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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.

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Three-Tier Model for Elementary Mathematics

Using RTI to Increase Student Achievement in the Early Grades

West Virginia Department of Education

2008-2009


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Lynn Baker, Office of Instruction

Linda Palenchar, Office of Special Programs

West Virginia Department of Education



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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


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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


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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


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A Three-Tier System for Mathematics

Key Research Findings &

Features of the Model

West Virginia Department of Education


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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


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WESTEST 2008 Mathematics Proficiency

West Virginia Department of Education


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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


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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


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We don’t have all the answers yet…

West Virginia Department of Education


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

West Virginia Department of Education


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West Virginia Department of Education needed for successful implementation of RTI for mathematics.

Together we’ll move the research into practice…


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RTI Continuum of Support for All needed for successful implementation of RTI for mathematics.

Intensive

Strategic

Universal

West Virginia Department of Education


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Tier 1: Core Instruction needed for successful implementation of RTI for mathematics.

West Virginia Department of Education


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Policy 2510 Requirements needed for successful implementation of RTI for mathematics.

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


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Policy 2510 Requirements needed for successful implementation of RTI for mathematics.

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


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Policy 2510 Requirements needed for successful implementation of RTI for mathematics.

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


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

West Virginia Department of Education


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Tier 2: Targeted Intervention the number of students who need Tier 2 intervention…

West Virginia Department of Education


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Key Features of Tier 2 Intervention the number of students who need Tier 2 intervention…

West Virginia Department of Education


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Scaffolding the number of students who need Tier 2 intervention…

West Virginia Department of Education


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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


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Tier 3: Intensive Intervention Mathematics

West Virginia Department of Education


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References Mathematics

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



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Quality Mathematics Instruction for Each Student Mathematics

West Virginia Department of Education


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Questions to Think About Mathematics

West Virginia Department of Education


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Questions to Think About Mathematics

What does it mean to be fluent in a language?

West Virginia Department of Education


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Questions to Think About Mathematics

What does it mean to be fluent in a language?

  • What does it mean to be a fluent reader?

West Virginia Department of Education


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Questions to Think About Mathematics

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


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NCTM-Intervention Lenses Mathematics

West Virginia Department of Education


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NCTM-Intervention Lenses Mathematics

  • Learning Significant Mathematics

West Virginia Department of Education


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NCTM-Intervention Lenses Mathematics

  • Learning Significant Mathematics

  • Knowing the Mathematics

West Virginia Department of Education


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NCTM-Intervention Lenses Mathematics

  • Learning Significant Mathematics

  • Knowing the Mathematics

  • Assessment and Data Gathering

West Virginia Department of Education


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NCTM-Intervention Lenses Mathematics

  • Learning Significant Mathematics

  • Knowing the Mathematics

  • Assessment and Data Gathering

  • Quality Planning and Delivery

West Virginia Department of Education


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NCTM-Intervention Lenses Mathematics

  • Learning Significant Mathematics

  • Knowing the Mathematics

  • Assessment and Data Gathering

  • Quality Planning and Delivery

  • Alignment

West Virginia Department of Education


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Response to Intervention Mathematicsis a Process Nota Product


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First Steps Mathematics

West Virginia Department of Education


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Tier 1 Universal Instruction MathematicsQuality Lesson Design

  • WV CSOs/Assessment

  • Launch

  • Explore

  • Summarize

West Virginia Department of Education


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Tier 1 Universal Instruction MathematicsQuality Lesson Design

  • WV CSOs/Assessment

West Virginia Department of Education


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Tier 1 Universal Instruction MathematicsQuality 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


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Tier 1 Universal Instruction MathematicsQuality Lesson Design

  • WV CSOs/Assessment

  • Launch

  • Explore

West Virginia Department of Education


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

West Virginia Department of Education


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Tier 1 Universal Instruction MathematicsQuality Lesson Design

  • WV CSOs/Assessment

  • Launch

  • Explore

  • Summarize

West Virginia Department of Education


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Tier 1 Universal Instruction MathematicsQuality Lesson Design

  • WV CSOs/Assessment

  • Launch

  • Explore

  • Summarize

    • Research-based Strategies

    • Vocabulary Instruction

    • Formative Assessment

    • Differentiation Strategies

West Virginia Department of Education


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RESOURCES Mathematics

West Virginia Department of Education


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Inform Mathematicsal Math Assessment

West Virginia Department of Education


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Quantiles Mathematics

West Virginia Department of Education


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WV RTI Google Site Mathematics

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

West Virginia Department of Education


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Next Steps Mathematics

School-level Planning

West Virginia Department of Education


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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


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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


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Contact Information School

Lynn Baker, Coordinator

Office of Instruction

lhbaker@access.k12.wv.us

Linda Palenchar, Coordinator

Office of Special Programs

lpalench@access.k12.wv.us

West Virginia Department of Education