Math and Writing RTI Won’t get fooled again. What do you mean by “Don’t get fooled again?” “So what interventions do I use?”

Math and Writing RTI Wont get fooled again

What do you mean by Dont get fooled again? So what interventions do I use?

Objectives Look at an infrastructure for rolling out new content areas. Examine the necessary pieces for Math RTI implementation. Examine the necessary pieces for Writing RTI implementation.

Expectations Demonstrate good audience skills Silence cell phones Hold side conversations out of ear shot of others Engage in active listening Participate in partner discussions If you need a break, take one

Partnerships Pick someone near you to be your partner. The person with the next birthday is coffee. The other person is cream.

So how do we make this happen? Universal screener Core Curriculum with strong instruction Decision rules and protocol Progress Monitoring Interventions

Research for this presentation

Specific RTI mathematics studies for a recent annotated bibliography totaled 9 studies

Do not worry about your problems with mathematics, I assure you mine are far greater. -Albert Einstein

Why math? Why now? Completing Algebra II correlates powerfully with college graduation and earning in the top quartile of income Job growth in math and science outpaces other fields 3:1 Demands for remedial college math are vast and growing Large disparities in math achievement according to race and income New Oregon diploma requirements

Common Contributors to Math Failure Curriculum and instruction breakdown Our cultural Mindset (Dweck) Mindset: the belief that learning is based on either EFFORT or TALENT. It is especially pervasive in our society: one is either good or bad at math, for example. In many other countries, math achievement is attributed to effort!

Create a growth mindset around Mathematics. There is no MATH GENE Improve teachers knowledge about Mathematics. Provide professional development in practices, not just programs.

Universal screener Match your instructional philosophy to universal screener and progress monitoring tools.

University of Oregon College of Education Center on Teaching and Learning C TL 16 Recommendation 1 Screen all students to identify those at risk for potential mathematics difficulties and provide interventions to students identified as at risk. Institute of Education Sciences Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Level of Evidence: Moderate

It is cleaner to have the same Universal Screener and Progress Monitoring tool. Most of the research is around progress monitoring tools, which are then applied to screeners.

Curriculum sampling + Direct link to grade level instruction + Helpful in designing remediation - only shows growth across 1 year - must be linked to a curriculum Robust indicators + Across multiple grade levels + Predictive of future outcomes - Less helpful in providing diagnostic information 2 types of CBM (Fuchs 2004)

Universal Screening The Math Measures: K-1: Missing Number (CBM) Grades 2-5: Basic Facts (CBM)

Number Identification - K One Minute assessment Individually administered

Missing Number - 1 One Minute assessment Individually administered

Computation 5 Two to four Minute assessment (depending on grade) Group administered

EasyCBM Concepts and applications

Norm Referenced Average Range 100 percentile 1 percentile Low Risk Some Risk High Risk

Math Screening & Monitoring

Universal screener Core Curriculum with strong instruction

Tier I 45-90 minutes core instruction K-12 curriculum alignment Explicit, systematic instruction Teach content to mastery Focus on fractions!

Common Core Conceptual understanding Problem solving Computational fluency Mathematics Instruction

Adding it Up, National Research Council, p. 117

Curricular Content Focus + Coherence = Depth Breadth

Linear proficiency vs. Spiraling (Closure after Exposure)

Fidelity to the core 1.NCTM principles and standards 2.The scope and sequence 3.State and common core standards 4.Common instructional strategies

Content Standards/Focal Points 1.Number and Operations 2.Algebra 3.Geometry 4.Measurement 5.Data Analysis and Probability Process Standards 6.Problem Solving 7.Reasoning and Proof 8.Communication 9.Connections 10.Representations NCTM

Talk Time Coffee please answer the following question: How is Math screening implemented in your school/district? Coffee please answer the following question: How is your Math core program implemented? How is it aligned with Common Core and NCTM? With extra time switch questions

Universal screener Core Curriculum with strong instruction Decision rules and protocol

Who needs tiers 2 and 3? Necessary Deliberations: Setting cut scores Weighing resources against needs Borderline students Anne Foegen, Ph.D. Iowa State University

Crook County Program focused protocol

Tigard-Tualatin Instruction focused protocol with technology focus

Decision Rules CBMs are given every other week to monthly Review trend lines every 12 weeks We need a longer intervention period because: Growth on math CBMs happens in small increments

Decision Rules Consider exit criteria with easyCBM At what percentile are you going to move out of intervention? Consider exit criteria with OAKS Meets FallWinterSpring Third 273235 Fourth 293033 Fifth 273235 easyCBM Tech report # 1104, 09-10

Universal screener Core Curriculum with strong instruction Decision rules and protocol Progress Monitoring

