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G OOD M ORNING AND W ELCOME !! I AM T HRILLED TO HAVE YOU HERE ! Grab a snack and some water. Find a spot to sit. Share a fun summer adventure you had or are still waiting to have. We will get started at 8:00.

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M EQUON -T HIENSVILLE S CHOOL D ISTRICT M ATH I NTERVENTIONIST T RAINING K ICK - OFF August 19, 2013 K-5 August 21, 2013 6-8 The RtI Process for Math Getting Started!

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T ODAY ’ S F ORECAST Deepen our understanding of RTI for Mathematics Differentiation vs Intervention Current RtI Research and Recommendations for mathematics RtI and CCSSM Connections Understand the MTSD Tier 2 RtI Process

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Intervention vs. Differentiation This can be considered either… a brief primer or a brief review.

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D IFFERENTIATION VS I NTERVENTION : A Q UICK R EVIEW Quick Write Intervention... What is it? When do you intervene? How does an intervention look like? How might interventions for reading and math be similar? How might they differ? Share your thinking with your partner. Is intervention the same as differentiation?

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Differentiation Focus is on the key concepts students need to be proficient at their current grade level/content area course Supports the management of “unfinished business” from previous grades A component of high quality Tier I Universal Instruction Intervention Focus is on specific foundational math concepts, that a student needs in order to become proficient with the grade level curriculum Addresses “unfinished business” from previous grades Provided in addition to Tier I instruction

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W HEN MIGHT I INTERVENE ? T IER II The data suggest a student needs instruction IN ADDITION to Tier I Universal Instruction because he or she: -Is lagging behind the established grade level/district benchmarks -Is not responding appropriately to Tier 1 instruction -Is at risk for academic failure

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T IER II AND III I NTERVENTION OR E XTENSION Intervention Focus is on specific foundational concepts that a student needs in order to become successful with the grade level curriculum Generally provided in addition to Tier I instruction Critical thinking and problem solving are key. Extension Focus is on knowledge and skills that enable student to stretch grade- level work in deeper directions, not expose to later grades’ topics. Critical thinking and non-routine problem solving are key.

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Tier 1 Core Math Program All Students Universal Screening ( 3-4 times per year) Effective with a Majority of Students Differentiation/Extra Support Expected Before Moving to Tier II Example RtI Model for Math (Intervention Focus) Tier II – Selected 15% of Students Tier III – Intensive 5% of Students Tier I - Universal Instruction 80% of Students Tier II Small Group Instruction Time in Addition to Tier I Linked to Student Needs Aligned to Tier I Instruction Progress Monitoring (1-4 times per month) Tier III 1-3 Students Maximum Laser Focus on Specific Need Diagnostic Assessment Weekly Progress Monitoring Greater Frequency and Duration

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L EARNING P ARTNER C HECK - IN 1. Make eye-contact with someone across the room. 2. Find each other and share your understanding of differentiation and intervention. 3. Surface any questions you may have so far regarding how they are different.

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Current Research For RTI in Mathematics Says…

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C ORE B ELIEF S YSTEM – R T I M ATH S PECIFIC ① All students can be mathematically proficient ② All students need a high-quality mathematics program ③ Effective mathematics programs must teach conceptual understanding, computational fluency, and problem solving skills. ④ Effective instruction matters and significantly impacts student learning. Each is vital to a successful RtI model Each belief must be held by all teachers delivering math interventions We will revisit each throughout our work together.

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K EY T HEMES OF C URRENT RESEARCH IN RTI IN M ATHEMATICS An effective math program (all tiers) should adequately develop mathematical proficiency in all students. Early screening for at-risk status, particularly in primary grades, is key. Incorporating a variety of instructional strategies to meet needs of struggling students is essential in all tiers. Increased instructional time and supports for struggling learners in both Tier 1 and Tier 2 is essential.

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K EY F INDINGS : M AJOR A REAS OF C ONCERN Devastating long-term impact of entering first grade with weak knowledge of number concepts and operation sense was a consistent finding in longitudinal research. Devastating effects of poor preparation for algebra including weak knowledge of fractions, percentages, decimals and proportional reasoning and/or a limited ability to solve word problems. Most assessments used are based on older standards with a heavy emphasis on computation.

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E MERGING K EY RESEARCH T HEMES FOR RTI & MATHEMATICS Increased instructional time in addition to core mathematics taught in Tier 1. Small-group instruction utilized in all tiers Explicit methods of instruction (e.g., C R A, Talk Moves) Use of concrete and pictorial representations to facilitate conceptual understanding Strategy instruction for problem solving (e.g., Think Aloud) Focus on problem solving skills (not just computation) Careful alignment of instruction and content in Tier 1 and Tier 2 Screening and progress monitoring to target deficit areas Source: Adapted from Newman-Gonchar, R., Clarke, B., & Gersten r. (2009). A summary of nine key studies: Multitier intervention and response to interventions for students struggling in mathematics.Retrieved from www.centeroninstruction.com

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L EARNING P ARTNER CHECK - IN Check in with a table partner… Share a research idea that matches what you have always thought or believed about successful math instruction or intervention. Share a research idea that was “new to you” or that you wish to learn more about.

