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Aligning Math Intervention with
the RtI Framework in an
Elementary setting
Purpose: Provide an overview of Menomonee Falls’ math intervention practices including creating data walls, using decision rules, progress monitoring, and the RtI framework
Presentation at a glance • Our background: Where did we come from?
▫ Shifting to standards based instruction, creating a math team
• What do we have in place: Where are we now? ▫ New math resource, teachers equipped for tier two
interventions, building math interventionists, district math coach
• Our vision for the future: Where do we want to go? ▫ Meeting the needs of all students using a
systematic approach, improving instructional aptitude
Everyday math, creating common assessments, the growing pains of training a district, facilitating a paradigm shift
Trials, Tribulations, and Growth
Implementing a new resource, using data to make decisions, intervening with intensive and selected students, using a team approach
The RtI Model The Wisconsin RtI Center www.wisconsinrticenter.org
First Steps: Menomonee Falls RtI Steering Committee started during 2010-11 school year
Process at a glance . . . Students take universal screener(s) and are placed on data wall
Tier One Receive core instruction in classroom. Differentiate based on needs.
Tier Two
Administer diagnostic Add+Vantage Math Recovery® assessments at requisite skills. Students work in small group with classroom teacher during math workshop 3 days per week, 15 minutes per day.
Tier Three
Administer diagnostic Math Recovery® assessments at requisite skills. Students work with Math Interventionists at least 4 days per week in groups no larger than three students. Progress monitoring done with AIMSweb (weekly), STAR (every six weeks). Progress discussed at CST or SST meetings.
***Note: students can also be considered to be in tier two or three due to high performance as well. Currently, we deal with these students on a case by case basis.
Data Walls and Decision Points
• Students identified by number, also codes for new students, ELL, special education services, support)
• Placement/movement occurs four times during the year:
▫ At the beginning of each school year
▫ At the end of each trimester
• Teachers complete this activity as a grade level, with discussions around students and instructional strategies
• Decision rules
▫ Performance on common assessments (work in progress)
▫ MAP scores (fall, winter, spring)
▫ Classroom performance
▫ AVMR assessments
• Placed into five categories
▫ Gifted/talented
▫ Extension
▫ Universal
▫ Selected
▫ Intensive
We have a data wall, now what?
G/T, extension, universal – Tier One
Selected (Tier Two) and Intensive (Tier Three)
• Receive tier one instruction in the whole group setting
• Differentiation based on grade level priority standards, problem solving, and assessment (MAP, WCKE) results
• Students are given AddVantage Math Recovery® assessment interviews to help guide instruction
• Working towards Tier Two interventions in the classroom (small group/3 days per week) with selected students
• Math Recovery® interventionist specialists work with Intensive students using pull out model – group size of three or less, at least 4 days per week
Process at a glance . . . Students take universal screener(s) and are placed on data wall
Tier One Receive core instruction in classroom. Differentiate based on needs.
Tier Two
Administer diagnostic Add+Vantage Math Recovery® assessments at requisite skills. Students work in small group with classroom teacher during math workshop 3 days per week.
Tier Three
Administer diagnostic Math Recovery® assessments at requisite skills. Students work with Math Interventionists at least 4 days per week in groups no larger than three students. Progress monitoring done with AIMSweb (weekly), STAR (every six weeks). Progress discussed at CST or SST meetings.
***Note: students can also be considered to be in tier two or three due to high performance as well. Currently, we deal with these students on a case by case basis.
Importance of solid, tier one
instruction with fidelity
• Piloted a variety of resources to find one that matched our interventions (Add+Vantage Math Recovery®, Math Recovery®), aligned to common core, and allowed for math workshop
• Without solid classroom instruction, the value of the interventions and data decreases and becomes segmented
• A paradigm shift in math instruction . . .
The need for solid, core instruction
(Tier One)
Jo Boaler – Stanford Graduate School of Education
Process at a glance . . .
