GOOD MORNING AND WELCOME!!I AM THRILLED TO HAVE YOU HERE! Grab a snack and some water. Find a spot to sit. Share a fun summer adventure you had or

are still waiting to have. We will get started at 8:00.

MEQUON-THIENSVILLE SCHOOL DISTRICT MATH INTERVENTIONIST TRAINING KICK-OFF

August 19, 2013 K-5August 21, 2013 6-8

The RtI Process for MathGetting Started!

TODAY’S FORECAST Deepen our understanding of RTI for Mathematics

Differentiation vs Intervention Current RtI Research and Recommendations for mathematics RtI and CCSSM Connections

Understand the MTSD Tier 2 RtI Process

Intervention vs. Differentiation

This can be considered either…a brief primer

or a brief review.

DIFFERENTIATION VS INTERVENTION: A QUICK REVIEW

Quick WriteIntervention...

• What is it?• When do you intervene?• How does an intervention look like?• How might interventions for reading and math be

similar? How might they differ?

Share your thinking with your partner.

Is intervention the same as differentiation?

Differentiation

Focus is on the key concepts students need to be proficient at their current grade level/content area course

Supports the management of “unfinished business” from previous grades

A component of high quality Tier I Universal Instruction

Intervention

Focus is on specific foundational math concepts, that a student needs in order to become proficient with the grade level curriculum

Addresses “unfinished business” from previous grades

Provided in addition to Tier I instruction

WHEN MIGHT I INTERVENE? TIER IIThe data suggest a student needs instruction IN ADDITION to Tier I Universal Instruction because he or she:

- Is lagging behind the established grade level/district benchmarks

- Is not responding appropriately to Tier 1 instruction

- Is at risk for academic failure

TIER II AND III INTERVENTION OR EXTENSION

Intervention

Focus is on specific foundational concepts that a student needs in order to become successful with the grade level curriculum

Generally provided in addition to Tier I instruction

Critical thinking and problem solving are key.

Extension

Focus is on knowledge and skills that enable student to stretch grade-level work in deeper directions, not expose to later grades’ topics.

Critical thinking and non-routine problem solving are key.

Tier 1 Core Math Program

All StudentsUniversal Screening ( 3-4 times per year)

Effective with a Majority of StudentsDifferentiation/Extra Support Expected Before Moving to Tier II

Example RtI Model for Math (Intervention Focus)

Tier II – Selected15% of Students

Tier III – Intensive 5% of Students

Tier I - Universal Instruction

80% of Students

Tier IISmall Group InstructionTime in Addition to Tier ILinked to Student Needs

Aligned to Tier I Instruction

Progress Monitoring (1-4 times per month)

Tier III1-3 Students MaximumLaser Focus on Specific

NeedDiagnostic Assessment

Weekly Progress Monitoring

Greater Frequency and Duration

LEARNING PARTNER CHECK-IN1. Make eye-contact with someone across the

room. 2. Find each other and share your

understanding of differentiation and intervention.

3. Surface any questions you may have so far regarding how they are different.

Current Research For RTI in Mathematics Says…

CORE BELIEF SYSTEM – RTI MATH SPECIFIC

① All students can be mathematically proficient

② All students need a high-quality mathematics program

③ Effective mathematics programs must teach conceptual understanding, computational fluency, and problem solving skills.

④ Effective instruction matters and significantly impacts student learning.

Each is vital to a successful RtI modelEach belief must be held by all teachers delivering math interventions

We will revisit each

throughout our work together.

KEY THEMES OF CURRENT RESEARCH IN RTI IN MATHEMATICS

An effective math program (all tiers) should adequately develop mathematical proficiency in all students.

Early screening for at-risk status, particularly in primary grades, is key.

Incorporating a variety of instructional strategies to meet needs of struggling students is essential in all tiers.

Increased instructional time and supports for struggling learners in both Tier 1 and Tier 2 is essential.

KEY FINDINGS:MAJOR AREAS OF CONCERN Devastating long-term impact of entering first

grade with weak knowledge of number concepts and operation sense was a consistent finding in longitudinal research.

Devastating effects of poor preparation for algebra including weak knowledge of fractions, percentages, decimals and proportional reasoning and/or a limited ability to solve word problems.

Most assessments used are based on older standards with a heavy emphasis on computation.

EMERGING KEY RESEARCH THEMES FOR RTI & MATHEMATICS

Increased instructional time in addition to core mathematics taught in Tier 1.

Small-group instruction utilized in all tiers Explicit methods of instruction (e.g., CRA, Talk Moves) Use of concrete and pictorial representations to facilitate

conceptual understanding Strategy instruction for problem solving (e.g., Think

Aloud) Focus on problem solving skills (not just computation) Careful alignment of instruction and content in Tier 1

and Tier 2 Screening and progress monitoring to target deficit areas

Source: Adapted from Newman-Gonchar, R., Clarke, B., & Gersten r. (2009). A summary of nine key studies: Multitier intervention and response to interventions for students struggling in mathematics.Retrieved from www.centeroninstruction.com

LEARNING PARTNER CHECK-INCheck in with a table partner… Share a research idea that matches what you

have always thought or believed about successful math instruction or intervention.

