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

2. 2 Response to Intervention (RtI) is A 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. 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. 4 Academic SystemsBehavioral Systems 1-5% 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% Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Enter a School-Wide Systems for Student Success

5. 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. 6 Universal Screening

7. 7  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. 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. 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. 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

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17. 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. 18 Progress Monitoring

19. 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. 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. 21 Introducing…  Texas Early Mathematics Inventory (TEMI)  Progress Monitoring  Outcome

22. 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. 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. 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. 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. 26 Texas Early Mathematics Inventory- Progress Monitoring TEMI-PM

27. 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. 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. 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. 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. 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. 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 9601 6484 01013 TEMI-PM Second Grade Sample

33. 33 Texas Early Mathematics Inventory- Outcome TEMI-O

34. 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. 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. 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. 37 Professional Development in these areas FIRST Math

38. 38 RtI is about change, how you look at things. Change cannot be mandated.

39.  http://earlymathintervention.org/assessment http://earlymathintervention.org/assessment user name: austin\assessment password: s3rp!2008! 39