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Decision-Making for Intervention
April 30, 2009 Webcast
RTI for Elementary Mathematics
Today’s Presenters
West Virginia Department of Education
Lynn BakerMSP 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 Model2. Universal Screening3. Progress Monitoring4. Teaming & Collaboration5. Data-based Decision Making6. Professional Development
West Virginia Department of Education
Revised Timelines for Implementation
West Virginia Department of Education 2009
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
beyondUsing 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 instructionExploring various mathematics intervention
programsFacilitating 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
http://www.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf
National Mathematics Advisory Panel
West Virginia Department of Education
Explicit instructionClear models for
problem solvingExtensive 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 depictionsSystematic and explicit instructionStudent think-aloudsPeer-assisted learningFormative assessment/progress monitoring
data for teacher useFormative 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…
http://www.bestevidence.org/math/elem/top.htm
West Virginia Department of Education
http://ies.ed.gov/ncee/wwc/Reports/Topic.aspx?tid=04
West Virginia Department of Education
http://www.iriscenter.com/resources.html
West Virginia Department of Education
Key Features of Intervention
West Virginia Department of Education
Tier 1: Core Instruction
West Virginia Department of Education
Definition Core instruction based on West Virginia CSOs
Focus All students
Program Standards-based mathematics instruction and curriculum
Key Features of Instruction
Active engagement; research-based mathematics practices; differentiated instruction
Interventionist General education teacher
Setting General education classroom
Grouping Whole group and small group for differentiation
Time Policy 2510 requirements
Assessment Universal screening (fall, winter & spring)
Tier 2: Targeted Intervention
Definition Programs and procedures to support Tier 1 and target specific skills
Focus Students identified with marked difficulties and insufficient response to Tier 1
Program Research-based interventions
Key Features of Instruction
Additional practice opportunities; explicit, scaffolded instruction; error correction; identification of misconceptions; peer interaction and collaboration
Interventionist
Personnel designated by school
Setting Learning space designated by school
Grouping Small groups with sufficient numbers of students to facilitate group interactions
Time 20-30 minute sessions, 3 times/week
Assessment Progress monitoring twice monthly on target skillsWest Virginia Department of Education
Tier 3: Intensive Intervention
Definition Customized instruction beyond Tiers 1 and 2
Focus Students with significant difficulties who have not responded to Tier 1 and Tier 2
Program Replacement program that provides intense intervention
Key Features of Instruction
More explicit and intense than Tier 2
Interventionist Personnel designated by school
Setting Learning space designated by school
Grouping Small groups with sufficient numbers of students to facilitate group interactions
Time Sufficient to provide replacement program instruction
Assessment Progress 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 studentsExamine student work
Assessment Strategies
How does a teacher assess a student’s mathematical understanding?
West Virginia Department of Education
Observe studentsExamine student workConduct individual
assessments
Assessment Strategies
West Virginia Department of Education
32+ 26
27- 14
West Virginia Department of Education
32+ 26
27- 14
West Virginia Department of Education
3+2
5
2+6
8
2-11
7-43
32+ 26
27- 14
How does a teacher assess a student’s mathematical understanding?
West Virginia Department of Education
Observe studentsExamine student workConduct 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.
http://wvde.state.wv.us/teach21/ResponsetoInterventionMath.html
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 3rd 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 Assessment
IMA supports standards-based
assessment in three critical
areas:1)Conceptual Understanding2)Procedural Skills3)Problem Solving
IMA supports standards-based
assessment in three critical
areas:1)Conceptual Understanding2)Procedural Skills3)Problem Solving
West Virginia Department of Education
http://wvde.state.wv.us/teach21/math-assessment.html
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 GeometryInformal Assessment Tasks
West Virginia Department of Education
M.O.2.3.1 Indentify and describe the following geometric solids according to the number of faces and edges:
rectangular solidcubecylindercone 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 2009
http://wvde.state.wv.us/oaa/acuityfaq.php
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 WESTEST2Custom test capability using 25,000 items
aligned with WV 21st Century CSOsInstructional resources to target
instructionImmediate 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
http://wvde.state.wv.us/teach21/StudentDocumentationForms.html
West Virginia Department of Education
Documenting RTI
West Virginia Department of Education
Tier Evidence
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.
http://www.nctm.org/intervention.aspx
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 [email protected]
Lynn Baker – Office of [email protected]
Linda Palenchar – Office of Special [email protected]
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.