Students take universal screener(s) and are placed on data wall
Tier One Receive core instruction in classroom. Differentiate based on needs.
Tier Two Administer diagnostic Add+Vantage Math Recovery® assessments at requisite skills. Students work in small group with classroom teacher during math workshop 3 days per week, 15 minutes per day.
Tier Three
Administer diagnostic Add+Vantage Math Recovery® and Math Recovery® assessments at requisite skills. Students work with Math Interventionists at least 4 days per week in groups no larger than three students. Progress monitoring done with AIMSweb (weekly), STAR (every six weeks). Progress discussed at CST or SST meetings.
***Note: students can also be considered to be in tier two or three due to high performance as well. Currently, we deal with these students on a case by case basis.
Classroom interventions/Math
Workshop Progress Monitoring
Tier Two Intervention
• Teachers trained in Add+Vantage Math Recovery® (courses one and two)
• Teachers administer AVMR assessments in necessary skill areas (number words, add/sub, structuring, mult/div, place value) at beginning or year and at the end of each trimester
• Teacher works with small groups for 10 – 15 minutes at least three days per week
• Small group meetings are held during work center/station time of math workshop
• Movement to tier one and three is fluid, usually discussed during CST or SST meetings based on performance
Collaborative Support Team
Grade Level CST Form
Student Name
Teacher Focus Area
Current Level
Goal Frequency and Focus (times/week and
focus)
Data Ending Level
(Month)
John Doe Meyer Structuring Level 0 Level 1
Meet 3-4 times per week in AVMR small group- Structuring to 5
AVMR Structuring Assessment
Grade Level: 2nd Grade (Date)
Process at a glance . . . Students take universal screener(s) and are placed on data wall
Tier One Receive core instruction in classroom. Differentiate based on needs.
Tier Two
Administer diagnostic Add+Vantage Math Recovery® assessments at requisite skills. Students work in small group with classroom teacher during math workshop 3 days per week, 15 minutes per day.
Tier Three
Administer diagnostic Math Recovery® assessments at requisite skills. Students work with Math Interventionists at least 4 days per week in groups no larger than three students for 30 minutes. Progress monitoring done with AIMSweb (weekly), Progress discussed at CST or SST meetings.
***Note: students can also be considered to be in tier two or three due to high performance as well. Currently, we deal with these students on a case by case basis.
Math Recovery®
MR Intervention
Add+VantageMR
Add+VantageMR
Tertiary level of prevention
Secondary level of prevention
Primary level of prevention
Bridges for Tier One Aligns to AVMR concepts
Progress Monitoring
Tier Three Students
Math Recovery or
AVMR assessments
(skill specific)
AIMSweb – profile set up
by school psychologist
STAR computerized
test
Done every six week or after interventionist notices a gain
Done on a weekly basis, used for SLD criteria
Piloting this year, given every five or six weeks. Provides a holistic view of the student’s math knowledge.
Meeting all student needs systematically, increasing the capacity of math instruction, creating problem solvers
Math Instruction K-5 • Fidelity Across the District with
▫ Universal Instruction – Bridges
▫ Tier 2 Intervention – AVMR
▫ Tier 3 Intervention
Small group push in during workshop
One-on-one 1st Grade Math Recovery pulled during workshop
• Coaching
▫ Implementation of Universal Instruction
▫ Tier 2 coaching of Add+Vantage Math Recovery
▫ Tier 3 coaching of Math Recovery
Contact Information
• Paula Muehler
• Rebecca Meyer
• Jenni Block
• Aaron White
• Dan Johnstone
References
• US Math Recovery® Council 15025 Glazier Avenue, Suite 207 Apple Valley, MN 55124Phone: (952) 683-1521
• Jim Shipley and Associates 232 Bath Club Blvd. N. N. Redington Beach, FL 33708 PH: 727.595.9400
• The Math Learning Center
1850 Oxford Street SE Salem, Oregon 97302
Enjoy the rest of the conference.
