Response to Intervention

Response to Intervention

Response to Intervention 3-5 Mathematics Something to Think About What does it mean to be fluent in a language? What does it mean to be a fluent reader? What does it mean to be fluent in mathematics? RTI is the practice of 1. Providing high-quality instruction and

intervention matched to student needs and 2. Using learning rate over time and level of performance to 3. Make important educational decisions. (NASDSE, 2005) WV RTI Framework Components 1. 2. 3. 4. 5.

6. Three Tier Instructional Model Universal Screening Progress Monitoring Teaming & Collaboration Data-based Decision Making

Professional Development Response to Intervention is a Process Not a Product! Fidelity of Implementation Practices Fidelity is the degree to which something is implemented as

designed or intended. Implementation of the core program Consistent progress monitoring Use of evidence-based instructional strategies (e.g., Marzano) Integrity checks (e.g., walkthroughs) Collaborative problem solving (e.g., data meetings)

A THREE-TIER SYSTEM FOR MATHEMATICS Key Research Findings & Features of the Model Why worry about math? 64% of US 4th graders are not proficient on National Assessment of Educational Progress (NAEP) measures. They lack facility in understanding whole numbers, fractions, and decimals. 70% of US 8th graders are not proficient on the NAEP measures of

mathematics. They do not understand fractions, percents, decimals, and other basic arithmetic concepts needed to solve practical problems. Key Research Findings Early mathematics intervention can repair deficits and prevent future deficits (Fuchs, Fuchs, & Karns, 2001; Sophian, 2004). Providing specific feedback to parents on their students mathematics achievement is important Principles of direct or explicit instruction are useful in teaching mathematical concepts and procedures

(Baker, Gersten & Lee, 2002) Together we will understand the processes and procedures needed for successful implementation of RTI for mathematics. Intensive Strategic

Universal RTI Continuum of Support for All Tier 1: Core Instruction Definition Core instruction based on West Virginia CSOs

Focus All students Program Standards-based mathematics instruction and curriculum Key Features of Instruction Active engagement; research-based mathematics

practices Interventionist General education teacher Setting General education classroom Grouping Whole group and small group for differentiation

Time Policy 2510 requirements Assessment Universal screening (fall, winter & spring) Policy 2510 Requirements Intermediate Elementary (3-4) Intermediate elementary students will be taught the given content areas. It is required, in

accordance with scientifically based reading research, that, at a minimum, 90 minutes of reading and English language arts instruction be provided through whole group, small group and reading center activities as a block or throughout the school day. A minimum of 60 minutes of daily mathematics instruction is required. Sufficient emphasis must be placed on the following content areas to ensure that students master content knowledge and skills as specified in the 21st century content standards and objectives for each subject.

Policy 2510 Requirements Middle Level Education (Grades 5-8) These required core courses shall be taught daily by a team of qualified teachers. An intervention component will ensure mastery of the rigorous content standards and objectives at each grade level. The core courses (Reading and English/Language Arts, Mathematics/Algebra I, Science and Social Studies) will be offered within a block of time no less than 180 minutes. The principal and a team of teachers will determine time allocations that provide adequate time to achieve mastery of the West Virginia content standards and objectives for each of the

required courses and effectively address the academic needs of students who are below mastery in the basic skills of reading, writing and mathematics. What do you want students to know when they enter your classroom in the fall? What are the key concepts? What artifacts would you collect to assess a students understanding of mathematical concepts? Formative Assessment

M.O.4.1.4 using concrete models, benchmark fractions, number line compare and order fractions with like and unlike denominators add and subtract fractions with like and unlike denominators model equivalent fractions model addition and subtraction of mixed numbers with and without regrouping. Which fraction is larger 5/6 or 3/4? Justify your answer. Acuity Acuity Classroom Matrix Report

Lets Look Closer at Acuity Please logon at http://acuityathome.com if you want to look at your own class data. You may also do the same activity with the sample that we have provided. The strength and quality of Tier 1 instruction determines the number of students who need Tier 2 intervention

Quality Lesson Design Tier 1 WV CSOs/ Assessment Launch Explore Summarize Research-based Strategies Vocabulary Instruction

Formative Assessment Differentiation Strategies Tier 2: Targeted Intervention Definition Programs and procedures to support Tier 1 and target specific skills Focus Students identified with marked difficulties and insufficient response to Tier 1

Program Research-based interventions Key Features of Instruction Additional practice opportunities; explicit, scaffolded instruction; error correction; identification of misconceptions; peer interaction and collaboration Interventionist

Personnel designated by school Setting Learning space designated by school Grouping Small groups with sufficient numbers of students to facilitate group interactions Time

20-30 minute sessions, 3 times/week Assessment Progress monitoring twice monthly on target skills Key Features of Tier 2 Intervention Gradual Release Quality Lesson Design Tier 2

Mathematics Goal/Related WV CSOs/Assessment Introduction/Concept Development Practice/Application Reflection Identification of misconceptions Explicit, scoffolded instruction Error correction Meaningful practice Peer interaction and collaboration Tier 3: Intensive Intervention

Definition Customized instruction beyond Tiers 1 and 2 Focus Students with significant difficulties who have not responded to Tier 1 and Tier 2 Program May use a replacement program that provides intense intervention

Key Features of Instruction More explicit and intense than Tier 2 Interventionist Personnel designated by school Setting Learning space designated by school

Grouping Small groups with sufficient numbers of students to facilitate group interactions Time Sufficient to provide replacement program instruction or necessary instruction Assessment

Progress monitoring weekly on target skills to assess response to intervention RTI & MATHEMATICS RESOURCES Teach 21 http://wvde.state.wv.us/teach21/ResponsetoInterventionMath.html RTI Resources Teach 21 http://wvde.state.wv.us/teach21/ResponsetoInterventionMath.ht ml

NCTM Intervention Site http://www.nctm.org/resources/content.aspx?id=13198 Quantiles Americas Choice http://quantiles.com/ http://www.americaschoice.org/index.cfm Do the Math http://teacher.scholastic.com/products/dothemath/

Symphony Learning http://www.symphonylearning.com/ Origo Education http://www.origoeducation.com/ RTI Resources Page 2 Destination Math http://www.hmlt.hmco.com/DM.php

Fastt Math http://www.tomsnyder.com/fasttmath/index.html Number Worlds http://www.sranumberworlds.com/sample.html Math Steps http://www.eduplace.com/math/mathsteps/ Momentum Math http://www.momentummath.com/

Moving with Math http://www.movingwithmath.com/ Vmath http://www.voyagerlearning.com/vmath/index.jsp RTI Resources Page 3 Accelerated Math http://www.renlearn.com/am/ Camelot Learning Math Intervention http://www.camelotlearning.com/

Breakaway Math Intervention http://www.optionspublishing.com/643.htm Math Perspectives http://www.mathperspectives.com/index.html 3-2-1 3 2 1 Things I Learned Today

Things I will use in my classroom this fall. Question I Still Have. Contact Information Lynn Baker, Coordinator Office of Instruction [email protected] John Ford, Coordinator Title I Mathematics [email protected] Linda Palenchar, Coordinator

Office of Special Programs, Extended and Early Learning [email protected] Mary Pat Farrell, Coordinator Office of Special programs, Extended and Early Learning [email protected] Lou Maynus, Mathematics Coordinator Office of Instruction [email protected]

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