts instruction be provided through whole group, small group and reading center activities as a block or throughout the school day. A minimum of 60 minutes of daily mathematics instruction is required. Sufficient emphasis must be placed on the following content areas to ensure that students master content knowledge and skills as specified in the 21st century content standards and objectives for each subject.

Policy 2510 Requirements

Middle Level Education (Grades 5-8) These required core courses shall be taught daily by a team of qualified teachers. An intervention component will ensure mastery of the rigorous content standards and objectives at each grade level. The core courses (Reading and English/Language Arts, Mathematics/Algebra I, Science and Social Studies) will be offered within a block of time no less than 180 minutes. The principal and a team of teachers will determine time allocations that provide adequate time to achieve mastery of the West Virginia content standards and objectives for each of the required courses and effectively address the academic needs of students who are below mastery in the basic skills of reading, writing and mathematics.

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?

Formative Assessment

M.O.4.1.4 using concrete models, benchmark fractions, number line– compare and order fractions with like and unlike denominators – add and subtract fractions with like and unlike denominators – model equivalent fractions – model addition and subtraction of mixed numbers with and

without regrouping.

Which fraction is larger 5/6 or 3/4? Justify your answer.

Acuity

Acuity Classroom Matrix Report

Let’s Look Closer at Acuity

Please logon at http://acuityathome.com if you want to look at your own class data.

You may also do the same activity with the sample that we have provided.

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

Gradual Release

Quality Lesson DesignTier 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

3-2-1

3Things I Learned Today……

2 Things I will use in my classroom this fall….

1 Question I Still Have….

Contact Information

Lynn Baker, Coordinator

Office of Instruction

lhbaker@access.k12.wv.us

John Ford, Coordinator

Title I Mathematics

jford@access.k12.wv.us

Linda Palenchar, Coordinator

Office of Special Programs, Extended and Early Learning

lpalench@access.k12.wv.us

Mary Pat Farrell, Coordinator

Office of Special programs, Extended and Early Learning

mfarrell@access.k12.wv.us

Lou Maynus, Mathematics Coordinator

Office of Instruction

lmaynus@access.k12.wv.us