Oregon Response to Intervention Mathematics and RTI Research, Review, and The Beginning of State Support Tammy Rasmussen Oregon RTIi

Oregon Response to InterventionOregon Response to Intervention

Mathematics and RTI

Research, Review, and The Beginning of State SupportTammy Rasmussen Oregon

RTIi


“Do not worry about your problems with mathematics, I assure you mine

are far greater.

-Albert Einstein


Shifts with the Common Core

1. Focus strongly where the standards focus

2. Coherence: think across grades, and link to major topics within grades

3. Rigor - in major topics pursue:• Conceptual understanding• Procedural skill and fluency• Application with equal intensity


Data-Based

Decision Making

with Decision

Rules

Training CoachingFidelity

Standards of

Practice

Culture

LeadershipTeaming/Data-Based Decision

Making

Professional Learning &

Support

RTI Essential Components

Core

Screening

Interventions

Progress Monitoring

SLD Decision Making


Culture Shifts

In considering additional supports for teachers and students within the tiers consider the SHIFT:

• Content Knowledge• Support the thinking not the doing!• Be intentional• Allow for productive struggle

ASCD: Instigating Thinking in Math Class, Jessica Hiltabidel


Dividing fractions don’t ask why, flip the second one over and multiply.


Empowerment!


Culture

• Embrace disequilibrium• Explicitly teach disequilibrium• Unpack the brain

• Growth Mindset! (MP1)

8 Standards for Mathematical Practice

HABITS

Oregon RTI – Time, Materials, and Instructional Strategies


Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning



Mathematics “Habits of Mind”

1. I make sense of problems2. I critique the reasoning of others (I construct

viable arguments)3. I attend to precision4. I persevere in solving problems5. I use appropriate tools strategically6. I model with mathematics7. I reason abstractly and quantitatively 8. I look for and express regularity in repeated

reasoning9. I look for and make use of structure


Remember!

• Practices lead to the habits which = Empowerment

• Teach them how to think like a mathematician.


No

• Swoop in and rescue students

• Learned helplessness• Frustration• Low outcomes• Teacher holds the

authority

Yes

• Ideas and methods are valued

• Students have autonomy• Appreciation of mistakes

as a site for learning for ALL

• Authority lies in the math

“Adding it Up” Kilpatrick et al 2001

Perseverance and Sense-MakingTypical Classroom


Rigorous Tasks

• Tasks form the basis for students’ opportunities to learn what mathematics is and how one does it, yet not all tasks afford the same levels and opportunities for student thinking. [They] are central to students’ learning, shaping not only their opportunities to learn but also their view of the subject matter.

Adding it Up, National Research Council, p. 335, 2001


Reading

• Accuracy• Rate• Prosody

Math

• Efficiency• Flexibility

Fluency


RTIi Framework in MathematicsU.S. Dept. of Education


Intervention Tools and Time

1. IES Practice Guide Recommendations

2. Explicit and Systematic (Content and Instructional Design)

3. Develop depth of understanding


Support for 2015 and Beyond

• Application process• Select up to five districts• Strong Reading systems in place• Coaching and professional

development from Oregon RTI team• Be watching our website for more

information

Documents

Oregon Response to Intervention Mathematics and RTI Research, Review, and The Beginning of State Support Tammy Rasmussen Oregon RTIi