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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. 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

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  1. Three-Tier Model for Elementary Mathematics Using RTI to Increase Student Achievement in the Early Grades West Virginia Department of Education 2008-2009

  2. Lynn Baker, Office of Instruction Linda Palenchar, Office of Special Programs West Virginia Department of Education

  3. West Virginia Department of Education

  4. 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

  5. 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

  6. 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

  7. A Three-Tier System for Mathematics Key Research Findings & Features of the Model West Virginia Department of Education

  8. 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

  9. WESTEST 2008 Mathematics Proficiency West Virginia Department of Education

  10. 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

  11. 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

  12. We don’t have all the answers yet… West Virginia Department of Education

  13. Together we will understand the processes and procedures needed for successful implementation of RTI for mathematics. West Virginia Department of Education

  14. West Virginia Department of Education Together we’ll move the research into practice…

  15. RTI Continuum of Support for All Intensive Strategic Universal West Virginia Department of Education

  16. Tier 1: Core Instruction West Virginia Department of Education

  17. 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

  18. 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

  19. 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

  20. The strength and quality of Tier 1 instruction determines the number of students who need Tier 2 intervention… West Virginia Department of Education

  21. Tier 2: Targeted Intervention West Virginia Department of Education

  22. Key Features of Tier 2 Intervention West Virginia Department of Education

  23. Scaffolding West Virginia Department of Education

  24. 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

  25. Tier 3: Intensive Intervention West Virginia Department of Education

  26. 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

  27. Quality Mathematics Instruction Tier 1

  28. Quality Mathematics Instruction for Each Student West Virginia Department of Education

  29. Questions to Think About West Virginia Department of Education

  30. Questions to Think About What does it mean to be fluent in a language? West Virginia Department of Education

  31. 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

  32. 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

  33. NCTM-Intervention Lenses West Virginia Department of Education

  34. NCTM-Intervention Lenses • Learning Significant Mathematics West Virginia Department of Education

  35. NCTM-Intervention Lenses • Learning Significant Mathematics • Knowing the Mathematics West Virginia Department of Education

  36. NCTM-Intervention Lenses • Learning Significant Mathematics • Knowing the Mathematics • Assessment and Data Gathering West Virginia Department of Education

  37. NCTM-Intervention Lenses • Learning Significant Mathematics • Knowing the Mathematics • Assessment and Data Gathering • Quality Planning and Delivery West Virginia Department of Education

  38. NCTM-Intervention Lenses • Learning Significant Mathematics • Knowing the Mathematics • Assessment and Data Gathering • Quality Planning and Delivery • Alignment West Virginia Department of Education

  39. Response to Interventionis a Process Nota Product

  40. First Steps West Virginia Department of Education

  41. Tier 1 Universal InstructionQuality Lesson Design • WV CSOs/Assessment • Launch • Explore • Summarize West Virginia Department of Education

  42. Tier 1 Universal InstructionQuality Lesson Design • WV CSOs/Assessment West Virginia Department of Education

  43. 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

  44. Tier 1 Universal InstructionQuality Lesson Design • WV CSOs/Assessment • Launch • Explore West Virginia Department of Education

  45. http://wvde.state.wv.us/teach21 West Virginia Department of Education

  46. Tier 1 Universal InstructionQuality Lesson Design • WV CSOs/Assessment • Launch • Explore • Summarize West Virginia Department of Education

  47. 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

  48. RESOURCES West Virginia Department of Education

  49. Informal Math Assessment West Virginia Department of Education

  50. Quantiles West Virginia Department of Education

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