MTSS Math Case Study

Nick Smith Grade 4

1 | P a g e IPST Forms are located in the MTSS Guidebook on pages 71 - 89

A PMP was triggered in Math for Nick since he scored a

Level 1 on the FCAT Math Assessment in grade 3, the

previous year. Nick's teacher notices that Nick is

performing below grade level in math and so she begins

to investigate his educational history as to why he is

struggling in math. To guide her through this process,

she uses IPST Form 1 to help her consider all factors that

might influence this area of concern.

Nick Smith

10 years old

4th grade

Current School: X Elementary

Nick is an only child living with both parents, both parents work. Dad is a banker, mom is a

teacher and English is the only language spoken. Parents both graduated from college. Mother

claimed difficulty in math and father none. Nick puts effort in homework but is becoming

discouraged due to difficulties in math. Nick plays soccer and is in scouts. He has close friends.

Nick has a history of asthma and he uses an inhaler. The number of absences for current school

year: 2 The number of absences for previous school year: 13 No tardies documented. Nick

moved to Florida from Tennessee during his 2nd grade year.

Nick has met all developmental milestones as expected according to his K - 3 report cards. There

is no history of behavior difficulties, retentions, or 504 plans. He does not wear glasses. He passed

his vision screening and hearing screening last year - 9/17/13.

Classroom teacher noticed on Nick's past report cards that math grades ranged from average to

below average and reading grades were above average.

MTSS Math Case Study

Nick Smith Grade 4

2 | P a g e IPST Forms are located in the MTSS Guidebook on pages 71 - 89

*IPST FORM 2 AND 5 are being completed concurrently and

updated as the classroom teacher gathers information and data

relevant to Nick's case.

Nick's teacher brought his data to the Teacher Data Team to discuss his case due to failing math

grades (Tier 1) on class assignments, quizzes and tests, and on the district benchmark assessments.

Grade 3 Math FCAT Level: 1

Tier 1 Data - District Math Assessments

Number & Operations Number: Fractions Geometry & Measurement

13% 20% 28%

Date District

Average

Grade Level

Average

Class

Average

Subgroup

SES

Nick's

Score

Fall Math

Inventory

63 76 82 73 60

October District

Assessment

69 74 78 70 52

MTSS Math Case Study

Nick Smith Grade 4

3 | P a g e IPST Forms are located in the MTSS Guidebook on pages 71 - 89

Tier 1 Progress Monitoring Class Data

A PMP (Progress Monitoring Plan) was triggered for math since Nick received a Level 1 on the

Math FCAT for 3rd grade.

Nick's teacher conferenced with his parents (on 9/15/2014) to discuss his performance in math,

which is below grade level. She explained the Progress Monitoring Plan and which strategies she

would implement for Nick during the Math Tier 1 Core Instruction block. Small group instruction,

peer tutor, use of manipulatives and visual representations, and differentiated instruction. During

the conference, the parents expressed that Nick attends after school tutoring and he is participating

in a math group that works basic multiplication/division facts for 4 days a week, 30 minutes

sessions.

Tier 1 Instruction - Gen Ed 4th grade class, 22 students in the class. During the 60 minute daily

Math class, Nick's teachers provides small group math instruction at least 3 times a week to those

students that need additional instruction which is systematic, explicit, provides more corrective

feedback and practice, and used additional strategies to help students master the math standard.

Nick was provided small group differentiated math instruction at least 3 times a week during his

Core Math block. In addition, his teacher has provided Nick with a peer tutor to help him during

class when he becomes frustrated with the math content. Nick has manipulatives and visual

representations available to him.

Date/Description Nick's Score Class Average

Math Quiz Basic Fact Review of

the Four Operations -

55

85

Class Assignment - Place Value

to the Hundred Thousands

48

75

Formative Assessment -

Comparing multi-digit numbers

using <, >, =

40

75

Formative Assessment -

Add/Subtract multi-digit whole

numbers, rounding multi-digit

whole numbers to any place.

50

77

Class Assignment - Solve Multi-

step word problems with whole

numbers using the four

operations including interpreting

a remainder.

65

85

Math Test

Review add/subtract multi-digit

whole numbers, using the four

operations to solve word

problems, review place value

50

80

MTSS Math Case Study

Nick Smith Grade 4

4 | P a g e IPST Forms are located in the MTSS Guidebook on pages 71 - 89

The fourth grade Teacher Data Team reviewed Nick's Tier 1 data and discussed his areas of

concern, the team designed the following Tier 2 intervention. The team agreed that Nick needed

supplemental instruction in math in order for him to become successful in Tier 1. Based on the

data and Nick's performance deficits in math, the team decided the Tier 2 intervention needed to

target the area of place value.