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Reviewing current Recommendations RtI Mathematics

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IES P RACTICE G UIDE : A SSISTING S TUDENTS S TRUGGLING WITH M ATHEMATICS : R ESPONSE TO I NTERVENTION FOR E LEMENTARY AND M IDDLE S CHOOL S TUDENTS US Department of Education Research-based education practices Committee Chair: Russell Gersten Published by: What Works Clearinghouse (April 2009)

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IES P RACTICE G UIDE W HAT W ORKS C LEARINGHOUSE (WWC) “The goal of this practice guide is to formulate specific and coherent evidence-based recommendations for use by educators addressing the challenge of reducing the number of children who struggle with mathematics by using “response to intervention” (RtI) as a means of both identifying students who need more help and providing these students with high-quality interventions.” -- Back of front cover of IES Guide

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W HAT IS THE PURPOSE OF THIS IES G UIDE ? H OW MIGHT THE IDEAS SHARED BENEFIT US ? Focused Reading ✓ Answers to “What is the purpose of this IES Guide?” + Answers to “How might this guide help us as we implement RtI for mathematics. ImportantIntroduction – p. 1 Assisting Students Struggling with Mathematics: Response to Intervention Summary of Recommendations First 5 paragraphs p. 5 and p. 7

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J IGSAW OF RECOMMENDATIONS Read and highlight Recommendation 2 With your group come to consensus on 3-4 important points you would like to share with the group. Reflecting on our chart…name a grade, grade band, or K-8 initiative in math that we have been working on, studying, or have in place that supports the different recommendations. Repeat this process for Recommendation 3

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H OW DOES MTSD MEASURE ? As we reflect on our charts for Recommendation 2 and Recommendation 3, create a statement that describes MTSD’s alignment with the IES K-8 RtI Recommendations?

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An Overview of the Math Intervention Cycle MTSD Math Dated 8/19/13

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Identify Students Identify Math Need Create RtI Plan Set the Baseline Implement RtI Plan & Progress Monitor Analyze Impact of Intervention How the pieces fit together. MTSD Math Intervention Cycle

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M ATHEMATICAL P RIORITIES www.achievethecore.org www.pta.org/4446.htm http://parcconline.org/parcc-content-frameworks http://www.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf GradePriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K-2 (1) Addition and subtraction – concepts, skills and problem solving. (2) Place value 3-5 (1) Multiplication and division of whole numbers– concepts, skills, and problem solving (2) Fractions – concepts, skills, and problem solving 6 (1) Ratios and proportional reasoning (2) Early Expressions and Equations 7 (1) Ratios and proportional reasoning (2) Arithmetic of rational numbers 8 Linear algebra and linear functions

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W HAT THE CCSSM M EANS … Rich Instruction- “teachers focus deeply on the major work of each grade, so that students can gain strong foundations: solid understanding, high degree of procedural skill and fluency, ability to apply the math they know to solve problems inside and outside of the math classroom” Conceptual Understanding – “development of key concepts so that students are able to see math as more than a set of mnemonics or discrete procedures” Expectations of Fluency- builds over time, flexible strategies, accurate, and efficient “It is not a matter of instilling facts divorced of their meanings, but rather as an outcome of multiyear process that heavily involves the interplay of practice and reasoning.” Progressions p.19

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Identify Students Identify Math Need Create RtI Plan Set the Baseline Implement RtI Plan & Progress Monitor Analyze Impact of Intervention MTSD Math Intervention Cycle

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T IER 2 S TUDENT I DENTIFICATION P ROCESS Who? and How? Step #1 Grades 2-8: Students that fall between the 31st and 49th percentile and the 1st and 30th percentile on MAP Spring 2013/Fall 2013. (This information will be provided by Terry Brecklin to each grade level.) Kindergarten: Approx. week 3 of school year: Administer Counting & Cardinality Screener to children that are “of concern.” Decide “who” at PLCs. 1 st Grade: Review Kindergarten EOY Assessment Data. Classroom data from September 2013.