University of Oregon College of Education Center on Teaching and Learning C TL 42 Recommendation 7 Monitor the progress of students receiving supplemental instruction and other students who are at risk. Institute of Education Sciences Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Level of Evidence: Low

Growth trajectories for responders/non responders can be based on local and class or grade performance Or use projected rate of growth from national normseg AIMSweb 50 th %tile Grade 1,.03 digit per week growth Grade 3,.04 digit per week growth Grade 5,.07 digit per week growth

Talk Time Coffee please answer the following question: What commonalities do you see between the two Math Protocols? Cream please answer the following question: How are you currently using progress monitoring and decision rules? With extra time switch questions

Universal screener Core Curriculum with strong instruction Decision rules and protocol Progress Monitoring Interventions

University of Oregon College of Education Center on Teaching and Learning C TL 46 Recommendation 2 Instructional materials for students receiving interventions should focus intensely on in-depth treatment of whole numbers in K-5 and on rational numbers in grades 4-8. Institute of Education Sciences Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Level of Evidence: Low

University of Oregon College of Education Center on Teaching and Learning C TL 47 Recommendation 3 Instruction provided in math interventions should be explicit and systematic, incorporating modeling of proficient problem-solving, verbalization of thought processes, guided practice, corrective feedback and frequent cumulative review. Institute of Education Sciences Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Level of Evidence: Strong

University of Oregon College of Education Center on Teaching and Learning C TL 48 Recommendation 4 Interventions should include instruction on solving word problems that is based on common underlying structures. Institute of Education Sciences Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Level of Evidence: Strong

University of Oregon College of Education Center on Teaching and Learning C TL 49 Institute of Education Sciences Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Recommendation 5 Intervention materials should include opportunities for students to work with visual representations of mathematical ideas, and interventionists should be proficient in the use of visual representations of mathematical ideas. Level of Evidence: Moderate

University of Oregon College of Education Center on Teaching and Learning C TL 50 Institute of Education Sciences Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Recommendation 6 Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic arithmetic facts. Level of Evidence: Moderate

Interventions Emphasis on research-based instructional strategies (not programs) Increase opportunities to practice a skill correctly Guided practice (I do, We do, You do) Correction routine There are few research based curricula available, but some are being developed Time continues to be a factor

http://ies.ed.gov/ncee/wwc/

RTI for identification is only possible if tiered support and corresponding elements are in place Professional Development is critical in enhancing both the teaching of mathematics and data based instructional decision making Districts and schools should think of developing math specialists similar to reading specialists Our understanding of how best to teach and assess mathematics is rapidly expanding Stay connected and be flexible in your approach to supporting mathematics achievement Ben Clarke & Scott Baker

Talk Time First cream, then coffee, share one thing that you can do to help make Math RTI happen in your district.

Writing

Why Writing Up to two-thirds of the new jobs in the near future will require a college education and high-level literacy skills, including the ability to write clearly, cogently, and effectively At present, 90% of white collar workers and 80% of blue collar workers say that writing is important to their job success For salaried jobs, writing has become a gateway to hiring and promotion Dr. Steve Graham, Vanderbilt

Shift in thinking: Teaching writers not writing How to give universal screeners How to score work samples

Universal screener

Universal Screener Roll of work samples We have them Subjectively scored Training needed Alphabetic principle screener (K-1) Letter sounds NWF

Advantages to using Writing CBMs Objective High Reliability High correlation with performance of norm referenced achievement tests and teacher judgments of quality at the elementary levels Sensitive to student growth in written expression across 10 and 16 week periods (Tindal & Marson 1990)

Universal screener CBM Written Expression Group or individual administration Story starter One minute to plan & three minutes to write story Heartland AEA: CBM 2001

Universal screener Story Starters Cross-Age Suitable for All Benchmark Grades 1. I couldnt fall asleep in my tent. I heard this noise outside and 2. My father sold his store last year and my whole family 3. All during the day I was nervous. I ran home at 3:00. When I got home

Writing CBM Correct Writing Sequences Total Words Written (TWW) Grade 2 ^and ^ he ^was ^ jumping ^ on descs and ^ when ^ we tride to ^ get ^ him ^ he ^ would ^ climb ^ up ^ on ^ top ^ of ^ the cupberds and ^ we ^ could ^ not ^ reach ^ him ^. ^ When ^ we ^ went ^ up their on ^ a Ladder he ^ would ^ jump ^ on ^ a ^ light ^. TWW: 42 CWS: 34

Correct Writing Sequences A correct writing sequence refers to two adjacent writing units (word/word or word/punctuation) that are acceptable within the context of what is written. The term acceptable means that the writing sequence is syntactically and semantically correct. Heartland AEA: CBM 2001

Correct Writing Sequences Heartland AEA: CBM 2001 A correct writing sequence refers to two adjacent writing units (word/word or word/punctuation) that are acceptable within the context of what is written. The term acceptable means that the writing sequence is syntactically and semantically correct.