Below is the information for Tier 2 Intervention #1 - Complete IPST

Form 7

Tier 2 Intervention: 3X a week, 20 minutes per session =

Total of 60 minutes per week

Group Size: 5 students

Progress Monitoring Tool: Weekly - 5 problems

assessing Place Value (Mastery Measurement)

Intervention Start Date: 9/3/2014 End Date: 10/5/2014

Setting: Classroom

Using place value blocks, number line models, and other

visual representations to represent number values. The

interventionist (classroom teacher) will provide explicit,

direct instruction to students providing multiple strategies

and opportunities to represent numbers in place value

systems from the concrete to the pictorial and finally to the

abstract representation including written form.

Form 7 - Tier 2 Intervention Progress Monitoring Data - 5 Weeks

Date

Sept.

3 4 5 6 7 O

P

M

1

0

1

1

1

2

1

3

1

4

O

P

M

1

7

1

8

1

9

2

0

2

1

O

P

M

2

4

2

5

2

6

2

7

2

8

O

P

M

1 2 3 4 5 O

P

M

Nick x x A 1

/

5

x x x 3

/

5

x x x 2

/

5

A x x 1

/

5

x x x 2

/

5

Student 2 4 3 4 4 4

Student 3 4 4 3 4 5

Student 4 3 4 4 4 5

Student 5 5 4 5 4 5

MTSS Math Case Study

Nick Smith Grade 4

5 | P a g e IPST Forms are located in the MTSS Guidebook on pages 71 - 89

Teacher Data Team #2 - NICK'S TEACHER REPORTS on Tier 1

Update

Nick continues to struggle with his class work and passing his Tier 1 assessments. However, his

teacher has noticed Nick's self-esteem and motivation in math is improving. He seems to feel

more confident with attacking the math skills and works well with the peer tutor. He participates

more in the small group math work and shows more effort in his class work.

Nick's teacher met with his parents (on 9/27/14) to discuss Nick's progress in math. It is end of

the first nine weeks and she discussed his progress and his failing report card grade for math. In

addition, Nick's teacher presented the intervention data and updated his PMP with his parent input.

The Teacher Data Team met to discuss Nick's progress. His teacher stopped the intervention

after 5 weeks since Nick was not responding to the supplemental instruction. Nick's attendance

rate was 87%. The interventionist noted that Nick appeared to understand the concept of place

value on a hit and miss basis. Sometimes, he seemed to grasp the concept and then when he

returned for the next session, it was like starting all over again with him. The interventionist also

commented that she had to use very low basic simple numbers for Nick to grasp the concept. Nick

had better success with using concrete and pictorial representations than abstract.

0

1

2

3

4

5

9/7/2014 9/14/2014 9/21/2014 9/28/2014 10/5/2014

Progress Monitoring Data – Place Value – Tier 2 Intervention Round #1

NICK STUDENT 3 STUDENT 4 STUDENT 5 Linear (NICK)

Nick’s Trend line

MTSS Math Case Study

Nick Smith Grade 4

6 | P a g e IPST Forms are located in the MTSS Guidebook on pages 71 - 89

Teacher Data Team #2: DECISION POINT

Teacher Data Team recommends to change the focus of the intervention from Place

Value to Number Sense

Teacher Data Team recommends intensifying the intervention by increasing the time.

Teacher Data Team recommends skills to be “chunked” and to give more opportunities for

practice.

Note – If Nick does not show progress within 4 weeks of the intervention, schedule an

IPST meeting.

IPST Form 7 – Tier 2 Intervention #2 – Number Sense

• Tier 2 Intervention #2: 5X a week, 20 minutes per

session = Total of 100 minutes per week

• Group Size: 4 students

• Progress Monitoring Tool: Weekly – 5 problems

(Number Sense Skill) - Mastery Measurement

• Intervention Start Date: 10/8/2014 End Date:

11/18/2014

• Setting: Gen. Ed. Classroom

• Specific Intervention: To provide number sense

strategies for exploring numbers, number

relationships, and number operations and to discover

rules and invent algorithms. Will focus on number

magnitude, mental computation, and computational

estimation for procedural fluency.

• Goal Statement: By 11/18/14, the group will use

number sense strategies as evidenced by 90% on

Teacher Made OPM.

MTSS Math Case Study

Nick Smith Grade 4

7 | P a g e IPST Forms are located in the MTSS Guidebook on pages 71 - 89

Scenario #1 Scenario #2 Evaluate Intervention Plan - Step 4 (Problem

Solving Process)

*Nick has a Positive response to Tier 2 Intervention

(Number Sense)

Teacher Data Team Meeting #3

Evaluate Intervention Data (Problem Solving

Step #4)

Teacher reports Nick’s Tier 1 Assessments are

improving (Grade Average 72)

Teacher reports Nick’s participation in class

and class assignments are showing

improvement

Teacher reports Nick’s procedural fluency is

improving

Teacher will continue updating a PMP for

Nick

DECISION POINT

Teacher Data Team recommends continuing

supporting Nick with Supplemental Instruction

focusing on skills to support Tier 1.

Teacher Data Team recommends continuing

intervention time (5x a week for 20 min.)

