What do you mean by Dont get fooled again? So what
interventions do I use?
Slide 3
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.
Slide 4
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
Slide 5
Partnerships Pick someone near you to be your partner. The
person with the next birthday is coffee. The other person is
cream.
Slide 6
So how do we make this happen? Universal screener Core
Curriculum with strong instruction Decision rules and protocol
Progress Monitoring Interventions
Slide 7
Slide 8
Slide 9
Research for this presentation
Slide 10
Specific RTI mathematics studies for a recent annotated
bibliography totaled 9 studies
Slide 11
Do not worry about your problems with mathematics, I assure you
mine are far greater. -Albert Einstein
Slide 12
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
Slide 13
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!
Slide 14
Create a growth mindset around Mathematics. There is no MATH
GENE Improve teachers knowledge about Mathematics. Provide
professional development in practices, not just programs.
Slide 15
Universal screener Match your instructional philosophy to
universal screener and progress monitoring tools.
Slide 16
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
Slide 17
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.
Slide 18
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)
Slide 19
Universal Screening The Math Measures: K-1: Missing Number
(CBM) Grades 2-5: Basic Facts (CBM)
Slide 20
Number Identification - K One Minute assessment Individually
administered
Slide 21
Missing Number - 1 One Minute assessment Individually
administered
Slide 22
Computation 5 Two to four Minute assessment (depending on
grade) Group administered
Slide 23
EasyCBM Concepts and applications
Slide 24
Norm Referenced Average Range 100 percentile 1 percentile Low
Risk Some Risk High Risk
Slide 25
Math Screening & Monitoring
Slide 26
Universal screener Core Curriculum with strong instruction
Slide 27
Tier I 45-90 minutes core instruction K-12 curriculum alignment
Explicit, systematic instruction Teach content to mastery Focus on
fractions!
Slide 28
Common Core Conceptual understanding Problem solving
Computational fluency Mathematics Instruction
Linear proficiency vs. Spiraling (Closure after Exposure)
Slide 32
Fidelity to the core 1.NCTM principles and standards 2.The
scope and sequence 3.State and common core standards 4.Common
instructional strategies
Slide 33
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
Slide 34
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
Slide 35
Universal screener Core Curriculum with strong instruction
Decision rules and protocol
Slide 36
Who needs tiers 2 and 3? Necessary Deliberations: Setting cut
scores Weighing resources against needs Borderline students Anne
Foegen, Ph.D. Iowa State University
Slide 37
Crook County Program focused protocol
Slide 38
Tigard-Tualatin Instruction focused protocol with technology
focus
Slide 39
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
Slide 40
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
Slide 41
Universal screener Core Curriculum with strong instruction
Decision rules and protocol Progress Monitoring
Slide 42
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
Slide 43
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
Slide 44
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
Slide 45
Universal screener Core Curriculum with strong instruction
Decision rules and protocol Progress Monitoring Interventions
Slide 46
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
Slide 47
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
Slide 48
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
Slide 49
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
Slide 50
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
Slide 51
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
Slide 52
http://ies.ed.gov/ncee/wwc/
Slide 53
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
Slide 54
Slide 55
Talk Time First cream, then coffee, share one thing that you
can do to help make Math RTI happen in your district.
Slide 56
Slide 57
Writing
Slide 58
Slide 59
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
Slide 60
Shift in thinking: Teaching writers not writing How to give
universal screeners How to score work samples
Slide 61
Universal screener
Slide 62
Universal Screener Roll of work samples We have them
Subjectively scored Training needed Alphabetic principle screener
(K-1) Letter sounds NWF
Slide 63
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)
Slide 64
Universal screener CBM Written Expression Group or individual
administration Story starter One minute to plan & three minutes
to write story Heartland AEA: CBM 2001
Slide 65
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
Slide 66
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
Slide 67
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
Slide 68
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.
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
Slide 71
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
Slide 72
Universal screener Core Curriculum with strong instruction
Slide 73
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
Slide 74
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
Slide 75
Slide 76
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
Slide 77
Meta analysis of writing research practices Effect size .02 =
Small effect size .50 = Medium effect size .80 = Large effect
size
Slide 78
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
Slide 79
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
Slide 80
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
Slide 81
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
Slide 82
Universal screener Core Curriculum with strong instruction
Decision rules and protocol
Slide 83
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
Slide 84
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
Slide 85
Slide 86
Slide 87
Universal screener Core Curriculum with strong instruction
Decision rules and protocol Progress Monitoring
Slide 88
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
Slide 89
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.
Slide 90
Universal screener Core Curriculum with strong instruction
Decision rules and protocol Progress Monitoring Interventions
Slide 91
There still isnt more time!!! Small group and guided writing in
class
Slide 92
Specific areas of intervention Handwriting (to increase
fluency) younger students Spelling/phonics Typing Summarizing
Schematic structure of paragraphs Prewriting Study of models
Slide 93
Intervention programs Kindergarten Phonemic awareness
intervention 1-5 Reasoning and Writing Language for Writing Step up
to Writing 4 Square Writing
Slide 94
Talk Time First cream, then coffee, share one thing that you
can do to help make Writing RTI happen in your district.