1. A Response to Intervention
Numeracy
A Response to Intervention

2. What is our plan?
Step 1: identify which key competencies our students are not yet meeting at each grade level Step 2: develop an action plan to address which key competencies we need to focus on Step 3: choose an intervention/resource that can assist our teachers with teaching and student learning of these identified key competencies Step 4: plan and prepare the response to intervention resources so they are fully ready to roll out school wide Step 5: in-service the staff on how to use the intervention/resources effectively Step 6: roll out year one of our three year plan. Year one: I do, year 2: we do, year 3: you do Step 7: assess student learning to provide evidence of growth and the effectiveness of the intervention chosen

3. STEP 1: identifying which Key Competencies our students are not yet meeting at each grade level
Kindergarten: 34% are at grade level in Arithmetic Learning, 54% at grade level in Algebraic Reasoning
Grade 1: 77% at grade level from Rote Counting, 84% at grade level from Proportional Reasoning
Grade 2: 34% at grade level in Flexible Thinking, 38% at grade level in Proportional Reasoning
Grade 3: 49% at grade level in Flexible Thinking, 52% at grade level from Proportional Reasoning
Grade 4: 40% at grade level in Flexible Thinking, 55% at grade level from Proportional Reasoning
Grade 5: 44% at grade level in Flexible Thinking, 50% at grade level from Proportional Reasoning
Grade 6: 25% at grade level in Flexible Thinking, 26% at grade level from Proportional Reasoning

4. What does this all MEAN?
More specifically, what key competencies do we specifically need to be focussing on at each grade level?

5. Specific Key Competencies we are targeting
Kindergarten: naming one more/one less to 5, creating patterns with sounds, manipulatives or actions
Grade 1: rote counting forward and backwards to and from 100, rote counting by 2s, 5s, and 10s to 100, sharing an even numbered quantity into two equal groups
Grade 2: skip counting to solve problems, counting on or back to solve +/- problems, using communative property for addition and relating + facts to solve – facts
Grade 3: using part whole thinking to mentally solve problems, multiplying and dividing to and from 25, determining half of a region and one fourth of a region
Grade 4: using +/- mathematical relationships to solve problems, multiplying by doubling, halving, repeated doubling, skip counting, using 10 and 5 facts, identifying halves, quarters and determining fractions of a set to 20
Grade 5: applying estimation strategies, determining multiplication facts to 81, using arrays and distributive properties, using proportional reasoning with fractions, using repeated addition to determine fractions of a set, using part whole thinking to solve decimal problems (bridging, partitioning, predicting…), connecting multiplication to division, connecting fractions to division, using 2s, 5s, and 10s facts to determine tenths, quarters, and halves
Grade 6: using previously developed strategies to develop more sophisticated strategies and involving decimal numbers to these strategies, renaming improper fractions to a mixed number, using a ratio table for solving problems

6. Our Three Year Plan
Year One: ‘I do’ Our resource teacher will spend one hour per cycle in classrooms teaching with the Response to Intervention Resource. The classroom teacher will observe in this stage. The resource teachers role will be to model how to use the resource effectively Year 2: ‘we do’ The resource teacher will continue to spend one hour per cycle in each classroom but the classroom teachers will now co-teach using the RTI resource, infusing in their own math vocabulary, connecting prior knowledge to the key competencies being taught and thus enriching the lesson/content Year 3: ‘you do’ Classroom teachers will now plan, program, and utilize the RTI resource in their classrooms and assess student growth. Data will be forwarded to the resource teacher and administrator to assess how effective the RTI model has been school wide.

7. Year One: ‘I Do’
The RTI resource has been selected, now its time to prepare it for classroom use:

8. Preparing the RTI Resource for classroom use
Taking the game from the book and bringing it to life!
Each game was placed a Ziploc bag. Each bag included: the laminated game board/game cards, the manipulatives needed to play (dice, counters…), tools needed to play (100 charts, 10 frames…), whiteboards and dry erase markers as well as teacher instructions. The dry erase boards and markers are used to model and communicate what strategy or key competency the students are developing from the game/activity.

9. Its prepared; now its In-Servicing Time!
All staff attended two half day in-services at the school in which they were introduced to the Origo Education resources. One day was all about the primary games, the other all about the intermediate games
The teachers and EA’s were provided with time to play, explore, and familiarize themselves with the resource.
They were asked to connect the activities they chose to the Math Pathway signposts, key competencies, and identify how the students would model and communicate what they were learning from that activity.
The team then formulated a plan/starting point of where they would like the program to begin in their classrooms (chose TWO key competencies as a means to offer a differentiated learning opportunity to their classroom of very diverse learners). This is where data came into play. The Classroom Teachers identified the key competencies that had the fewest students at grade level and that was established as their starting point for their classrooms.

10. ‘I Do’
In the ‘I do” phase, which was last year, I went into all of the classrooms and taught the students. The classroom teachers observed and jumped in once the kids were off and playing. This was the ‘modelling’ stage, for both the classroom teachers and the students. It ran last year from January until May.

11. ‘We Do’
This year the classroom teachers and Resource teacher collaborated, identified two starting points, and began co-teaching!!!

14. ‘You Do’
Classroom teachers were just given a half day to collaborate with each other and discuss how they will infuse the RTI model into their daily instruction for the remainder of this year and into next year, year three!

15. This is how the classroom teachers decided they would infuse Origo Education Resources into classrooms in the ‘you do’ phase

16. We can’t wait to see year three, next year, and the data to back up how successful this RTI model has been!