Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

Today’s Presenters West Virginia Department of Education Lynn Baker MSP Coordinator Office of Instruction John Ford, Mathematics Coordinator, Title 1 Linda Palenchar, RTI Coordinator, Office of Special Programs

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

Revised Timelines for Implementation West Virginia Department of Education 2009 Elementary Reading July 1, 2009Elementary Mathematics July 1, 2010Middle SchoolJuly 1, 2011High School July 1, 2012

Where is West Virginia with RTI for Mathematics? West Virginia Department of Education West Virginia elementary schools are: Using Acuity for benchmarking at grade 3 and beyond Using the WVDE Informal Math Assessment (IMA) to develop specific tasks for determining grade-level skills mastery Using mCLASS Math and AIMSWeb as benchmark and progress monitoring tools Refining their core mathematics instruction Exploring various mathematics intervention programs Facilitating book studies to learn more about mathematics instruction and intervention

Research-Base for RTI in Mathematics West Virginia Department of Education

National Mathematics Advisory Panel Effective Mathematics Instructional Practices West Virginia Department of Education Cooperative learning Formative assessment “real world” contexts port/final-report.pdf

National Mathematics Advisory Panel West Virginia Department of Education Explicit instruction Clear models for problem solving Extensive meaningful practice of newly learned strategies and skills Opportunities to “think aloud” Extensive descriptive feedback Effective Mathematics Instructional Practices

The research is beginning to expand… West Virginia Department of Education Six instructional strategies have emerged as beneficial for students with math difficulties: Visual and graphic depictions Systematic and explicit instruction Student think-alouds Peer-assisted learning Formative assessment/progress monitoring data for teacher use Formative assessment/progress monitoring data for student use

Expanding research… West Virginia Department of Education Mathematics textbooks have little impact on student achievement on standardized tests – it’s the quality of instruction that makes a difference Studies on Computer Assisted Instruction (CAI) indicate positive achievement outcomes Instructional process strategies such as cooperative learning, peer assisted learning and small group tutoring have the strongest positive effects (Best Evidence Encyclopedia – BEE)

Expanding research… West Virginia Department of Education Language and nonverbal reasoning are key predictors for math disability (Fuchs, Compton & Fuchs, 2007) Experience, background knowledge, and entry skills of students are important (Ketterlin-Geller, chard & Fien, 2008) Math interventions for students who struggle can involve reteaching fundamental math concepts and/or providing extended time in the core mathematics program (Ma, 1999)

West Virginia Department of Education School teams need to analyze instruction, intervention methods, resources and the available research-based evidence supporting their use…

West Virginia Department of Education

West Virginia Department of Education

West Virginia Department of Education

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

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)

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 West Virginia Department of Education

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 ProgramReplacement 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 AssessmentProgress monitoring weekly on target skills to assess response to intervention West Virginia Department of Education

Update from Washington, D.C.

How does a teacher assess a student’s mathematical understanding? West Virginia Department of Education

How does a teacher assess a student’s mathematical understanding? West Virginia Department of Education Observe students Assessment Strategies

How does a teacher assess a student’s mathematical understanding? West Virginia Department of Education Observe students Examine student work Assessment Strategies

How does a teacher assess a student’s mathematical understanding? West Virginia Department of Education Observe students Examine student work Conduct individual assessments Assessment Strategies

West Virginia Department of Education

West Virginia Department of Education

West Virginia Department of Education

How does a teacher assess a student’s mathematical understanding? West Virginia Department of Education Observe students Examine student work Conduct individual assessments Assessment Strategies

Key Components of Quality Intervention Lessons West Virginia Department of Education Mathematics Goal/Related WV CSOs/Assessment—Each lesson in Tier 2 is designed according to specific goals related to the West Virginia Content Standards and Objectives. Formative assessment within the lesson provides the teacher with needed data to make informed instructional decisions. Introduction/Concept Development—The lesson begins with a task or problem enabling the teacher to assess the student’s understanding of the concept. The teacher guides the student through learning tasks developing the identified concept. Practice/Application—The student is provided the opportunity to practice or apply the concept in meaningful tasks. Reflection—Students are provide time to reflect upon their learning for the session. This may include responding to a prompt in a math journal, small group discussion or the completion of a performance task.

