Delta Math RtI Program Implementation Team Training

1. Delta Math RtI Program ImplementationTeam Training • deltamath@oaisd.org

2. Welcome • Who am I? • Mike Klavon • OAISD Secondary Math Consultant • Michigan Integration of Math Initiatives (MI)2 Today’s Purpose: To build capacity within your implementation teamto lead Delta Math meetings with your staff. Essential Questions: What is Delta Math? How is Delta Math intended to be used?

3. Welcome • 290+ schools trainedsince 2008 • 85,000+ screenedduring 2012-13 • Introductions: • Name • Building • Grade levels

4. House Keeping/Ground Rules • Handouts • Individual and Team Packets • Computers • Team Time • Available when invited • Parking Lot • Post questions for group (Why, what and how?) • Restrooms • Cell phones and side bar conversations • Please respect others

5. Initial Implementation Agenda Section A: Introduction to Delta Math Section B: Teacher Preparation for Readiness Screening Section C: Intervention Cycle Masters and Instructional Recommendations Section D: Closure and Planning

6. Implementation Checklist • Stages of implementation include: • Awareness • Preparation • Initial Implementation • Sustaining Handout #26, 27

7. Section A:Introduction to Delta Math

8. Institute of Education Sciences • Practice guide for implementing math RtI/MTSS • Written by researchers and practitioners • Provides recommendations with guidance • http://ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=2

9. Theory of Action • “Students struggling with mathematics may benefit from early interventions aimed at improving their mathematics ability and ultimately preventing subsequent failure.” • (IES Practice Guide, p. 4)

10. Alignment to the IES • Delta Math Resources: • Screen all students • Focus on whole numbers and fractions • Monitor progress • Include motivational strategies • Delta Math Planning Tools: • Instruction should be explicit • Instructional Reminders: • Instruction should be explicit and systematic • Visual representation of mathematical ideas IES Practice Guide, 2009 Handout #1

11. Purpose of Program Resources Readiness Screeners and Reports (Online) • To identify students who may benefit from targeted tier 2 intervention for each readiness standard. • To measure the impact of targeted tier 2 intervention for each readiness standard. Guided Reviews (Paper-Based) • To introduce the learning target and review actual screener questions to begin a targeted tier 2 intervention. Quick Checks (Paper-Based) • To measure student progress during targeted tier 2 intervention. Growth Charts (Paper-Based) • To monitor student progress during targeted tier 2 intervention. Handout #2

12. Tiered Systems of Support Intensive Interventions • Recommended for students not responding Tier 3 to targeted tier 2 intervention ≈ 5% • Time and frequency varies Targeted Interventions Tier 2 • Prior Grade-Level ≈ 15% • 30 minutes, 2 to 5 days per week Differentiated Core Instruction • On Grade-Level Tier 1 • 60 minutes per day ≈ 80% The Delta Math RtI Program resources focus on the identification of studentsfor targeted tier 2 and tier 3 intervention with progress monitoring.

13. High Priority Standards • IES: Assisting Struggling Students • Recommendation #2 • Introduction to the Math Shiftsof the CCSS • Acheivethecore.org

14. Delta Math Readiness Standards

15. Online Screener Preview Use the sign out option to resume at a later time. The student’s name will return the student to their dashboard. A student cannot resume a screener after it is turned in. Questions appear onscreen and are read to the group from a script. Text is limited for 1st and 2nd grade. Safety icons provide support to verify that each student is on the correct question. A student can click anywhere in answer box. Answer choices are randomized Students are asked to clear guesses to minimize false positives.

16. Timed Facts Readiness(Grades 1 – 4) Timed Facts are administered and corrected before entering the computer lab. Results are entered into the screener to be displayed in the online reports.

17. www.deltamath.org • Click on the “Learning Module” tab for introduction • Then, click on “Learning Module 1” to explore as a team • Handouts are included in your packet. (#s 3-12 and a 4th grade readiness screening packet)

18. Section B:Teacher Preparation for Readiness Screening(Learning Module 2)

19. www.deltamath.org • Click on “Learning Module 2” and explore as a team. • The handout is included in your packet. • (#13 and a grade level readiness screening packet)

20. Section C:Intervention Cycle Masters andInstructional Recommendations

21. IES Recommendations • Explicit and systematic • Visual representation of mathematical ideas • Monitor progress • Include motivational strategies IES Practice Guide, 2009 Handout #1

22. Tier 2 Intervention Planning(Session 1) • This plan is recommended for the first session of each targeted Tier 2 intervention cycle. • Recommended actions include: • Review • Reflect • Assess • Chart Progress • Create Groups Handout #14

23. Review • Explore the Guided Review for readiness standard 1with the targeted tier 2 intervention group. • Introduce the learning target and why it is important for future learning. • Use a think-aloud strategy to review each problem. • Invite students to share and discuss alternate solutions. Handout #15

24. Reflect • Ask students to reflect on their learning today. • Reflection can be either verbal or written and may include the following question prompts: Handout #16