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Identify Students Identify Math Need Create RtI Plan Set the Baseline Implement RtI Plan & Progress Monitor Analyze Impact of Intervention How the pieces fit together. MTSD Math Intervention Cycle

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I NTERVENTION D OMAINS & S TANDARDS Use the current MAP RIT to identify and group students Use the NWEA & MPS Domain Alignment Chart Administer Critical Point Diagnostic Assessment to further pinpoint “math need” for intervention domain and grade Establishes entry level math intervention domain and grade Progression for Domain focused interventions OA NBT NF RP EE L INEAR A LGEBRA

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Teacher Name/ Room # Student Last, First name RIT Score Grube-ThurParra, Natalie181 VanEssMarkum, Bree181 StraussHardy, Sam182 ObradavichLucroy, Gilby183 VanEssAxelrod, Anna184 ObradavichHart, Hailey185 Target RIT number for grade level, typical growth from NWEA database Grade 5 RIT Target: 217.8 Example: Grade 5

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Focus is on their strategy and fluency with implementation of that strategy. Identify developmental level: Level 1: Direct Modeling Level 2: Counting On Level 3: Numerical Reasoning

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How the pieces fit together. MTSD Math Intervention Cycle Identify Students Identify Math Need Create RtI Plan Set the Baseline Implement RtI Plan & Progress Monitor Analyze Impact of Intervention

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S ET T HE B ASELINE F OR E ACH S TUDENT AND D EVELOP THE R T I P LAN Begin an Intervention Plan Record Sheet (for each student) Establish your baseline by using easyCBM. Record median score (baseline). Record the times and activities on Student Intervention Plan Record Sheet

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R ESOURCES FOR I NTERVENTIONS Existing resources: e.g., It Makes Sense: Using 10 Frames to Build Number Sense and CCSSM alignment document. Illustrative Mathematics (teaching tasks) Word Problem Charts for Gr K-2 OA(+/-) and Gr 3 OA (×/÷) Step-by-Step Model Drawing and MTSD Tape Diagram Resource Rekenrek Lessons Conceptua (Grades 3-8 Fractions) Possibility: Select Number Worlds Units (TBD) Additional Resources (To be ordered): Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades K-2, 3-6 and 6-8. Focal Points Publications for PreK through 8 th Grade Howard County Grade Level Math Wiki (K-6) Howard County Grade 3 Math WikiHoward County Grade 3 Math Wiki K-5 Math Teaching Resources MTSD RtI Resources Website (just getting started!)

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Identify Students Identify Math Need Create RtI Plan Set the Baseline Implement RtI Plan & Progress Monitor Analyze Impact of Intervention MTSD Math Intervention Cycle

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I MPLEMENT P LAN & P ROGRESS M ONITOR Explicit Small Group Instruction Teacher led Activity based – engagement in the Math Practices Approximately 20-30 minute segments Instruction Strategies: Concrete Representational Abstract Think Aloud Word Problems Record the times and activities on Student Intervention Plan Record Sheet Progress monitor weekly or every other week (Thursdays) using intervention grade level easyCBM. Online version. 9 probes per Domain 16 items on each probe Can be administered on-line or paper and pencil

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Identify Students Identify Math Need Create RtI Plan Set the Baseline Implement RtI Plan & Progress Monitor Analyze Impact of Intervention How the pieces fit together. MTSD Math Intervention Cycle

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A NALYZE I MPACT OF I NTERVENTION Analyze progress made: easyCBM Progress Monitoring Probes Additional assessments used during intervention period Classroom-based assessments If adequate progress has been made student returns to Tier 1. If incremental but insufficient progress is being made continue with the same strategy for additional time OR look for a different strategy If insufficient progress is being made identify and implement a different strategy. Individual meetings with Melissa to review data

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S MALL GROUP I NTERVENTION E XAMPLE Student RIT is 178-185 #1 Identify Math Need – Use NWEA RIT Range Doc Domain – Operations and Algebraic Thinking Grade – Second Step #1: Administer Critical Point Diagnostic Assessment for Gr 2 OA 2.OA.1 Story Problem Standard (1-step & 2-step) 2.OA.2 Fluently add and subtract within 20 Step #2: Teacher Anecdotal Observation: Student counts by ones Conclusion: Student needs explicit instruction on number strategies #2 Administer easyCBM Grade 2 Operations & Algebraic Thinking probes 1-3 to establish baseline #3 Create RtI Invtervention Plan Go to MTSD RtI Site and open the Grade 2 Intervention Folder Review “Progression of Learning 2.OA.2” and “2.OA.1” Select an appropriate intervention for 2.OA.2 from MTSD site or Howard County Math Wiki 2.OA.2 traces back to 1.OA.6 (number strategies to 20) #4 Implement RtI plan, progress monitor growth, and evaluate progress

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I NTERVENTION S AMPLES BY G RADE Review of grade-by-grade sampler for K-5 Progression of Learning Standard Critical Point Diagnostic Assessment Sample Intervention Activity or Task Review of Gr 6 Ratio and Proportional Relationships Key Understandings for 6.RP standards Critical Point Diagnostic Assessment for 6.RP Instructional Guide for 6.RP Intervention Resources for 6.RP.1, 6.RP.2, 6.RP.3 Under development Key Understandings and Instructional Guides for K-2 OA, 3-5 NF, 3-5 OA.

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A DDITIONAL T RAINING /W ORK D AYS K-5 RtI Training and Work Days : September 26, 2013 November 7, 2013 January 9, 2014 March 18, 2014 6-8 RtI Training and Work Days: September 25, 2013 November 13, 2013 January 15, 2014 March 27, 2014 Thank you, Thank you, Thank you!

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