Using RTI to Increase Student Achievement in the Early Grades Three-Tier Model for Elementary Mathematics West Virginia Department of Education

West Virginia Department of Education Lynn Baker, Office of Instruction Linda Palenchar, Office of Special Programs

West Virginia Department of Education

RTI is the practice of West Virginia Department of Education 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)

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 West Virginia Department of Education

Lessons Learned from the RTI Reading Initiative Interventions demand integrity Consistent monitoring is critical Professional development facilitates the change Hold fast to RTI guidelines Collaboration is essential West Virginia Department of Education

A Three-Tier System for Mathematics Key Research Findings & Features of the Model West Virginia Department of Education

Why worry about math? West Virginia Department of Education 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.

WESTEST 2008 Mathematics Proficiency West Virginia Department of Education Special Education 3 rd Grade Special Education 5 th Grade Special Education 8 th Grade Special Education 10 th Grade 55.82%51.13%31.36%22.29% Low SES 3 rd Grade Low SES 5 th Grade Low SES 8 th Grade Low SES 10 th Grade 68.29%74.59%63.08%57.02% All Students 3 rd Grade All Students 5 th Grade All Students 8 th Grade All Students 10 th Grade 75.37%80.79%72.63%67.98%

Key research findings indicate… West Virginia Department of Education Most students fail to meet minimal mathematics proficiency standards by the end of high school (U.S. Department of Education, 2003). Existing instructional tools and textbooks often do a poor job of adhering to important instructional principles for learning mathematics (National Mathematics Advisory Panel, 2008). Early mathematics intervention can repair deficits and prevent future deficits (Fuchs, Fuchs, & Karns, 2001; Sophian, 2004).

Key Research Findings Indicate… West Virginia Department of Education Providing specific information on student performance to both teachers and students enhances mathematics achievement Using peers as tutors or guides improves low achievers’ computational skills and may improve problem-solving skills 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)

West Virginia Department of Education We don’t have all the answers yet…

West Virginia Department of Education Together we will understand the processes and procedures needed for successful implementation of RTI for mathematics.

West Virginia Department of Education Together we’ll move the research into practice…

Universal Strategic Intensive RTI Continuum of Support for All West Virginia Department of Education

Tier 1: Core Instruction West Virginia Department of Education 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; differentiated instruction InterventionistGeneral education teacher SettingGeneral education classroom GroupingWhole group and small group for differentiation TimePolicy 2510 requirements AssessmentUniversal screening (fall, winter & spring)

Policy 2510 Requirements West Virginia Department of Education Chart II: Primary Elementary (K-2) In k-2 classrooms, the given content areas are taught daily. It is required, in accordance with scientifically based reading research, that, at a minimum, a daily-uninterrupted 90 minute reading/English language arts block be scheduled during which students are actively engaged in learning through whole group, small group and reading center activities. A minimum of 60 minutes of daily mathematics instruction is required.

Policy 2510 Requirements West Virginia Department of Education Chart III: 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.

Policy 2510 Requirements West Virginia Department of Education Chart IV: 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.

The strength and quality of Tier 1 instruction determines the number of students who need Tier 2 intervention… West Virginia Department of Education

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 InstructionAdditional 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 West Virginia Department of Education

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

Scaffolding Model I DO Meaningful Practice We Do Independent Performance You Do West Virginia Department of Education

Six Instructional Principles for Tier 2 Intervention in Mathematics West Virginia Department of Education Instructional explicitness Instructional design that eases the learning challenge A strong conceptual basis for procedures that are taught Sufficient, engaging, and meaningful practice Cumulative review Motivators to help students regulate their attention and behavior (Fuchs, 2008)

Tier 3: Intensive Intervention West Virginia Department of Education

References West Virginia Department of Education Baker, S., Gersten, R., & Lee, D. (2002). A synthesis of empirical research on teaching mathematics to low achieving students. The Elementary School Journal, 103, Fuchs, L.S., Compton,D. L., Fuchs, D., Paulsen, K., Bryant, J. & Hamlett, C. L. (2005). Responsiveness to intervention: Preventing and identifying mathematics disability. Teaching Exceptional Children, Mar/Apr, VanDerHeyden, A. (2008). Using RTI to improve learning in mathematics. Retrieved August 16, 2008 from ent&task=view&id=325&pop ent&task=view&id=325&pop

Quality Mathematics Instruction Tier 1

Quality Mathematics Instruction for Each Student West Virginia Department of Education

Questions to Think About West Virginia Department of Education

Questions to Think About What does it mean to be fluent in a language? West Virginia Department of Education

Questions to Think About What does it mean to be fluent in a language? What does it mean to be a fluent reader? West Virginia Department of Education

Questions 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? West Virginia Department of Education

NCTM-Intervention Lenses West Virginia Department of Education

NCTM-Intervention Lenses Learning Significant Mathematics West Virginia Department of Education

NCTM-Intervention Lenses Learning Significant Mathematics Knowing the Mathematics West Virginia Department of Education

NCTM-Intervention Lenses Learning Significant Mathematics Knowing the Mathematics Assessment and Data Gathering West Virginia Department of Education

NCTM-Intervention Lenses Learning Significant Mathematics Knowing the Mathematics Assessment and Data Gathering Quality Planning and Delivery West Virginia Department of Education

NCTM-Intervention Lenses Learning Significant Mathematics Knowing the Mathematics Assessment and Data Gathering Quality Planning and Delivery Alignment West Virginia Department of Education

Response to Intervention is a Process Not a Product

First Steps West Virginia Department of Education

Tier 1 Universal Instruction Quality Lesson Design WV CSOs/Assessment Launch Explore Summarize West Virginia Department of Education

Tier 1 Universal Instruction Quality Lesson Design WV CSOs/Assessment West Virginia Department of Education

Tier 1 Universal Instruction Quality Lesson Design WV CSOs/Assessment Launch - Review of student’s prior knowledge -A children’s literature storybook -A problem to solve West Virginia Department of Education

Tier 1 Universal Instruction Quality Lesson Design WV CSOs/Assessment Launch Explore West Virginia Department of Education

West Virginia Department of Education

Tier 1 Universal Instruction Quality Lesson Design WV CSOs/Assessment Launch Explore Summarize West Virginia Department of Education

Tier 1 Universal Instruction Quality Lesson Design WV CSOs/Assessment Launch Explore Summarize Research-based Strategies Vocabulary Instruction Formative Assessment Differentiation Strategies West Virginia Department of Education

RESOURCES West Virginia Department of Education

Informal Math Assessment West Virginia Department of Education

Quantiles West Virginia Department of Education

WV RTI Google Site West Virginia Department of Education

Next Steps School-level Planning West Virginia Department of Education

Initiate Discussion about Mathematics Instruction in Your School Based on your achievement data for mathematics, what are your goals for mathematics instruction? Do all students in your school have the opportunity to learn significant mathematics? How does your current mathematics instruction align with the description of quality Tier 1 instruction provided in this webinar? Within your school, which teachers provide leadership in mathematics? West Virginia Department of Education

Initiate Discussion about Mathematics Instruction at Your School (continued) What resources are available? Personnel Instructional materials Time Assessments Professional development Funding West Virginia Department of Education

Contact Information West Virginia Department of Education Lynn Baker, Coordinator Office of Instruction Linda Palenchar, Coordinator Office of Special Programs