three tier model for elementary mathematics
Download
Skip this Video
Download Presentation
Three-Tier Model for Elementary Mathematics

Loading in 2 Seconds...

play fullscreen
1 / 55

Three-Tier Model for Elementary Mathematics - PowerPoint PPT Presentation


  • 430 Views
  • Uploaded on

Three-Tier Model for Elementary Mathematics. Using RTI to Increase Student Achievement in the Early Grades. West Virginia Department of Education 2008-2009. Lynn Baker, Office of Instruction Linda Palenchar, Office of Special Programs. RTI is the practice of.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Three-Tier Model for Elementary Mathematics' - cleary


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
three tier model for elementary mathematics

Three-Tier Model for Elementary Mathematics

Using RTI to Increase Student Achievement in the Early Grades

West Virginia Department of Education

2008-2009

slide2

Lynn Baker, Office of Instruction

Linda Palenchar, Office of Special Programs

West Virginia Department of Education

rti is the practice of
RTI is the practice of
  • Providing high-quality instruction and intervention matched to student needs and
  • Using learning rate over time and level of performance to
  • Make important educational decisions.

(NASDSE, 2005)

West Virginia Department of Education

wv rti framework components
WV RTI Framework Components

Three Tier Instructional Model

Universal Screening

Progress Monitoring

Teaming & Collaboration

Data-based Decision Making

Professional Development

West Virginia Department of Education

lessons learned from the rti reading initiative
Lessons Learned from the RTI Reading Initiative
  • Interventions demand integrity
  • Consistent monitoring is critical
  • Professional development facilitates the change
  • Hold fast to RTI guidelines
  • Collaboration is essential

West Virginia Department of Education

a three tier system for mathematics
A Three-Tier System for Mathematics

Key Research Findings &

Features of the Model

West Virginia Department of Education

why worry about math
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.

West Virginia Department of Education

westest 2008 mathematics proficiency
WESTEST 2008 Mathematics Proficiency

West Virginia Department of Education

key research findings indicate
Key research findings indicate…
  • Most students fail to meet minimal mathematics proficiency standards by the end of high school (U.S. Department of Education, 2003).
  • Existing instructional tools and textbooks often do a poor job of adhering to important instructional principles for learning mathematics (National Mathematics Advisory Panel, 2008).
  • Early mathematics intervention can repair deficits and prevent future deficits (Fuchs, Fuchs, & Karns, 2001; Sophian, 2004).

West Virginia Department of Education

key research findings indicate11
Key Research Findings Indicate…
  • Providing specific information on student performance to both teachers and students enhances mathematics achievement
  • Using peers as tutors or guides improves low achievers’ computational skills and may improve problem-solving skills
  • 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)

West Virginia Department of Education

slide12

We don’t have all the answers yet…

West Virginia Department of Education

slide13

Together we will understand the processes and procedures needed for successful implementation of RTI for mathematics.

West Virginia Department of Education

slide14
West Virginia Department of Education

Together we’ll move the research into practice…

slide15

RTI Continuum of Support for All

Intensive

Strategic

Universal

West Virginia Department of Education

tier 1 core instruction
Tier 1: Core Instruction

West Virginia Department of Education

policy 2510 requirements
Policy 2510 Requirements

Chart II: Primary Elementary (K-2)

In k-2 classrooms, the given content areas are taught daily. It is required, in accordance with scientifically based reading research, that, at a minimum, a daily-uninterrupted 90 minute reading/English language arts block be scheduled during which students are actively engaged in learning through whole group, small group and reading center activities. A minimum of 60 minutes of daily mathematics instruction is required.

West Virginia Department of Education

policy 2510 requirements18
Policy 2510 Requirements

Chart III: 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.

West Virginia Department of Education

policy 2510 requirements19
Policy 2510 Requirements

Chart IV: 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.

West Virginia Department of Education

slide20

The strength and quality of Tier 1 instruction determines the number of students who need Tier 2 intervention…

West Virginia Department of Education

tier 2 targeted intervention
Tier 2: Targeted Intervention

West Virginia Department of Education

key features of tier 2 intervention
Key Features of Tier 2 Intervention

West Virginia Department of Education

scaffolding
Scaffolding

West Virginia Department of Education

six instructional principles for tier 2 intervention in mathematics
Six Instructional Principles for Tier 2 Intervention in Mathematics
  • Instructional explicitness
  • Instructional design that eases the learning challenge
  • A strong conceptual basis for procedures that are taught
  • Sufficient, engaging, and meaningful practice
  • Cumulative review
  • Motivators to help students regulate their attention and behavior

(Fuchs, 2008)

West Virginia Department of Education

tier 3 intensive intervention
Tier 3: Intensive Intervention

West Virginia Department of Education

references
References

Baker, S., Gersten, R., & Lee, D. (2002). A synthesis of empirical research on teaching mathematics to low achieving students. The Elementary School Journal, 103, 51-73.

