1 Response to Intervention (RTI) in the Area of Early Mathematics Gerbie Rodriguez Math Coordinator Region One ESC.

1

Response to Intervention (RTI) in the Area of Early

Mathematics

Gerbie Rodriguez

Math Coordinator

Region One ESC

2

Response to Intervention (RtI) isA method of improving instruction by:

identifying students who need early intervention for academics or behavior

matching interventions to the specific needs of struggling students

documenting student response to interventions and making changes in content and methodology based on response data

3

Components of RTI Universal Screening

Interdisciplinary Problem-Solving Teams

WRITTEN intervention plans

Multi-tiered Research-based Instruction/Interventions

Progress Monitoring

Fidelity/Integrity of Implementation

Family Involvement in the process

© 2008 J. Reyes, Region One ESC

4

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

80-90% 80-90%Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Enter a School-Wide Systems for Student Success

5

Reading First RTI Tiered model Research-based Interventions Small Group Instruction Student Progress Monitoring Reading Focus Elementary Focus Federally funded Only certain campuses are

Reading First campuses

Tiered Model Research-based Interventions Small Group Instruction Student Progress Monitoring Any content area including

behavior issues All grade Levels, ALL students Use funds already available in

the district Involves all campuses Relies on a STRONG

Intervention Team A WRITTEN intervention plan Fidelity of Implementation Fidelity Monitoring Strong family involvement

6

Universal Screening

7

Universal Screening Purpose:

Is used as a benchmark to measure the performance of ALL students in both academics and behavior.

This data is used to determine which students need closer monitoring or an intervention.

8

Universal Screening Purpose:

Can give you a bird’s eye view of how your campus compares to another in your district.

Helps you to assess the efficacy of your instruction and curriculum.

9

Universal Screening Who is screened?

Everyone is screened.

How often do screenings occur? Screenings occur 3 times a year.

Who is responsible for the screening? The general ed teacher is responsible.

10

Universal Screening

What screening tools are available? CBM (Curriculum Based Measurement) STEEP (System To Enhance Educational Performance) AIMSWeb DIBELS (Dynamic Indicators of Basic Early Literacy Skills) Others

What do we do with the data? Compare our district performance to state/national standards Compare our schools to each other Compare classrooms at each campus to each other

SBS Group, 2007

11

12

13

14

15

16

17

The “Others” What are some readily available MATH

universal screeners and progress monitoring tools available?

Discuss this with your neighbor and make a list.

Be prepared to share your results

18

Progress Monitoring

19

Progress Monitoring

“A scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction.”

http://www.studentprogress.org/

National Center on Student Progress Monitoring, 2004© 2006, J. Reyes, Region One ESC

20

Why monitor progress?

To make instructional changes as needed to ensure that there is a positive response to intervention

Decide whether to keep, modify, or drop a certain intervention

Allow students being served in Tier II and Tier III the opportunity to move to another tier as sufficient progress is made.

21

Introducing… Texas Early Mathematics

Inventory(TEMI)

Progress Monitoring Outcome

22

General Information: Purpose of the Measures

TEMI-PM

TEMI-O

Kindergarten, first grade, and second grade

Cost: FREE

July 2008 Workshop © 2008 University of Texas System/Texas Education Agency

23

General Information:Assessment Periods

Assessment periods: Fall screening/identification:

September/October* Form A

Winter progress monitoring: January/February Form B

Spring progress monitoring: April/May Form C

* Some districts may choose to administer the TEMI to kindergarten students later in the fall or after winter break.

July 2008 Workshop © 2008 University of Texas System/Texas Education Agency

24

Description

Norming process: Tests were normed in all the regions of Texas and have

been rated very high on the validity and reliability factors

Assesses: Fundamental number, operations, and quantitative

reasoning skills (kindergarten, first grade, and second grade)

Skills that are fundamental to broad-based mathematics proficiency

July 2008 Workshop © 2008 University of Texas System/Texas Education Agency

25

Description (cont.)

Format: Four subtests: 30–45 minutes total test time to be

divided into 2-3 days Each subtest is 2 minutes, plus time for

demonstrations, practice, and transition Students attempt as many problems as they can in 2

minutes Three forms: A (fall), B (winter), and C (spring)

July 2008 Workshop © 2008 University of Texas System/Texas Education Agency

26

Texas Early Mathematics Inventory-

Progress MonitoringTEMI-PM

27

TEMI-PM: Number Identification and Quantity Recognition: Kindergarten only

Number Identification (0–20): Shapes appear in a box Four answer choices Response format: Circle

the number that shows how many there are in all

TEMI-PM Kindergarten Sample

28

TEMI-PM: Number Identification and Quantity Recognition: Kindergarten only

Quantity Recognition: One to six dots in a

cluster Six answer choices Response format: Circle

the number that shows how many there are in all

July 2008 Workshop © 2008 University of Texas System/Texas Education Agency

29

TEMI-PM: Magnitude Comparisons

Two numbers appear next to each other:

Kindergarten: Circle the bigger number or both numbers if they are the same, or equal.

First and second grade: Circle the smaller number or both numbers if they are the same, or equal.

TEMI-PM Kindergarten Sample

30

TEMI-PM: Number Sequences

Three numbers appear in a sequence, but one number is represented by a blank (beginning, middle, and end):

• Kindergarten: Circle the missing number (0–20).

• First grade: Circle the missing number (0–99).

• Second grade: Write the missing number (0–999).

TEMI-PM First Grade Sample

31

TEMI-PM: Place Value

First grade: Models of tens and ones Four response choices Response format: Circle the

number that shows how many there are in all

Second grade: Models of hundreds, tens, and

ones Response format: Write the

number that shows how many there are in all

TEMI-PM First Grade Sample

32

TEMI-PM:Addition/Subtraction Combinations

First and second grade only Addition and subtraction

facts Students write the answers

July 2008 Workshop © 2008 University of Texas System/Texas Education Agency

9 6 0 1

6 4 8 4

0 10 1 3

TEMI-PM Second Grade Sample

33

Texas Early Mathematics Inventory-

OutcomeTEMI-O

34

Rationale for TEMI-O

To identify struggling students, determine math strengths and struggles, and inform instruction

To focus on content standards identified by NCTM as being fundamental to student success.

Number, Operations and Quantitative Reasoning; Algebraic Thinking, Geometry and Spatial Reasoning: Measurement; Probability and Statistics; and Underlying Processes and Mathematical tools

35

TEMI-O: Mathematics Problem Solving

Format: Not timed, 30–45 minutes Each item read aloud; boldface words

repeated About 10 seconds allocated per question Questions with an asterisk are given 25–

30 seconds Answers are marked by connecting two

dots

Kindergarten: Three response choices

First and second grade: Four response choices One choice is not shown (NS)

TEMI-O Second Grade Sample

36

Preparation

Students will need: Pencils: Erasers are not needed, as the students will be

taught during the demonstration how to correct an answer Dividers (optional) Test

Teachers will need: Overhead, overhead marker Transparency of demonstration pages Two timers Testing manual/directions

July 2008 Workshop © 2008 University of Texas System/Texas Education Agency

37

Professional Development in these areas FIRST

Math

38

RtI is about change, how you look at things. Change cannot be

mandated.

http://earlymathintervention.org/assessment

user name: austin\assessment

password: s3rp!2008!

39