25. Assess • Students individually complete Quick Check – Form A for readiness standard 1during the recommended time allowed. • Guide students to self-correct their Quick Check – Form A and write their score at the top of the page. • Note: If time is limited, Quick Checks can be corrected by an adult. Handout #17

26. Chart Progress • Hand out the Growth Chart for readiness standard 1. • Guide students to record their progress in their Growth Chart: • The type of intervention support provided. • Their score in the table and chart. • Collect student papers. 9/25/12 2 Handout #18

27. Create Differentiated Groups • Sort thestudents Growth Charts based on Quick Check data: • Students who score below the learning goal are recommended to receive explicit instruction • Students who score at or above the learning goal are recommended to receive targeted practice 9/25/12 2 Handout #18

28. Table Time • Discuss the purpose and recommended actions for the first session of each targeted tier 2 intervention cycle. Handout #14

29. Tier 2 Intervention Planning(Sessions 2 through 8) • Beginning (1 Group) • Introduce the learning target and its relevance • Middle (2 Groups) • Teach (I do, We do) • Practice (You do) • End (1 Group) • Reflect • Assess • Chart Progress Handout #19, 20

30. Regroup and Exit • Regroup • Sort the student growth charts based on Quick Check data. • Exit • Discontinue the targeted tier w intervention after the student meets the goal at least three times. Below goal  Explicit Lesson Meet goal  Targeted Practice Meet goal 3+ times Exit

31. Table Time • Discuss the purpose and recommended actions for sessions 2 through 8 of each targeted tier 2 intervention cycle. Handout #19, 20

32. Resources Organization • It is recommended that each school creates one set of targeted tier 2 intervention resources per grade and keep them in a central location. • 3 folders per readiness standard • Intervention Cycle Masters (Folder 1) • Lessons (Folder 2) • Practice (Folder 3) • Intervention cycle masters are available at www.deltamath.org under the Program Resources tab. • Lesson and practice resources can be located within the previous grade level’s district adopted curriculum.

33. Explicit Instruction • The National Mathematics Advisory Panel defines explicit instruction as follows (2008, p. 23): • “Teachers provide clear modelsfor solving a problem type using an array of examples.” • “Students receive extensive practice in use of newly learned strategies and skills.” • “Students are provided with opportunities to think aloud (i.e., talk through the decisions they make and the steps they take).” • “Students are provided with extensive feedback.” IES Practice Guide, “Assisting Struggling Students with Mathematics, p. 21

34. Explicit Lesson Design(Anita Archer) • Beginning • Preview (3 W’s) • Middle • Modeling (3 C’s) • I do it • We do it • You do it • End • Review (Archer and Hughes) http://miblsi.cenmi.org/LinkClick.aspx?fileticket=8SQEFkjDTPo%3d&tabid=1408 Handout #21

35. Planning Targeted Practice(Anita Archer) • A checklist is included for planning targeted practice. • The entire packet may provide guidance for planning all Tier 2 additional support. Handout #22

36. Systematic Instruction • Instruction should gradually build proficiency by introducing concepts in a logical order. • For example…provide interventions on place value before providing interventions on adding and subtracting two digit numbers with regrouping. IES Practice Guide, “Assisting Struggling Students with Mathematics, p. 22

37. Sequenced Readiness Standards • Delta Math grade level readiness standards are sequenced based on the analysis of multiple sources.

38. Visual Representation of Mathematical Ideas • IES examples for whole numbers, groups of tens, fractions and algebraic expressions.

39. IES Practice Guide – Example 10 • Dots can be arranged in groups of 5 and 10. • The smaller number is decomposed to make 10 and some more. Handout #23

40. IES Practice Guide – Example 5 • Ten sticks can be used to show groups of ten. Handout #23

41. IES Practice Guide – Example 6 • Fraction strips can be used to show equal parts in relation to the whole. Handout #23

42. IES Practice Guide – Example 8 • Sticks and cups represent algebraic constants and variables and can be used to represent actions while solving equations. Handout #23

43. Section D:Closure and Planning

44. Planning for Intervention Who provides the intervention? School wide to classroom models Time of day, frequency and duration Multiple small groups to whole classrooms Handout #24, 25

45. Implementation Checklist • Begin planning for: • Awareness • Preparation • Initial Implementation • Sustaining Handout #26, 27

46. Learning from Experience • Build capacity without overwhelming your staff. • Develop experts, provide opportunities to share and stay focused on the mission • And remember… “A student can hit any target they can see and that holds still! (Rick Stiggins, formative assessment expert)

47. Thank You! The Delta Math RtI Program was developed by the Ottawa Area Intermediate School District (OAISD). The facilitator manual was produced by EDC, Inc. in Waltham, MA. This document was produced and distributed through Michigan's Integrated Mathematics Initiative (MI) 2, a Mandated Activities Project (MAP), funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education, Office of Special Education. (The opinions expressed herein do not necessarily reflect the position or policy of the Michigan Department of Education, the Michigan State Board of Education, or the U.S. Department of Education, and no endorsement is inferred.)