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RtI + Math = Student Achievement for ALL Aligning work Systemically and Systematically . Wendy Strickler, Ph.D and Holly Sampson , M.Ed Hamilton County Educational Service Center. Logistics. Mathematics = ALL Students Why do we care? . Do you know… According to recent survey data,
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RtI + Math = Student Achievement for ALLAligning work Systemically and Systematically Wendy Strickler, Ph.D and Holly Sampson , M.Ed Hamilton County Educational Service Center
Mathematics = ALL Students Why do we care? Do you know… According to recent survey data, What percent of the US population are unable to calculate a 10% tip on a lunch?
What percent of eighth-graders can not correctly shade 1/3 of a rectangle?
What percent can not solve a word problem that required dividing fractions?
Here’s a little help… 27% 58% 45%
Answers *58%- Tip *27%- Rectangle *45%- Fractions in Problem Solving
Overall Objectives • Learn and discuss components of curriculum, instruction and assessments necessary for tiered intervention support. • Review and further understand the systems within the schools/district we work to further enhance the support to our students. • Engage participants in an examination of effective mathematic instructional strategies and begin sharing possible resources for interventions and best practices in mathematics instruction.
Quick Math Try this: 101 - 102 = 1 Make one move to create a true statement.
101 =102 - 1 101- 10²= 1
There’s more than one way to skin a cat… • Important to acknowledge how individual students work and to continue to build on what we know so we can help students make gains. • Working systemically and systematically can help us achieve this.
Turn and Talk What systems are in place within your district/school/team to support mathematics?
1-5% Intensive Individualized Interventions 1-5% Intensive Individualized Interventions 5-10% Targeted Interventions 5-10% Targeted Interventions 80-90% School-Wide Interventions 80-90% School-Wide Interventions An Integrated Systems Approach… RtI- Response to Intervention Academic Systems Behavioral Systems Decisions about tiers of support are data-based Adapted from OSEP Effective School-Wide Interventions
1-5% Intensive Individualized Interventions 5-10% Targeted Interventions 80-90% School-Wide Interventions Academic Systems
3 Tiers of Support • Tier 1: Core standards-based mathematics curriculum for all students grounded in scientifically-based research. • Tier 2: Targeted or secondary resources and/or processes to address the skills of students who need further interventions supplemental to their core mathematics instruction. • Tier 3: Individualized support designed for students who need intensive math skill support when provided with primary and secondary intervention. • Adapted from: RTI- Response to Intervention pamphlet, HCESC
Tier 1- The Core • Curriculum • Instruction • Assessment
Tier 1-The Core • Key Characteristics • All students receive this instruction • Research-validated core curriculum • Instructional gaps filled with supplemental research-based materials • Differentiated support
The Core: Math Curriculum • A Balanced Approach • Number sense • Computation fluency • Algebraic thinking • Math language
Source: Ohio Department of Education Mathematics Content Standards, 2001
Tier 1: Math Core Curriculum Checking the Research Base Try: • What Works Clearinghouse: http://ies.ed.gov/ncee/WWC/ • Johns Hopkins Best Evidence Encyclopedia: www.bestevidence.org
Quick Math The answer is 42. What is the question?
Tier 1 – The Core: Math Instruction • Explicit instruction • Pre-skills are taught to mastery • Strategies, including problem-solving and graphic organizers
Tier 1 – The Core: Math Instruction • Concrete-representational-abstract sequence • Authentic contexts • Multiple opportunities to practice with guidance and feedback
The Core: Instruction • Communication • Continuous progress monitoring • Cooperative learning such as peer tutoring
Recap of the Big “9”Instruction at the “Core” • Explicit instruction • Pre-skills are taught to mastery • Strategies, including problem-solving and graphic organizers • Concrete-representational-abstract sequence • Authentic contexts • Multiple opportunities to practice with guidance and feedback • Communication • Continuous progress monitoring • Cooperative learning such as peer tutoring
Video 1 Good Morning Miss Toliver
Table Talk “Round and Round”
How do we acquire the information necessary to make instructional decisions for our students? Assessment
What Question are we trying to answer within an RtI Framework? *On-going assessments (e.g. formative, mastery, short-cycle, and informal assessments) are part of all 3 tiers and used in meaningful ways
Tier 1 Assessment Universal Screening • Connected to key academic content or behavior • Conducted at least 3 times per year on a regular basis, using comparable test forms • Administered school wide to all students • Used to determine if additional examination is warranted • Features: short, few items, focus on critical indicators
Tier 1 Assessment 2 Critical Pieces of Information • Is the Tier 1 core effective? • For all students (aggregated)? • For each subgroup of students (disaggregated)? • Who are the ~20% of students needing additional support?
Tier 1-The Core: Math Assessment • Math Universal Screeners • 4 considerations (Fuchs, 2006) • Feasible to implement • Strong predictor of high stakes tests • Developmentally appropriate • Accurate cut-score for determining need for additional support (note: because assessment impacts instruction, make sure there is balance)
Tier 1-The Core: Math AssessmentUniversal Screening Possible areas of focus: • Number Sense and Computation Fluency • Measurement • Geometry • Patterns, Functions, algebra • Data Analysis and Probability • Problem Solving
Tier 1: Math AssessmentUniversal Screening • Possible resources: • Aimsweb • Yearly ProgressPro • Intervention Central (Numberfly, Math Worksheet Generator) • Using Curriculum Based Measurement for Progress Monitoring in Math, 2007 (Fuchs, Fuchs, and colleagues)
Tier 1: Math Assessment • Decision Rules • Deno & Mirkin Instructional Mastery criteria • Grades 1-3: 20+ digits correct per minute • Grades 4-6: 40+ digits correct per minute • AIMSweb norms • Support lowest 25% of class/grade • Ongoing Research In This Area • Important to collect data; if all students struggling with skill should have mastered based on ODE, need Tier 1 instruction
Tier 1: Math Assessment • Curriculum-Based Assessment (CBA) • Creating your own tools • Sample grade-level screening tools
CBA ExampleKindergarten Number and Operations 3 Questions For Each Indicator • = • Draw 5 dots • Which is bigger: 7 2 • Fill in the blank: 2 3 __ 5 • Count backward 10 1