Its all about the Stories Directors' Meeting. West Virginia Department of Education Special Education Directors Meeting September 24, 2009.

It’s all about the Stories

Directors' Meeting

West Virginia Department of EducationSpecial Education Directors Meeting

September 24, 2009

Lynn BakerWest Virginia Department of Education Coordinator, Math Science Partnership

John FordWest Virginia Department of Education

Coordinator, Title I

Rhonda JelichWest Virginia Department of Education

RESA V RTI Specialist

Wendy LochnerWest Virginia Department of Education

RESA VIII RTI Specialist

A man bought a horse for $50.He sold it for $60.Then he bought the horse for $70.He sold it again for $80.What is the financial outcome of these transactions? (Ignore cost of feed for horse, cost of boarding

etc.)

Independently solve the problem located on your table. Be ready to justify your solution.

Problem was given a title. Quiet independent work time was

provided. Mathematical thinking was shared

with a partner or small group. Group mathematical thinking shared

with the entire group.

RtI Mathematics Overview Quality Tier 1 Instruction RtI Resources

Learning Significant Mathematics Knowing the Mathematics Assessment and Data Gathering Quality Planning and Delivery Alignment

1. Providing high-quality instruction and intervention matched to student needs

2. Using learning rate over time and level of performance to

3. Make important educational decisions.

(NASDSE, 2005)

1. Three Tier Instructional Model

2. Universal Screening

3. Progress Monitoring

4. Teaming & Collaboration

5. Data-based Decision Making

6. Professional Development

Implementation of the core 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)

Fidelity is the

degree to which

something is

implemented as

designed or

intended.

Response to Intervention

is a Process Not a Product

Universal

Strategic

Intensive

RTI RTI ContinuuContinuum of m of Support Support for Allfor All

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)

WV CSOs/ Assessment Launch Explore Summarize

Research-based Strategies Vocabulary Instruction Formative Assessment Differentiation Strategies

Student centered Teacher facilitated Active learning approach

focusing on questioning, critical thinking and problem-solving

Making sense of information

http://wvde.state.wv.us/teach21/ModelClassrooms

The Quantile FrameworkThe Quantile Framework

Developmental scale that locates mathematics skills and concepts within a taxonomy.

Characterizes the problem-solver with a measure on the same developmental scale.

The Quantile measure uses a common metric for both.

Determines readiness

Informs instruction

Forecasts performance on high stakes tests

What does a grade level student in mathematics look like at the end of the school year?

How do I know a student is on target for achieving year end grade level goals?

Identifies students who may not meet year-end expectations of the WV CSOs.

Assesses essential skills in a timely manner.

Incorporates available tools (e.g.WESTEST2, K-3 Informal Math Assessment, Acuity, assessments accompanying textbooks)

Remember, assessment information comes from a wide variety of sources. One type of data will NOT give you a true picture of

student learning.

What artifacts would you collect to provide evidence of a student’s understanding of mathematical concepts?

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

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

**10 minutes—fluency of basic math facts

Connects to identified learning goals Guides and informs instruction

Is the student making progress in meeting defined goal?

Does the student need to continue with intervention?

Do the intervention strategies need to be changed? Includes multiple pieces of data assembled from

various points in time during the intervention

Evidence “data” may be assembled in a portfolio or file folder.

Instruction on identified procedures and concepts

Includes two rounds of intervention

(8-12 weeks/round) Progress monitoring of targeted

skills (every 2 to 3 weeks)

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

Next Steps. . . . .(Schools)

• Use RTI discussion guide on Teach 21 to plan school wide support for struggling learners. (This includes the identification of resources.)

• Prioritize the needs of the school.

Organize classrooms with an eye towards mathematics.

Plan mathematics lessons using quality lesson design (Launch, Explore, Summarize)

Focus on vocabulary instruction and summarization of lessons.

Design assessments with a focus on mathematical understanding.

Begin working with small groups of students on identified learning goals.

Use data to make decisions.

http://wvde.state.wv.us/teach21

General 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/

Intervention/Instructional Resources America’s Choice

http://www.americaschoice.org/index.cfm Do the Math

http://teacher.scholastic.com/products/dothemath/ Math Steps

http://www.eduplace.com/math/mathsteps/

Symphony Learning http://www.symphonylearning.com/

Origo Education http://www.origoeducation.com/

Apangea Learning http://www.apangealearning.com/

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

Momentum Math http://www.momentummath.com/

Moving with Math http://www.movingwithmath.com/

Vmath http://www.voyagerlearning.com/vmath/index.jsp

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

Carnegie Learning http://www.carnegielearning.com/

Breakaway Math Intervention http://www.optionspublishing.com/643.htm

Math Perspectives http://www.mathperspectives.com/index.html

Assessment Resources Mclass Math

http://www.wirelessgeneration.com/solutions/mclass-math.html

SMI Scholastic Math Inventory http://www.tomsnyder.com/smi/index.asp

Math Perspectives http://www.mathperspectives.com/index.html

AIMSweb http://www.aimsweb.com/measures-2/math-concepts--cbm/

STAR Math http://www.renlearn.com/sm/

Lynn [email protected]

John [email protected]

Rhonda [email protected]

Wendy [email protected]

Contact Information