Presentation is loading. Please wait.

Presentation is loading. Please wait.

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?

Similar presentations


Presentation on theme: "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?"— Presentation transcript:

1 Response to Intervention 3-5 Mathematics

2 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?

3

4 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)

5 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

6 Response to Intervention is a Process Not a Product!

7 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)

8 A THREE-TIER SYSTEM FOR MATHEMATICS Key Research Findings & Features of the Model

9 Why worry about math? 64% of US 4 th 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 8 th 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.

10 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)

11 Together we will understand the processes and procedures needed for successful implementation of RTI for mathematics.

12 Few Some All Universal Strategic Intensive RTI Continuum of Support for All

13 Tier 1: Core Instruction DefinitionCore instruction based on West Virginia CSOs FocusAll students ProgramStandards-based mathematics instruction and curriculum Key Features of Instruction Active engagement; research-based mathematics practices InterventionistGeneral education teacher SettingGeneral education classroom GroupingWhole group and small group for differentiation TimePolicy 2510 requirements AssessmentUniversal screening (fall, winter & spring)

14 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 21 st century content standards and objectives for each subject.

15 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.

16 What do you want students to know when they enter your classroom in the fall? What are the key concepts?

17 What artifacts would you collect to assess a students understanding of mathematical concepts?

18 Formative Assessment M.O 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.

19 Acuity

20 Acuity Classroom Matrix Report

21 Lets Look Closer at Acuity Please logon at if you want to look at your own class data. You may also do the same activity with the sample that we have provided.

22 The strength and quality of Tier 1 instruction determines the number of students who need Tier 2 intervention…

23 Quality Lesson Design Tier 1 WV CSOs/ Assessment Launch Explore Summarize Research-based Strategies Vocabulary Instruction Formative Assessment Differentiation Strategies

24 Tier 2: Targeted Intervention DefinitionPrograms and procedures to support Tier 1 and target specific skills FocusStudents identified with marked difficulties and insufficient response to Tier 1 ProgramResearch-based interventions Key Features of Instruction Additional practice opportunities; explicit, scaffolded instruction; error correction; identification of misconceptions; peer interaction and collaboration InterventionistPersonnel designated by school SettingLearning space designated by school GroupingSmall groups with sufficient numbers of students to facilitate group interactions Time20-30 minute sessions, 3 times/week AssessmentProgress monitoring twice monthly on target skills

25 Key Features of Tier 2 Intervention Additional practice opportunities Explicit, scaffolded instruction Error correction Identification of misconceptions Peer interaction and collaboration

26 Gradual Release Model I DO Guided Practice We Do Independent Performance You Do

27 Quality Lesson Design Tier 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

28 Tier 3: Intensive Intervention DefinitionCustomized instruction beyond Tiers 1 and 2 FocusStudents with significant difficulties who have not responded to Tier 1 and Tier 2 ProgramMay use a replacement program that provides intense intervention Key Features of Instruction More explicit and intense than Tier 2 InterventionistPersonnel designated by school SettingLearning space designated by school GroupingSmall groups with sufficient numbers of students to facilitate group interactions TimeSufficient to provide replacement program instruction or necessary instruction AssessmentProgress monitoring weekly on target skills to assess response to intervention

29 RTI & MATHEMATICS RESOURCES

30 Teach 21

31 RTI Resources Teach 21 NCTM Intervention Site Quantiles Americas Choice Do the Math Symphony Learning Origo Education

32 RTI Resources Page 2 Destination Math Fastt Math Number Worlds Math Steps Momentum Math Moving with Math Vmath

33 RTI Resources Page 3 Accelerated Math Camelot Learning Math Intervention Breakaway Math Intervention Math Perspectives

34 Things I Learned Today…… 2 Things I will use in my classroom this fall…. 1 Question I Still Have….

35 Contact Information Lynn Baker, Coordinator Office of Instruction John Ford, Coordinator Title I Mathematics Linda Palenchar, Coordinator Office of Special Programs, Extended and Early Learning Mary Pat Farrell, Coordinator Office of Special programs, Extended and Early Learning Lou Maynus, Mathematics Coordinator Office of Instruction


Download ppt "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?"

Similar presentations


Ads by Google