vol 1 issue 2 fall 2010

Math Teachers Press, Inc.

4850 Park Glen Road

Minneapolis, MN 55416

phone 800.852.2435

fax 952.546.7502

mathnow@movingwithmath.com

www.movingwithmath.com

focalpointO F F I C I A L P U B L I C AT I O N O F MATH TEACHERS PRESS, INC.

Response to Intervention (RTI)—an early detection system to assist struggling students

before they fall further behind—typically has three tiers.

Tier 1, the high quality, whole class instruction that all students receive, includes a

universal screening.The screening should occur in the beginning and middle of the year

and identify which students have mathematics difficulties and require research-based

intervention.

Tier 2 interventions may receive supplemental small group math intervention for 20 to

40 minutes, four to five times each week.

Tier 3 interventions usually involve one-on-one tutoring for those students not

succeeding in tier 2 interventions. Ongoing analysis of student performance is essential

for tier 3 students.

Moving with Math® materials are RTI Ready™ to provide both universal

screening and high quality instruction for struggling learners. In fact,

Moving with Math® materials address all eight recommendations or best

practices for RTI recommended by What Works Clearinghouse.

✔✔ Predictive Screening

✔✔ In-Depth Instruction

✔✔ Systematic and Explicit Instruction

✔✔ Solving Word Problems

✔✔ Physical and Visual Representations of Math Concepts

✔✔ Fluency-Building Activities

✔✔ Progress Monitoring

✔✔ Motivational Strategies

For a complete copy of the What Works Clearinghouse article,“Assisting Students

Struggling with Mathematics: Response to Intervention (RTI) for Elementary and Middle

Schools,” please visit the IES website at: http://ies.ed.gov/ncee/wwc/publications/prac-

ticeguides/

Moving with Math® is RTI Ready

~ Focus on Assessment

for RTI

~ Product Focus:

Moving with Math®

Foundations

~ Using MAP Scores to

Choose Curriculum

~ NCSM Foci

~ A Message to Our

Valued Customers

~ Upcoming Events and

Workshops

focus on Response to InterventionWhole Group Small Group

Tier 3Tier 2Tier 1

One-On-One

“The tests frequently are notaligned to the teaching materials. This misalignmentfurther dilutes teachingefforts, as teachers must addto their long list of goals, coverage of the major topicsemphasized on standardizedtests.”Adding It Up,National Research Council,2001

A Maryland math administrator using Web-

Based Assessment stated,“Teachers knew

the strengths and weaknesses of their stu-

dents on the second day of class! Their

groups were already formed, too. It made

their lives much easier and they were able

to deliver instruction that helped all stu-

dents be successful.”

The Moving with Math Universal

Screening Assessment for

kindergarten–high school students allows

administrators and

teachers to easily identi-

fy students at risk for

potential math difficul-

ties.The Screening

Assessment results will

assist administrators

and teachers in identify-

ing a student’s appro-

priate tier for Response

to Intervention.All

assessment questions

are correlated to the NCTM Focal Points,

to the Common Core Standards as appro-

priate, and to state standards.

Moving with Math’s optional Web-Based

Assessment allows students to take assess-

ments at any computer connected to the

Internet.The user-friendly format includes

only one test question per screen and

District Administrators have the option of

selecting the format: open-ended or multi-

ple choice. Great note for Special

Education Instructors; The Web-Based

Assessment is also compatible with text

reader software!

A universal screening assessment is a

requirement of RTI, but it only becomes

powerful when the data is used

effectively...

Immediate, formative reports are available

for teachers as soon as a student has com-

pleted any assessment.Teacher Reports

will help plan instruction for the whole

class, small group, or individual student.

Teachers may use the reports to easily and

quickly identify the strongest and weakest

skills for the entire class, identify students

2 www.movingwithmath.com

focalpoint fall 2010

With the growing trend of school districts

implementing Response to Intervention,

administrators are finding it difficult to

find a math solution that includes a

Universal Screening Assessment which

matches an intervention curriculum and

has proven results. A Virginia math admin-

istrator stated,“The universal screener

drives Response to Intervention. It only

makes sense they would match.”