Fuchs, L.S., Compton,D. L., Fuchs, D., Paulsen, K., Bryant, J. & Hamlett, C. L. (2005). Responsiveness to intervention: Preventing and identifying mathematics disability. Teaching Exceptional Children, Mar/Apr, 60-63.

VanDerHeyden, A. (2008). Using RTI to improve learning in mathematics. Retrieved August 16, 2008 from http://www.rtinetwork.org/index2.php?option=com_content&task=view&id=325&pop

West Virginia Department of Education

quality mathematics instruction for each student
Quality Mathematics Instruction for Each Student

West Virginia Department of Education

questions to think about
Questions to Think About

West Virginia Department of Education

questions to think about30
Questions to Think About

What does it mean to be fluent in a language?

West Virginia Department of Education

questions to think about31
Questions to Think About

What does it mean to be fluent in a language?

  • What does it mean to be a fluent reader?

West Virginia Department of Education

questions to think about32
Questions to Think About

What does it mean to be fluent in a language?

What does it mean to be fluent in mathematics?

  • What does it mean to be a fluent reader?

West Virginia Department of Education

nctm intervention lenses
NCTM-Intervention Lenses

West Virginia Department of Education

nctm intervention lenses34
NCTM-Intervention Lenses
  • Learning Significant Mathematics

West Virginia Department of Education

nctm intervention lenses35
NCTM-Intervention Lenses
  • Learning Significant Mathematics
  • Knowing the Mathematics

West Virginia Department of Education

nctm intervention lenses36
NCTM-Intervention Lenses
  • Learning Significant Mathematics
  • Knowing the Mathematics
  • Assessment and Data Gathering

West Virginia Department of Education

nctm intervention lenses37
NCTM-Intervention Lenses
  • Learning Significant Mathematics
  • Knowing the Mathematics
  • Assessment and Data Gathering
  • Quality Planning and Delivery

West Virginia Department of Education

nctm intervention lenses38
NCTM-Intervention Lenses
  • Learning Significant Mathematics
  • Knowing the Mathematics
  • Assessment and Data Gathering
  • Quality Planning and Delivery
  • Alignment

West Virginia Department of Education

first steps
First Steps

West Virginia Department of Education

tier 1 universal instruction quality lesson design
Tier 1 Universal InstructionQuality Lesson Design
  • WV CSOs/Assessment
  • Launch
  • Explore
  • Summarize

West Virginia Department of Education

tier 1 universal instruction quality lesson design42
Tier 1 Universal InstructionQuality Lesson Design
  • WV CSOs/Assessment

West Virginia Department of Education

tier 1 universal instruction quality lesson design43
Tier 1 Universal InstructionQuality Lesson Design
  • WV CSOs/Assessment
  • Launch

-Review of student’s prior knowledge

-A children’s literature storybook

-A problem to solve

West Virginia Department of Education

tier 1 universal instruction quality lesson design44
Tier 1 Universal InstructionQuality Lesson Design
  • WV CSOs/Assessment
  • Launch
  • Explore

West Virginia Department of Education

slide45

http://wvde.state.wv.us/teach21

West Virginia Department of Education

tier 1 universal instruction quality lesson design46
Tier 1 Universal InstructionQuality Lesson Design
  • WV CSOs/Assessment
  • Launch
  • Explore
  • Summarize

West Virginia Department of Education

tier 1 universal instruction quality lesson design47
Tier 1 Universal InstructionQuality Lesson Design
  • WV CSOs/Assessment
  • Launch
  • Explore
  • Summarize
      • Research-based Strategies
      • Vocabulary Instruction
      • Formative Assessment
      • Differentiation Strategies

West Virginia Department of Education

resources
RESOURCES

West Virginia Department of Education

inform al math assessment
Informal Math Assessment

West Virginia Department of Education

quantiles
Quantiles

West Virginia Department of Education

wv rti google site
WV RTI Google Site

https://sites.google.com/a/wvde.k12.wv.us/wv-RTI-math/

West Virginia Department of Education

next steps
Next Steps

School-level Planning

West Virginia Department of Education

initiate discussion about mathematics instruction in your school
Initiate Discussion about Mathematics Instruction in Your School
  • Based on your achievement data for mathematics, what are your goals for mathematics instruction?
  • Do all students in your school have the opportunity to learn significant mathematics?
  • How does your current mathematics instruction align with the description of quality Tier 1 instruction provided in this webinar?
  • Within your school, which teachers provide leadership in mathematics?

West Virginia Department of Education

initiate discussion about mathematics instruction at your school continued
Initiate Discussion about Mathematics Instruction at Your School (continued)
  • What resources are available?
      • Personnel
      • Instructional materials
      • Time
      • Assessments
      • Professional development
      • Funding

West Virginia Department of Education

contact information
Contact Information

Lynn Baker, Coordinator

Office of Instruction

[email protected]

Linda Palenchar, Coordinator

Office of Special Programs

[email protected]

West Virginia Department of Education

ad