Share a research idea that was “new to you” or that you wish to learn more about.

Reviewing current RecommendationsRtI Mathematics

IES PRACTICE GUIDE: ASSISTING STUDENTS STRUGGLING WITH MATHEMATICS: RESPONSE TO INTERVENTION FOR ELEMENTARY AND MIDDLE SCHOOL STUDENTS

US Department of Education Research-based education practices

Committee Chair: Russell Gersten

Published by:What Works Clearinghouse (April 2009)

IES PRACTICE GUIDEWHAT WORKS CLEARINGHOUSE (WWC)“The goal of this practice guide is to formulate specific and coherent evidence-based recommendations for use by educators addressing the challenge of reducing the number of children who struggle with mathematics by using “response to intervention” (RtI) as a means of both identifying students who need more help and providing these students with high-quality interventions.”

-- Back of front cover of IES Guide

WHAT IS THE PURPOSE OF THIS IES GUIDE?HOW MIGHT THE IDEAS SHARED BENEFIT US?Focused Reading✓ Answers to “What is the purpose of this IES Guide?”

+ Answers to “How might this guide help us as we implement RtI for mathematics.

ImportantIntroduction – p. 1 Assisting Students Struggling with Mathematics:

Response to Intervention Summary of Recommendations First 5 paragraphs p. 5 and p. 7

JIGSAW OF RECOMMENDATIONSRead and highlight Recommendation 2

With your group come to consensus on 3-4 important points you would like to share with the group.

Reflecting on our chart…name a grade, grade band, or K-8 initiative in math that we have been working on, studying, or have in place that supports the different recommendations.

Repeat this process for Recommendation 3

HOW DOES MTSD MEASURE?

As we reflect on our charts for Recommendation 2 and Recommendation 3, create a statement that describes MTSD’s alignment with the IES K-8 RtI Recommendations?

An Overview of the Math Intervention Cycle

MTSD Math

Dated 8/19/13

Identify Students

Identify Math Need

Create RtI Plan

Set the Baseline

Implement RtI Plan &

Progress Monitor

Analyze Impact of

Intervention

How the pieces fit together.

MTSD MathIntervention Cycle

MATHEMATICAL PRIORITIES

www.achievethecore.org www.pta.org/4446.htm http://parcconline.org/parcc-content-frameworkshttp://www.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf

Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K-2 (1) Addition and subtraction – concepts, skills and problem solving. (2) Place value

3-5 (1) Multiplication and division of whole numbers– concepts, skills, and problem solving (2) Fractions – concepts, skills, and problem solving

6 (1) Ratios and proportional reasoning (2) Early Expressions and Equations

7 (1) Ratios and proportional reasoning (2) Arithmetic of rational numbers

8 Linear algebra and linear functions

WHAT THE CCSSM MEANS…Rich Instruction- “teachers focus deeply on the major work of each grade, so that students can gain strong foundations: solid understanding, high degree of procedural skill and fluency, ability to apply the math they know to solve problems inside and outside of the math classroom”

Conceptual Understanding – “development of key concepts so that students are able to see math as more than a set of mnemonics or discrete procedures”

Expectations of Fluency- builds over time, flexible strategies, accurate, and efficient“It is not a matter of instilling facts divorced of their meanings, but rather as an outcome of multiyear process that heavily involves the interplay of practice and reasoning.” Progressions p.19

Identify Students

Identify Math Need

Create RtI Plan

Set the Baseline

Implement RtI Plan &

Progress Monitor

Analyze Impact of

InterventionMTSD Math

Intervention Cycle

TIER 2 STUDENT IDENTIFICATION PROCESSWho? and How?

Step #1 Grades 2-8: Students that fall between the 31st and

49th percentile and the 1st and 30th percentile on MAP Spring 2013/Fall 2013. (This information will be provided by Terry Brecklin to each grade level.)

Kindergarten: Approx. week 3 of school year: Administer Counting & Cardinality Screener to children that are “of concern.” Decide “who” at PLCs.

1st Grade: Review Kindergarten EOY Assessment Data. Classroom data from September 2013.

Identify Students

Identify Math Need

Create RtI Plan

Set the Baseline

Implement RtI Plan &

Progress Monitor

Analyze Impact of

Intervention

How the pieces fit together.

MTSD MathIntervention Cycle

INTERVENTION DOMAINS & STANDARDS

Use the current MAP RIT to identify and group studentsUse the NWEA & MPS Domain Alignment Chart Administer Critical Point Diagnostic Assessment to further pinpoint “math need” for intervention domain and grade

Establishes entry level math intervention domain and grade Progression for Domain focused interventions

OA NBT

NFRP

EELINEAR ALGEBRA

Teacher Name/ Room #

Student Last, First name

RIT Score

Grube-Thur Parra, Natalie 181

VanEss Markum, Bree 181

Strauss Hardy, Sam 182

Obradavich Lucroy, Gilby 183

VanEss Axelrod, Anna 184

Obradavich Hart, Hailey 185

Target RIT number for grade level, typical growth from NWEA database

• Grade 5 RIT Target: 217.8

Example: Grade 5

Focus is on their strategyand fluency with implementationof that strategy.