However, Adding It Up, a study done by

the National Research Council in 2001,

found that the tests

frequently do not

match the curriculum

and that “the quality

of instruction

depends on how

teachers interpret

and use information

from assessment.”

Often times, an

assessment like a uni-

versal screener is administered, but the

data is not easily accessible or usable by

the educator working with the student.

Therefore, how can educators use the

valuable screening data to meet the needs

of their students in Tiers II and III?

The solution: Math Teacher’s Press. Our

Universal Screening Assessment reports

matched to our intervention curriculum

will ensure that your RTI educators are

effective in reaching your struggling

learners.This assessment is available in

paper/pencil and web-based versions.

for cooperative learning groups based on

mixed ability or unmastered skills, and

identify those students who need targeted

intervention. All reports are correlated to

the NCTM Focal Points, to the Common

Core Standards, and to state standards.

The Individual Student Progress Report

helps teachers to effortlessly complete

Individual Educational Plans for those stu-

dents identified as Tier 3.“This report is an

excellent communication tool between

classroom teacher, parent, and interven-

tionist. It is also a great way to set goals

between educator and student,” says Ms.

Betty Bagtas, former South Carolina Math

Director and National Consultant for

Improving Learning, Inc.

Wilson and Kenny’s Classroom and Large-

Scale Assessment Report from 2003 found,

“If mathematics teachers were to focus

their efforts on classroom assessment that

is primarily formative in nature, students’

learning gains would be impressive...

formative assessment does improve

learning and the achievement gains are

among the largest ever reported for

educational interventions.”

Tier 1Classroom Screening Assessment

Intervention

Differentiated Instruction by Development Level and Learning Style

Tier 2Small Group Interventions

Tier 3 Individualized,

Intensive Intervention

Paper/Pencil

Web-Based

Focus On AssessmentUniversal Screening Drives RTI

Moving with Math® Foundations by

Topic is an effective resource for RTI at

the elementary level. Hands-on, manipula-

tive activities included in the program are

research-based and help students improve

their understanding of basic math con-

cepts.

Foundations is a topic-focused, standards-

based elementary math curriculum

designed to build critical math concepts

in a variety of settings: comprehensive or

targeted intervention in the classroom or

as a pullout, RTI, and Special Education.

AAsssseessssmmeenntt

Universal screening, daily, and weekly

progress monitoring are requirements for

RTI programs. Foundations offers both

with built-in assessment tools. NCTM-corre-

lated Pre- and Post-Tests for each topic give

teachers the opportunity to differentiate

instruction based on the

needs of the class as a whole,

small groups, and individuals.

Daily Reviews and Weekly

Checkpoints assess progress

and allow teachers to redirect

their teaching plans based on

data. Assessments are corre-

lated to most state standards

and, as appropriate, to the

Common Core Standards.

IInnssttrruuccttiioonn

Foundations follows Jean Piaget’s three

stages of learning: concrete, representa-

tional, and abstract (CRA). Every Moving

with Math lesson begins with a teacher-

led, hands-on activity. Lessons are explicit-

ly laid out with step-by-step instructions

for teachers.This built-in professional

development is one major reason that

Moving with Math students achieve the

gains they do. Research says that students

who use manipulatives every day are

engaged in problem solving every day and

become better problem solvers.

AA TTyyppiiccaall LLeessssoonn

All Moving with Math programs follow

the Moving with Math Learning System,

a well-organized system of assessment and

instruction all of which is linked to

objectives.

Students begin each lesson with a 5-ques-

tion daily review. The lesson plans include

a description of the objective, materials

needed for the hands-on lesson, and new

vocabulary words. Lightly scripted lessons

guide teachers through the hands-on activ-

ities.

When the hands-on activity is over, teach-

ers and students move on to a visual rep-

resentation in which students see draw-

ings of the manipulatives.This is an inte-

gral step in Piaget’s three stages of learn-

ing. The representational drawings help

students connect the hands-on activity to

the abstract work with numbers and sym-

bols.

Finally, students practice with abstract

problems that use numerals and symbols.

Follow-up activities include playing games

and writing journal prompts and addition-

al practice for each objec-

tive. A variety of assessments

allow students to step back

and look at the big

picture of the concept. Error

analysis allows teachers to

catch misconceptions, before

they become habits.

