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

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

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Page 1: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

Decision-Making for Intervention

April 30, 2009 Webcast

RTI for Elementary Mathematics

Page 2: 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

Page 3: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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)

Page 4: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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

Page 5: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

Revised Timelines for Implementation

West Virginia Department of Education 2009

Page 6: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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

Page 7: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

Research-Base for RTI in Mathematics

West Virginia Department of Education

Page 8: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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

Page 9: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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

Page 10: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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

Page 11: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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)

Page 12: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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)

Page 13: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

West Virginia Department of Education

School teams need to analyze instruction, intervention methods,

resources and the available research-based evidence

supporting their use…

Page 14: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

http://www.bestevidence.org/math/elem/top.htm

West Virginia Department of Education

Page 15: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

http://ies.ed.gov/ncee/wwc/Reports/Topic.aspx?tid=04

West Virginia Department of Education

Page 16: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

http://www.iriscenter.com/resources.html

West Virginia Department of Education

Page 17: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

Key Features of Intervention

West Virginia Department of Education

Page 18: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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)

Page 19: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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

Page 20: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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

Page 21: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

Update from Washington, D.C.

Page 22: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

How does a teacher assess a student’s mathematical understanding?

West Virginia Department of Education

Page 23: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

How does a teacher assess a student’s mathematical understanding?

West Virginia Department of Education

Observe students

Assessment Strategies

Page 24: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

How does a teacher assess a student’s mathematical understanding?

West Virginia Department of Education

Observe studentsExamine student work

Assessment Strategies

Page 25: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

How does a teacher assess a student’s mathematical understanding?

West Virginia Department of Education

Observe studentsExamine student workConduct individual

assessments

Assessment Strategies

Page 26: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

West Virginia Department of Education

32+ 26

27- 14

Page 27: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

West Virginia Department of Education

32+ 26

27- 14

Page 28: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

West Virginia Department of Education

3+2

5

2+6

8

2-11

7-43

32+ 26

27- 14

Page 29: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

How does a teacher assess a student’s mathematical understanding?

West Virginia Department of Education

Observe studentsExamine student workConduct individual

assessments

Assessment Strategies

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

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.

Page 31: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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

Page 32: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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.

Page 33: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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

Page 34: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

West Virginia Department of Education

Page 35: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

Data-Based Decision-Making

Using Assessment to Inform Instruction

West Virginia Department of Education

Page 36: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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?

Page 37: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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?

Page 38: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

West Virginia Department of Education

Assessment information provides the answers to

these questions.

Page 39: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

Currently Available Data Sources

Page 40: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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

Page 41: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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.

Page 42: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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.

Page 43: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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

Page 44: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

Using Acuity for RTI

West Virginia Department of Education 2009

http://wvde.state.wv.us/oaa/acuityfaq.php

Page 45: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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

Page 46: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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.

Page 47: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

Managing the Data and Documenting RTI

West Virginia Department of Education

Page 48: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

http://wvde.state.wv.us/teach21/StudentDocumentationForms.html

West Virginia Department of Education

Page 49: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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.

Page 50: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

http://www.nctm.org/intervention.aspx

Page 51: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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

Page 52: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

West Virginia Department of Education

Page 53: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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]

Page 54: Decision-Making for Intervention April 30, 2009 Webcast RTI for Elementary Mathematics

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.