Correct Writing Sequences Heartland AEA: CBM 2001 Correct... Capital letters Ending punctuation Spelling Syntax Semantics

CWS Procedures Scott Grade 2 ^and ^ he ^was ^ jumping ^ on descs and ^ when ^ we tride to ^ get ^ him ^ he ^ would ^ climb ^ up ^ on ^ top ^ of ^ the cupberds and ^ we ^ could ^ not ^ reach ^ him ^. ^ When ^ we ^ went ^ up their on ^ a Ladder he ^ would ^ jump ^ on ^ a ^ light ^. TWW: 42 CWS: 34

Scoring Total Words Written (TWW) When scoring TWW underline each word written A word is any letter or group of letters separated by a space, even if the word is misspelled or a nonsense word. Examples: The sky was blue TWW = 4 The sky was blue TWW = 4 The sky was blew TWW =4 The sky was blew TWW =4 I tuk a baf TWW = 4 I tuk a baf TWW = 4 I tuka baf TWW = 3 I tuka baf TWW = 3

Universal screener Core Curriculum with strong instruction

Primary Grades Students spend only 20 to 30 minutes a day writing (with little of this time spent writing expository text) 40% of teachers make few or no adaptations Very little time devoted to teaching process Students rarely use computers to write Little connection between school and home in terms of writing One-third of teachers indicate their college teacher preparation program were inadequate Dr. Steve Graham, Vanderbilt

Intermediate Grades Research 15 minutes a day spent teaching writing 25 minutes a day spent writing (research reports, writing to inform, & persuasive writing infrequent) There is little computer use 67% of teachers indicate their college teacher preparation program was inadequate Teachers use research-based practices infrequently

Problems with Written Language Instruction Minimal attention to explicit writing instruction Minimal time allocated to writing tasks Writing instruction is introduced too late in the curriculum Writing is disconnected from the curriculum

Meta analysis of writing research practices Effect size .02 = Small effect size .50 = Medium effect size .80 = Large effect size

Steve Grahams Research 1.Strategy Instruction (ES =.82 N = 22) For struggling writers (ES = 1.14) 2.Peer Assistance (ES =.75, N = 7) 3.Setting Product Goals (ES =.70, N = 5) 4.Word Processing (ES =.55, N = 18) Effect size doubles for struggling writers 5.Sentence Combining (ES =.50, N = 5) 6.Process Approach (ES =.32, N = 21) No effect for struggling writers

Typical instruction Definition Examples Decontexualized practice (worksheets) Recommended instruction Examples Definition Guided practice in context THEN within the students writing Grammar ES = -.32, N = 11

Instruction in Written Language Provide explicit instruction in both process and mechanics Provide more demonstration of writing process procedures Provide more demonstration of the revision process Increase use of self monitoring/self assessment

Talk Time Coffee please answer the following question: How do you assess students writing? How do/can you use this information for systematic decisions? Cream please answer the following question: What do you use for a core writing program? How does it align to the national research With extra time switch questions

Universal screener Core Curriculum with strong instruction Decision rules and protocol

Placement Student complete total words written CBM Below 30 th percentile placed in Tier II Emergent/Pre-writing level on the report card are red flagged Kindergarten and first grade

Placement Student complete total words written and correct word sequences CBM Below 30 th percentile placed in Tier II Student receiving 1s or 2s in Organization, Conventions, and Sentence Fluency Second through fifth grade

Universal screener Core Curriculum with strong instruction Decision rules and protocol Progress Monitoring

Progress monitoring Probes are given every other week Trend lines are reviewed every 12 weeks Scoring Total words written: fluency Correct writing sequences: fluency and mechanics

TTSD Decision Rules Intensifying intervention: If progress is below the expected rate after 12 weeks of Second Tier Intervention, students move to Third Tier Intervention. If progress is below the expected rate after 12 weeks of Third Tier Intervention, EBIS makes a referral to special education.

Universal screener Core Curriculum with strong instruction Decision rules and protocol Progress Monitoring Interventions

There still isnt more time!!! Small group and guided writing in class

Specific areas of intervention Handwriting (to increase fluency) younger students Spelling/phonics Typing Summarizing Schematic structure of paragraphs Prewriting Study of models

Intervention programs Kindergarten Phonemic awareness intervention 1-5 Reasoning and Writing Language for Writing Step up to Writing 4 Square Writing

Talk Time First cream, then coffee, share one thing that you can do to help make Writing RTI happen in your district.

Big idea

Documents

Math and Writing RTI Won’t get fooled again. What do you mean by “Don’t get fooled again?” “So what interventions do I use?”