Its all about the Stories Directors' Meeting

West Virginia Department of Education Special Education Directors Meeting September 24, 2009

Lynn Baker West Virginia Department of Education Coordinator, Math Science Partnership John Ford West Virginia Department of Education Coordinator, Title I Rhonda Jelich West Virginia Department of Education RESA V RTI Specialist Wendy Lochner West 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

Elementary Reading July 1, 2009Elementary Mathematics July 1, 2010Middle School July 1, 2011High School July 1, 2012

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

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

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)

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

ModelClassrooms

The 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 students understanding of mathematical concepts?

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

Additional practice opportunities Explicit, scaffolded instruction Error correction Identification of misconceptions Peer interaction and collaboration

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 minutesfluency 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)

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 InstructionMore 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

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.

General Resources Teach NCTM Intervention Site Quantiles Intervention/Instructional Resources Americas Choice Do the Math Math Steps

Symphony Learning Origo Education Apangea Learning Destination Math Fastt Math Number Worlds Momentum Math

Moving with Math Vmath Accelerated Math Camelot Learning Math Intervention Breakaway Math Intervention Math Perspectives Mclass Math Carnegie Learning

Breakaway Math Intervention Math Perspectives Assessment Resources Mclass Math SMI Scholastic Math Inventory Math Perspectives AIMSweb STAR Math

Lynn Baker John Ford Rhonda Jelich Wendy Lochner Contact Information