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Day 3 RtI -Addressing the Needs of ALL Learners - Common Core State Standards Session 2 K-5 Mathematics. Shelby Robertson, Ph.D. Tier 3 Data: Communicated to teachers (how effective is the Tier 3 intervention), parents (the intervention that your child is in has the following results…),

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Shelby robertson ph d

Day 3

RtI-Addressing the Needs of ALL Learners - Common Core State Standards

Session 2

K-5 Mathematics

Shelby Robertson, Ph.D


Shelby robertson ph d

Tier 3 Data:

Communicated to teachers (how effective is the Tier 3 intervention), parents (the intervention that your child is in has the following results…),

And students (the intervention that you are in has the following results…)

Tier 2 Data:

Communicated to teachers (how effective is the Tier 2 intervention), parents (the intervention that your child is in has the following results…)

Tier 1 Data:

Communicated to teachers (grade level, school), parents (overall school performance)


Problem solving process
Problem Solving Process

Problem Identification

What do we want students to KNOW and be able to DO?

Problem Analysis

Why does the problem exist?

What are the barriers?

Evaluate

Did it WORK?

Design and Implement Plan

What are we going to do about it?


Expected level of performance
Expected Level of Performance

Learning Objective- Increase student confidence using multiple problem solving strategies.


Goal level of performance
Goal Level of Performance

All students will demonstrate mastery of the learning objective as measured by:

  • Establishing a classroom culture

  • Independent discovery to problem solve

  • Opportunities to collaborate and compare problem solving strategies

  • Completion of graphic organizer

  • Student-led solutions


Understanding barriers to learning
Understanding Barriers to Learning

  • Understand the barriers which preclude students from mastering the learning objective with initial instruction is a prerequisite to developing effective supplemental instruction

  • Anticipating barriers to mastery (e.g., student engagement) and building in supports to remove the barriers will increase the likelihood that initial instruction will be effective


Shelby robertson ph d

Academic Engagement

The amount of time spent

engaged in academic work

“I can”

Behavioral Engagement

School attendance and

participation in school

“I will”

Social Engagement

Identification and affiliation

with school, sense of

belonging, perceived

social support

“I belong”

Psychological Engagement

Feelings of competence and control

investment in learning, self regulation,

goal setting and progress monitoring

“I want to”


Shelby robertson ph d

Academic Engagement

The amount of time spent

engaged in academic work

“I can”

Behavioral Engagement

School attendance and

participation in school

“I will”

Social Engagement

Identification and affiliation

with school, sense of

belonging, perceived

social support

“I belong”

Psychological Engagement

Feelings of competence and control

investment in learning, self regulation,

goal setting and progress monitoring

“I want to”

*Establishing a classroom culture

*Opportunities to collaborate and compare problem solving strategies

*Independent discovery to problem solve

*Student-led solutions


Instructional intervention design
Instructional/Intervention Design

A comprehensive understanding of barriers to mastery of learning objectives allows for development of effective instruction and interventions.

For example:

  • If student understanding of key mathematical vocabulary is a barrier then explicit pre-teaching of vocabulary should be included within the instructional design.


Response to instruction
Response to Instruction

  • Learning objectives measured by observing students’ problem solving strategies and completion of graphic organizer

  • Students whose current level does not reflect mastery of the learning objectives should be re-taught

  • If more than 20% of the students have not mastered the learning objective, the initial instruction was ineffective and the large group should be re-taught


Shelby robertson ph d

Confronting the question,

”How will we respond

when our students don’t learn?”

requires…

a school-wide plan

that guarantees students

the time and support they need

regardless

of who their teachers are.


Designing multi tiered s upports
Designing Multi-Tiered Supports

  • A continuum of intervention supports designed to support students’ mastery of grade level standards

    • Differentiated

    • Supplemental

    • Intensive

  • Address academic and 21st century/engagement skill needs through integrated intervention design

  • Aligned and integrated with core instruction


What is the purpose of multi tiered supports
What is the purpose of multi-tiered supports?

  • Meet the needs of the majority of students through the delivery of core instruction designed to support students’ mastery of academic content, social-emotional, and 21st century skill standards

  • Provide supplemental and/or targeted intervention supports for students who are at-risk for not mastering or who are not mastering content standards

    • Preview and pre-teach academic content and 21st century/engagement skills aligned with core instruction

    • Re-teach critical, missing, foundational academic knowledge and social-emotional and 21st century skills aligned with core standards


What are the foci of multi tiered supports
What are the foci of Multi-tiered supports?

  • Closing gaps

  • Meeting proximal needs (Preventing new gaps)

    • Mastery of grade level academic standards

    • Literacy instruction

    • Technology integration

  • Support student engagement

    • Academic

    • Behavioral

    • Psychological

    • Social


Integrated and aligned
Integrated and Aligned

  • All interventions provided must be aligned with core instruction and core instructional goals

  • Core teachers and intervention teachers must communicate frequently and consistently to ensure instruction-intervention alignment

    • Typically only possible when time is built into the master schedule

  • Intervention courses should not be treated as their own independent content class or as an FCAT prep class

  • Intervention programs should be considered effective only when they result in greater success for students within core courses

    • Example: Students enrolled in math intervention are at-least as likely to be passing their core math course as students who are deemed not in need of intervention


Math intervention courses
Math Intervention Courses

  • Address foundational math skills

    • Whole numbers

    • Addition, Subtraction, Multiplication, Division and Decimals

  • Address more in-depth skills

    • Fractions and negative numbers

    • Algebra, Geometry, Probability and Statistics

  • Conceptual understanding, computational and procedural fluency and problem solving skills