Identify developmental level:Level 1: Direct ModelingLevel 2: Counting OnLevel 3: Numerical Reasoning

How the pieces fit together.

MTSD MathIntervention Cycle

Identify Students

Identify Math Need

Create RtI Plan

Set the Baseline

Implement RtI Plan &

Progress Monitor

Analyze Impact of

Intervention

SET THE BASELINE FOR EACH STUDENT AND DEVELOP THE RTI PLAN

Begin an Intervention Plan Record Sheet (for each student)

Establish your baseline by using easyCBM. Record median score (baseline).

Record the times and activities on Student Intervention Plan Record Sheet

RESOURCES FOR INTERVENTIONS Existing resources:

e.g., It Makes Sense: Using 10 Frames to Build Number Sense and CCSSM alignment document.

Illustrative Mathematics (teaching tasks) Word Problem Charts for Gr K-2 OA(+/-) and Gr 3 OA (×/÷) Step-by-Step Model Drawing and MTSD Tape Diagram Resource Rekenrek Lessons Conceptua (Grades 3-8 Fractions) Possibility: Select Number Worlds Units (TBD)

Additional Resources (To be ordered): Teaching Student-Centered Mathematics: Developmentally Appropriate

Instruction for Grades K-2, 3-6 and 6-8. Focal Points Publications for PreK through 8th Grade

Howard County Grade Level Math Wiki (K-6) Howard County Grade 3 Math Wiki

K-5 Math Teaching Resources K-5 Math Teaching Resources

MTSD RtI Resources Website (just getting started!)

Identify Students

Identify Math Need

Create RtI Plan

Set the Baseline

Implement RtI Plan &

Progress Monitor

Analyze Impact of

InterventionMTSD Math

Intervention Cycle

IMPLEMENT PLAN & PROGRESS MONITOR Explicit Small Group Instruction

Teacher led Activity based – engagement in the Math Practices Approximately 20-30 minute segments Instruction Strategies:

Concrete Representational Abstract Think Aloud Word Problems

Record the times and activities on Student Intervention Plan Record Sheet

Progress monitor weekly or every other week (Thursdays) using intervention grade level easyCBM. Online version. 9 probes per Domain 16 items on each probe Can be administered on-line or paper and pencil

Identify Students

Identify Math Need

Create RtI Plan

Set the Baseline

Implement RtI Plan &

Progress Monitor

Analyze Impact of

Intervention

How the pieces fit together.

MTSD MathIntervention Cycle

ANALYZE IMPACT OF INTERVENTION Analyze progress made:

easyCBM Progress Monitoring Probes Additional assessments used during intervention

period Classroom-based assessments

If adequate progress has been made student returns to Tier 1.

If incremental but insufficient progress is being made continue with the same strategy for additional time OR look for a different strategy

If insufficient progress is being made identify and implement a different strategy.

Individual meetings with Melissa to review data

SMALL GROUP INTERVENTION EXAMPLEStudent RIT is 178-185#1 Identify Math Need – Use NWEA RIT Range Doc

Domain – Operations and Algebraic Thinking Grade – SecondStep #1: Administer Critical Point Diagnostic Assessment for Gr 2 OA

2.OA.1 Story Problem Standard (1-step & 2-step)2.OA.2 Fluently add and subtract within 20

Step #2: Teacher Anecdotal Observation: Student counts by ones Conclusion: Student needs explicit instruction on number strategies

#2 Administer easyCBM Grade 2 Operations & Algebraic Thinking probes 1-3 to establish baseline#3 Create RtI Invtervention Plan Go to MTSD RtI Site and open the Grade 2 Intervention Folder

Review “Progression of Learning 2.OA.2” and “2.OA.1” Select an appropriate intervention for 2.OA.2 from MTSD site or Howard County Math Wiki

2.OA.2 traces back to 1.OA.6 (number strategies to 20)#4 Implement RtI plan, progress monitor growth, and evaluate progress

INTERVENTION SAMPLES BY GRADE Review of grade-by-grade sampler for K-5

Progression of Learning StandardCritical Point Diagnostic AssessmentSample Intervention Activity or Task

Review of Gr 6 Ratio and Proportional Relationships

Key Understandings for 6.RP standards Critical Point Diagnostic Assessment for 6.RP Instructional Guide for 6.RP Intervention Resources for 6.RP.1, 6.RP.2, 6.RP.3

Under development Key Understandings and Instructional Guides for K-2 OA, 3-5 NF, 3-5 OA.

ADDITIONAL TRAINING/WORK DAYS K-5 RtI Training and Work Days :

September 26, 2013 November 7, 2013 January 9, 2014 March 18, 2014

6-8 RtI Training and Work Days: September 25, 2013 November 13, 2013 January 15, 2014 March 27, 2014

Thank you, Thank you, Thank you!