DELTA Math RtI Program Kalamazoo RESA Overview 9:00 – 11:30

1. DELTA Math RtI ProgramKalamazoo RESA Overview9:00 – 11:30 Mike Klavon and Robyn Seifert deltamath@oaisd.org

2. Welcome • Mike Klavon • Math Consultant Ottawa Area ISD • Robyn Seifert • Math Consultant Ottawa Area ISD

3. Presentation Goals • To provide you with: • What researchers recommend for implementing math RtI in elementary and middle schools • how schools throughout Michigan are currently using Delta Math to integrate RtI principles into math PLCs and gather actionable data to meet the needs of all learners.

4. Participating Districts • As of Nov. 19, 2010 • OAISD • Non-OAISD • 102 Total Schools

5. Program History

6. Implementation Sciencehttp://min.cenmi.org/ Innovation Fluency What are we going to do? Implementation Fluency How are we going to do it?

7. Current Research Data Initiative • What are the effects of the Delta Math RtI program on student achievement as defined by mathematics scores on the State (MEAP) assessment?

8. What is early intervention? Research Base and Design DELTA MATH Leadership Team http://rtisupport.oaisd.org

9. Why Math RtI? • Students struggling with mathematics may benefit from early interventions aimed at improving their mathematics ability and ultimately preventing subsequent failure. Handout

10. Researcher Recommendations • Read page 6. • Brainstorm a list of benefits and concerns that your staff may share after reading these recommendations. Handout

11. Layers of Assessment Progress Monitoring* Few Some Diagnostic Screeners* Cumulative: Quarterly, Semester Unit: Pre-Test, Re-teach/Enrich, Test All Students Weekly: Section Quizzes Daily: Warm-up, Teach, Check, Practice, Reflect

12. Have you ever overheard… I could teach every child math, if… they came ready to learn!

13. Benchmark Performance • If approximately 85% of all children successfully meet each grade level benchmark. • Then, approximately 15% of the students begin the next grade level with learning gaps. Tier 3 ≈ 3-5% Tier 2 ≈ 10-15% Tier 1 ≈ 85%

14. Delta Math RtI Program Mission To identify and respond to individual learning gaps so that all children come to class ready to learn. Handout

15. Screener Purposes Handout

16. Fewer Learning Targets IES Practice Guide: Recommendation #2, 2009

17. Aligned to MI GLCEs Handout

18. Screener Previews • Take a five minutes to familiarize yourself with the DELTA MATH grade level benchmarks and how each are assessed. Handouts

19. Program Resources

20. Screener Resources Handout

21. Classroom Computation – Part 1andWeb-based – Part 2

22. Part 1 - Computational Worksheets • Administer and collect the Part 1 - Computational Worksheets. • Let’s role play! • Please find an alter ego and wait for further instructions.

23. 4th Grade (Part 2) • Openhttp://rti.oaisd.org/~rtiuser • You will be prompted by the step-by-step directions to login as your 4th grade alter ego. • Your student experience will include: • Student Login • The first 3 problems • Screener Scavenger Hunt (Go live to the website)

24. Fall Screener Scavenger Hunt Scavenger Hunt 8th Grade Script

25. Data Reports Handout

26. Choosing Intervention Tiers

27. Intervention Report • What is it? • Each page lists a separate grade level benchmark and includes each student who performed below the stated benchmark. • Benchmark is 66% or above Handout

28. Program Guide #14 • Why? • Teachers should use data to determine how to implement targeted interventions. • How? • Analyze the Intervention Group report to determine when a benchmark requires small group, Tier 2 interventions or whole group, Tier 1 interventions. Handout

29. Program Guide #14 • Discussion Questions: • When should you provide a Tier 2 intervention for a grade level benchmark? • Why wouldn’t a Tier 1 intervention be appropriate if only 15% of a grade level scored below benchmark?

30. Validating Students for Tier 2

31. Program Guide #16 • Why? • To determine if a Tier 2 intervention is appropriate for each student identified in the Intervention Group report. • How? • Use the Intervention Group report and Quick Check – Form C to validate individual performance data that appears uncharacteristic for each student. Handout

32. Program Guide #16 • Discussion Questions: • What type of student performance data may need validating? • How can you determine the accuracy of individual performance data?

33. Student Performance Report • Each student’s individual performance data is listed for each learning target. • Winter and Spring Reports will include longitudinal screening data for the entire grade level. • Use a data warehouse for multi-year longitudinal analysis. Handout

34. Item Analysis Report • Provides an opportunity to identify strengths and weaknesses in the core curriculum. • Allows for misconception analysis on any problem.

35. Interactive

36. Table Reflection • How can the DELTA MATH data reports help your school improve support to students and communication with parents?

37. Intervention Resources 4th Grade Guided Review 4th Grade Quick Check Handout

38. What does the first day of Tier 2 interventions look like?

39. Program Guide #19 • Why? • Students need to understand “what” benchmark they did not meet and an opportunity to review the problems. Teachers should use new data to determine if the student needs explicit instruction or only targeted practice. • How? • Teachers introduce the learning target, review, reflect and progress monitor each student. Teachers use the Quick Check data to determine the individual needs for each student. Handout

40. Program Guide #19 – Step 1 4th Grade Guided Review • Use the Guided Review to introduce the learning target for the benchmark and review the screener problems as a small group.

41. Program Guide #19 – Step 2 • Ask students to reflect on what they remembered from last year and what they learned today.

42. Program Guide #19 – Step 3 4th Grade Quick Check N.ME.03.16 – Form A • Use a Quick Check to have each student demonstrate what know and can do after the Guided Review and reflection

43. Program Guide #19 – Step 4 • Score each Quick Check, fill out the bottom of the Growth Chart for each student and sort them into two groups: • Students who need explicit instruction(students who scored 2 or more points below the learning goal) and students who only need targeted practice (1 point below, or met the learning goal). • Identifies the learning Target and Quick Check goal. • Correlates student progress with intervention strategies. • Provides students the opportunity to chart progress. 2/23/10 2/25/10 3/2/10 3/4/10 3/5/10 Guided Review and Reflection 2/23/10 2 Lesson 11-1 “Activity 1” 2/25/10 3 Lesson 11-1 “Activity 3” 3/2/10 4 3/4/10 4 Activity Card 11-1 “Fill All Four” 3/9/10 5 Online Practice “Naming Fractions Quiz”

44. What do the following days of Tier 2 interventions look like?

45. Program Guide #20 • Why? • Data should be used to regroup students and plan for the upcoming intervention sessions. • How? • After the students plot their score in the graph, provide explicit instruction or targeted practice to the small group. Then, reflect as a group and use the next Quick Check to document growth and regroup if necessary. Handout

46. Program Guide #20 • Discussion Questions: • What type of intervention groups should be created to meet individual learning needs? • What Quick Check scores typically indicate a need for more explicit instruction?

47. “Recycling Resources” • Simply reteaching using the same approach may not be too inventive, but it can be effective for some students. • If your re-explanation doesn’t work, then it is time to search for a new angle. “Elements of Highly Effective Math Programs.” Educational Research Service (2007 ).

48. Targeted Lesson Alignment • Identify and reuse the most essential lessons and practice from your core curriculum resources. Work In Progress!

49. http://rtisupport.oaisd.org Please take 5 minutes to explore the Team Leader Resource Tab on our support website. Handout Handout

50. Thank You! Questions or comments? Email: deltamath@oaisd.org Handout