MMaatthh LLiitteerraaccyy

Age-appropriate children’s

literature is effectively inte-

grated into the lessons.

Foundations includes a list of recom-

mended stories, a summary of each story,

and an activity connected to math and

other curricula such as art, science, or

music.

RReessuullttss

Moving with Math programs have been

evaluated by independent research teams

as well as by school districts.These studies

showed statistically significant achieve-

ment gains. Please call 800-852-2435 for a

Student Achievement Brochure.

Foundations fulfills the eight recommen-

dations on the RTI checklist.A proven

track record of results gives school dis-

tricts confidence that Foundations can be

an integral component for RTI. 3www.movingwithmath.com

focalpointfall 2010

Product Focus: Moving with Math® FoundationsRTI by Topic, Helps Improve Student Gains Using MAP Scores to

Place Students in Foundations

Districts using NWEA (MAP) Assessments

will find it easy to place students in the

correct topic from the Foundations

series. For example, a third grade student

with a RIT score of 180 falls within a band

that should begin with Foundations A2:

Addition and Subtraction; a fifth grade

student with a RIT score of 196 should

begin with Foundations B1: Number

Sense, Addition, and Subtraction.You

may call 800-852-2435 and ask for an

educational consultant to help you place

your students.

NCSM FocusCommon Core Standards andCoaching

NCSM recently identified two goals for

2010–2011 in the teaching and learning of

mathematics: implementation of Common

Core Standards and the use of

Elementary Mathematics Specialists.

NCSM and NCTM endorsed the imple-

mentation of the Common Core State

Standards (CCSS) which encourage the

development of more “focused and

coherent instructional materials and

assessments that measure students’

understanding of mathematical concepts

and acquisition of fundamental reasoning

habits, in addition to their fluency with

their skills.” The organizations also sup-

port the development of assessment

systems to inform instruction and monitor

student growth and progress.

NCSM and NCTM also recommend the

use of Elementary Mathematics

Professionals (EMS) in elementary schools.

EMS professionals have an extensive

knowledge of mathematical content and

are able to use effective instructional

strategies in working directly with

students. In addition, they are leaders who

skillfully assist teachers in improving the

teaching and learning of mathematics.

focalpoint

amessage to our valued customers...Oct. 7–8, 2010—Denver, CONCTM RegionalBooth #101

Workshop: October 7, 2pm-3pm, RmKorbel 3B

Oct. 14–15, 2010—Baltimore, MDNCTM RegionalBooth #815, 817

Workshop: October 14, 3:30pm-4:30pm, Rm 303

Oct. 28–29, 2010—New Orleans, LANCTM RegionalBooth #204, 206

Nov. 4–6, 2010—Baltimore, MD(NMSA) National Middle SchoolAssociation Booth #627

Nov. 5–6, 2010—Palm Springs, CA(CMC-South) California Mathematics CouncilBooth #424

Apr. 11–13, 2011—Indianapolis, INNCSM Annual Conference

Apr. 13–16, 2011—Indianapolis, INNCTM Annual Conference

Booth #2223, 2225, 2227, 2229

For a complete list visit:www.movingwithmath.com

official publication of Math Teachers Press, Inc.4850 Park Glen Road • Minneapolis, MN 55416

www.movingwithmath.com

Dear Friends,

Next year Math Teachers Press will celebrate its 30th year of dedication tohelping all students achieve mastery andan appreciation for the importance ofmath in the real world. Thank you forbeing part of this journey. We continueour shared dedication as we look forwardto the opening of a new school year. AllMoving with Math programs have consistently begun the instructionalprocess by carefully selecting high butreasonably attainable objectives for eachgrade.The importance of assessment asthe engine that drives the instruction isthe focus of this second newsletter.

In response to requests from our best customers, we began providing web-basedassessments for screening, monitoring,differentiating instruction, and measuringgrowth.We are excited that four out ofseven Moving with Math programs haveboth paper-and-pencil tests and web-basedtests, and we will continue in that direction.4

Wishing you a very enjoyable and satisfying school year,