Considerations for Intervention West Virginia Department of Education Explicit vocabulary instruction should be a part of the learning plan for Tier 2 instruction. Students often understand mathematical concepts without understanding the wording of assessment and instruction questions (ASCD, 2008). Academic vocabulary instruction benefits a variety of learners and common language helps address students’ mathematical misconceptions Vocabulary word banks, student-friendly definitions, illustrations and non-examples are effective strategies for embedding mathematics vocabulary in the classroom instruction

Considerations for Intervention West Virginia Department of Education Assessment data informs grouping decisions. Students move in and out of Tier 2 depending on their individual progress toward the identified learning goals. As instructional goals change throughout the course of the year, some students may continue in Tier 2 while others receive additional support for only a brief time.

Considerations for Intervention West Virginia Department of Education Teach 21 is a valuable resource for teachers planning instruction and intervention.

West Virginia Department of Education

Data-Based Decision-Making Using Assessment to Inform Instruction West Virginia Department of Education

Asking the right questions is critical. West Virginia Department of Education How many of our students are below grade level in mathematics? What do 3 rd grade and beyond WESTEST scores indicate for our school? Which CSOs are particularly problematic for our students who are struggling?

Asking the right questions is critical. West Virginia Department of Education How do students compare with other students in the district? Across same grades in our school? What are we currently doing to address at-risk students in mathematics? Is it working? How do we know if it’s working?

West Virginia Department of Education Assessment information provides the answers to these questions.

Currently Available Data Sources

K-3 Informal Math Assessm ent IMA supports standards-based assessment in three critical areas: 1) Conceptual Understanding 2) Procedural Skills 3) Problem Solving IMA supports standards-based assessment in three critical areas: 1) Conceptual Understanding 2) Procedural Skills 3) Problem Solving West Virginia Department of Education

K-3 Informal Math Assessment West Virginia Department of Education Provides teachers with tasks correlated to the West Virginia 21st Century Content Standards and Objectives. Supports Classroom Assessment for Learning and provide teachers with information on student understanding and learning of mathematical concepts. Supports standards-based assessment and should guide standards-based mathematics instruction in the K-3 classroom.

2nd Grade Geometry Informal Assessment Tasks West Virginia Department of Education M.O Indentify and describe the following geometric solids according to the number of faces and edges: rectangular solid cube cylinder cone pyramid Students at the above mastery level in second grade mathematics will Identify and analyze geometric solids Students at the distinguished level in second grade mathematics will Identify and analyze geometric solids. They communicate their reasoning in a clear and concise manner.

Academic Prompt: 2nd Grade Geometry West Virginia Department of Education Mission – Solids You are from the planet Geo-met-ric. You are part of a crew of Geometricians who are studying solids from other planets. Your mission is to land your spaceship on the planet earth and find some interesting solids. You will need to work with your fellow crew members to inform your leader about these strange new solids. Each crew member will need to draw, find a picture, or make a model of the solids you discover. Next, you will need to decide a way to display your solids and their descriptions. Be sure to use some words that the earthlings use, like faces and edges when describing your solids. Finally, share your findings with your fellow Geometricans and your Geo-met-ric leader. IMA Example

Using Acuity for RTI West Virginia Department of Education

Using Acuity for RTI West Virginia Department of Education 2009 Acuity is an online/paper-pencil platform for grades 3-11 for Mathematics, Reading/Language Arts, Science and Social Studies Acuity includes: WVDE authored benchmark tests aligned with WESTEST2 Custom test capability using 25,000 items aligned with WV 21 st Century CSOs Instructional resources to target instruction Immediate reporting capabilities

Using Acuity for RTI West Virginia Department of Education 2009 Guidance for teachers on using Acuity within the context of RTI will be developed by the WVDE.

Managing the Data and Documenting RTI West Virginia Department of Education

West Virginia Department of Education

Documenting RTI West Virginia Department of Education TierEvidence I General education teacher lesson plans that evidence differentiated classroom instruction II & III Intervention lesson plans/logs that indicate the nature, frequency and duration of intervention provided (Policy 2419, Chapter 4, p. 37) Keep in mind, this documentation will eventually assist the Eligibility Committee in determining a student’s response to intervention. The information will be used as part of the decision making to determine if a student has a specific learning disability.

Topics for Discussion West Virginia Department of Education Use the Elementary Discussion Guide to reflect on mathematics instruction in your school. Future Topics for Webcasts Components of Quality Tier 2 Instruction Using student data to impact instruction and student achievement Protocol for Collaborative Meetings on student achievement in mathematics Components of Tier 3 Instruction

West Virginia Department of Education

Contact Information West Virginia Department of Education John Ford – Title 1 Lynn Baker – Office of Instruction Linda Palenchar – Office of Special Programs

West Virginia Department of Education Thank you for your time and interest today! Please don’t hesitate to contact us if you have any questions about today’s information. Also, we’d love to hear from you… If you have experiences, ideas or materials to share, tell us about them.