Evaluate Intervention Plan - Step 4 (Problem

Solving Process)

*Nick has a Poor response to Tier 2 Intervention

(Number Sense)

IPST Meeting #1

IPST evaluates Tier 2 Intervention Data

(Rounds #1-2)

IPST reviews IPST Forms 1, 2, & 5

Teacher gives an overview of Nick’s Tier 1

performance

Nick’s parents inform IPST of Math

concerns

PMP is updated by classroom teacher

IPST determines who will complete

Classroom Observation (IPST Form 4)

IPST will meet in 6 weeks to evaluate Tier 3

Intervention Data, Classroom Observations,

and other relevant data.

DECISION POINT

IPST completes IPST Form 6 (Academic)

IPST designs a Tier 3 Intervention

After reviewing data, IPST concludes Nick is

about 2 grade levels below in math

Nick is lacking core basic math skills

MTSS Math Case Study

Nick Smith Grade 4

8 | P a g e IPST Forms are located in the MTSS Guidebook on pages 71 - 89

IPST Meeting #1 - Complete IPST Form 6A (Academic)

The IPST completes this form as a team. After analyzing multiple sources of data, the team

identifies the problem and why the problem is occurring. Using RIOT by ICEL, the team is able

to address all areas surrounding the learner, which will guide in forming an accurate hypothesis

and designing an effective intervention.

EXAMPLE:

Specify Area of Concern: Math Number Sense

Use RIOT to Analyze I.C.E.L. Domains - IPST Form 6A

Hypothesis: The problem may be occurring because there is

a significant skill gap in prerequisite math skills.

If explicit instruction in conceptual understanding of math

(Number Sense) would occur, the problem may be reduced.

Identify Progress Monitoring Tool: easyCBM Math Probe

Grade Level Expectation: 49 Correct Digits Per

Minute(CDPM)

Current Student Expectation: 15 CDPM

Growth Needed: 34 CDPM

Realistically this growth can occur across 28 weeks - Needed

Growth (34 CDPM) divided by Weekly Ambitious Growth (1.2)

equals realistic growth in number of weeks (28 weeks).

MTSS Math Case Study

Nick Smith Grade 4

9 | P a g e IPST Forms are located in the MTSS Guidebook on pages 71 - 89

IPST Form 7 – Tier 3 Intervention #1 – Number Sense

• Tier 3 Intervention #1: 5X a week, 15 minutes per

session = Total of 75 minutes per week

• Group Size: 2 students

• Intervention Provider: Title 1 Teacher

• Progress Monitoring Tool: Weekly – Grade Level

Math Probes (Multi-digit)

• Intervention Start Date: 11/18/2014 End Date: 1/9/15

• Setting: Classroom

• Specific Intervention: Recognizing arithmetic patterns

in addition tables. Practice basic math facts

addition/subtraction. Understand the relationship

between addition and subtraction. Use concrete,

pictorial and abstract representations

• Goal Statement: By 1/9/15, Nick will show at least a

1.2 CDPM per week on a

1-minute math probe.

1520 19

2630

28

18

2832

40

52 52

0

10

20

30

40

50

60

Nick Student 2 Linear (Nick) Linear (Student 2)

TIER 3 INTERVENTION #1 – NUMBER SENSE

Nick's Trend Line

Goal Line

Data indicates Nick's

performance lagged due

to lack of instruction and

practice.

MTSS Math Case Study

Nick Smith Grade 4

10 | P a g e IPST Forms are located in the MTSS Guidebook on pages 71 - 89

IPST Meeting #2

IPST evaluates Tier 3 Intervention Data (Round #1)

Baseline Data Point = 15 CDPM (Correct Digits per Minute) and Week 6 Data Point = 28

CDPM (Growth Rate 13 CDPM in 6 weeks) Goal was 7 CDPM increase.

Teacher gives an update on Nick’s Tier 1 performance, which has not changed - below

district, grade, class, and subgroup level on district assessments and classroom

assessments. See chart below.

Tier 1 Data - District Math Assessments

Nick’s parents attend meeting and give additional input on Nick’s progress at home

(tutoring).

IPST analyzes the completed Classroom Observation forms - (IPST Form 3 & IPST Form

4 - completed by Title 1 Teacher)

Date District

Average

Grade Level

Average

Class

Average

Subgroup

SES

Nick's

Score

Fall Math Inventory 63 76 82 73 60

October District

Assessment

69 74 78 70 52

December District

Assessment

70 75 80 71 54

MTSS Math Case Study

Nick Smith Grade 4

11 | P a g e IPST Forms are located in the MTSS Guidebook on pages 71 - 89

Outcome:

IPST completes IPST Form 8.

IPST reviews Tiers 1-3 data to complete Comparison Rate of Progress on IPST Form 8.

Upon completion of a formal evaluation, an eligibility meeting is scheduled to determine

if Nick meets criteria to receive ESE services.

Nick's rate of progress was

the same as all comparison

groups. According to his

district math assessment

progress, he gained +2 points.

His peer groups gained +1 or

+2 points. However, he is

still significantly below all

peer groups when scores are

compared.