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Demographic Data● Located in Central Pennsylvania (near State College)● Penns Valley Elementary/Intermediate School
○ A school within a school■ K-4 (208 students)■ 5 & 6 (220 students)
● 3rd Grade (2016-2017 school year)○ 45 students○ 2 classroom teachers○ 1 shared learning support teacher
for K-5● 28% Free and Reduced Lunch
Getting Started
● Classroom Culture○ “Awesome Oops”○ Reward Systems
● Strengthen Core Instruction○ Think Alouds
■ Not “what” but “why”○ DIBELs Screening
Implementing CRA
● “An instruction design for mathematics that provides more explicitness with abstract concepts.” (PaTTAN Mathematics, 2017)○ C = Concrete○ R = Representational○ A = Abstract
Key Points of CRA● NOT a program!● Not just for your Tier 2 or 3 kids● Builds a foundational understanding of place value● Tactile for hands on learning● Easy to differentiate● Consistent language● Start early!
Best Practices● Fact Fluency
○ Drill Sandwich, Incremental Rehearsal○ XtraMath, Front Row Fact Fluency
● Think Alouds● Math Tasks
○ Grades 3-5○ 2nd-HS
● UPS Check
Brainstorm!Using CRA or Think Alouds,
create 2 hands-on learning experiences related to your
grade-level content.
Explore a math task option you could use in your math
class.
Best Practices● Response Opportunities
○ Allow students to answer○ Active Participants○ Maintain focus/attention
● Errorless Teaching○ Set up students for success○ Provide the answer before
asking for student response
Math and a Half● 60 minutes of on-grade level instruction● 30 minutes of math MTSS● MTSS immediately following math class
○ Tier 1 - preview, enrich, accelerate■ 80%+ of your class should be proficient
○ Tier 2 - review and preview○ Tier 3 - small group intervention
■ CRA■ SRA
Math ChangesSeptember to December:
● Kept students in homerooms
● More “whole group” style● Heterogenous classes
with leveled grouping as needed
● 1 para per classroom for 60 minutes
January to June:
● Level between classes● 26 Tier 1
○ No para support● 16 Tier 2 and 3
○ 2 paras to run small group stations
● 90 minutes with built-in systems of support
Leveling● 2016-2017
○ Initial leveling within 3rd grade alone○ Flexible groupings○ Small groups within leveled classes
● 2017-2018○ Competency-Based in 3rd and 4th
■ 4 levels ■ Support provided where needed
Teaming● COMMUNICATION● Google Drive and Docs● Be open to sharing● Observe one another● Make time
○ Working lunches○ Meet right after school
● Be okay with failing
Supports● Students from higher grade levels to 1:1 tutor● Para-educators supported and ran stations
within Tier 2● Special educator provided Tier 3 with
research-based intervention programs and methodologies○ SRA○ CRA
Brainstorm!Based on what we have shared regarding resources, how can you increase supports in math - either through your teaching strategies or through outside
support?
DIBELS Math Early Release Overview● All students do math screener at the beginning of
the year, mid-year, and end-of year● 2 Timed Assessments (Grades 2-6)
○ Computation ○ Concepts & Application○ Screenings administered whole group
● Multiple timed assessments (Grades K-1)○ Screenings administered 1:1
DIBELS Math Administration and ScoringTesting Procedure
● DIBELS Computation (3rd Grade) Fall Benchmark assessments are being distributed○ Do not flip over paper until you are told to do so○ You will have 6 minutes to solve as many problems as
possible● Grading Computation
○ Give 1 point for each correct digit in the correct place value
DIBELS Math Administration and ScoringTesting Procedure
● DIBELS Concepts and Application (3rd Grade) Fall Benchmark assessments are being distributed○ Do not flip over paper until you are told to do so○ You will have 12 minutes to solve as many problems as
possible● Grading Concepts and Application
○ Check answer key and scoring guidelines for each assessment
Tier Placement● Screening benchmark data in conjunction with local district
assessments used to determine Tier placement● Tier 3 = 5% - 10% of students
○ Same group until Tier Movement every 18 weeks● Tier 2 = 10% - 15% of students
○ Flexible group○ Students could move in and out
● Tier 1 = All Students○ CORE Instruction
Rate of Improvement (ROI)What is it?
● Measures change over time on progress monitoring measure● Used to determine whether or not a student responds or does not
respond to an intervention○ How Low?
■ How different is the student from peers on benchmarks and grade level standards?
○ How Slow?■ How different is the student from peers on Rate of Improvement?
● Students in Tier 2 and Tier 3 need to make accelerated growth to catch up to peers
Rate of Improvement (ROI)How does it work?
● Tier 2 and Tier 3 students progress monitored (PM) every week with DIBELS Math○ Computation one week, Concepts and Applications the next○ PM entered into Rate of Improvement spreadsheet
● Data analysis○ Continuous monitoring of ROI
■ ROI showing catch-up growth? Students continue current intervention
■ ROI not showing catch-up growth? Change the intervention to help move the student to an acceptable level of proficiency
Interventions for Tier 3● Task Analysis
○ Identifies student misconceptions● SRA Corrective Math
○ Scripted, errorless, intense daily intervention● Fact Fluency everyday
○ Minimum of 10 minutes● DIBELS
○ Students progress monitored on their levels ● This year: Spring Math
SLOs● You are collecting the data anyway● Use the data to determine SLO need● SOLO Rubric:
○ Prestructural○ Unistructural○ Multistructural○ Relational
Brainstorm!How can you use progress
monitoring data in your current math class? If you do not have access to DIBELS or AIMSWeb, what data can you
use?
How will you change interventions and support
based on ROI data?