Delta Math RtI Program Implementation Team Training

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## Delta Math RtI Program Implementation Team Training

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**Delta Math RtI Program ImplementationTeam Training**• deltamath@oaisd.org**Welcome**• Who am I? • Mike Klavon • OAISD Secondary Math Consultant • Michigan’s Integrated Mathematics Initiative (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?**Welcome**• 290+ schools trainedsince 2008 • 85,000+ screenedduring 2012-13 • Introductions: • Name • Building • Grade levels**House Keeping/Ground Rules**• Individual Handouts and Team Packets • Computers • Boot up during our first break • 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**Topics**• Delta Math Preview • Introducing Delta Math to your staff • (Online Learning Module 1) • Teacher preparation for readiness screening • (Online Learning Module 2) • IES Recommendations for tier 2 and 3 instruction • Delta Math Recommendations for planning targeted tier 2 intervention cycles**Delta Math Preview**Handout #1**Resources and Purpose**Readiness Screeners and Reports (Online, see handout #8) • 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, see handout #16) • To introduce the learning target and review actual screener questions to begin a targeted tier 2 intervention. Quick Checks (Paper-Based, see handout #18) • To measure student progress during targeted tier 2 intervention. Growth Charts (Paper-Based, see handout #19) • To monitor student progress during targeted tier 2 intervention.**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.**High Priority Standards**• IES: Assisting Struggling Students • Recommendation #2 • Introduction to the Math Shiftsof the CCSS • Acheivethecore.org Handout #2 Handout #3**Introducing Delta Mathto your Staff(Online Learning Module**1)**www.deltamath.org**• Click on the “Training Module” tab. • Then, click on “Training Module 1” to explore as a team. • Handouts are included in your packet. (#s 4-8 and a 4th grade readiness screening packet)**Teacher Preparation for Readiness Screening(Online Training**Module 2)**IES Recommendations**• Explicit and systematic • Visual representation of mathematical ideas • Monitor progress • Include motivational strategies IES Practice Guide, 2009 Handout #2**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**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 #9**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 #10**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**Sequenced Readiness Standards**• Delta Math grade level readiness standards are sequenced based on the analysis of multiple sources.**Visual Representation of Mathematical Ideas**• IES examples for whole numbers, groups of tens, fractions and algebraic expressions. • The following CCSS Math Progressions documents can provide instructional guidance! • Draft K–5 Progression on Number and Operations in Base Ten • Draft K–5 Progression on Counting and Cardinality and Operations and Algebraic Thinking • Draft 3–5 progression on Number and Operations—Fractions • Draft 6–8 Progression on Expressions and Equations**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 #11**IES Practice Guide – Example 5**• Ten sticks can be used to show groups of ten.**IES Practice Guide – Example 6**• Fraction strips can be used to show equal parts in relation to the whole.**IES Practice Guide – Example 8**• Sticks and cups represent algebraic constants and variables and can be used to represent actions while solving equations.**Delta Math Recommendations forPlanning Targeted Tier 2**Intervention**IES Recommendations**• Explicit and systematic • Visual representation of mathematical ideas • Monitor progress • Include motivational strategies IES Practice Guide, 2009 Handout #2**Targeted Tier 2 Intervention Cycle**Handout #12**Create Targeted Intervention Group**Screening Packet Data Exploration 3**Targeted Tier 2 Intervention Plan(Session 1)**• Recommended actions include: • Review • Reflect • Assess • Chart Progress • Create Groups • Resources for session 1 are available at www.deltamath.org • Hover over the Program Resouces tab and click on the grade level. (Password Required) Handout #13**Step 1 - 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. Handout #14**Step 2 - Reflect**• Ask students to reflect on their learning today. • Reflection can be either verbal or written and may include the following question prompts: Handout #15**Step 3 - 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 #16**Step 4 - 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. Setting goals and charting progress on a graph promotes intrinsic motivation. 9/25/12 2 Handout #17**Step 5 - Create 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 #17**Table Time**• Review the intervention plan for session 1. • What resources does the Delta Math RtI Program provide to be used during the first session of a targeted tier 2 intervention cycle? • How can you decide if a student should receive explicit instruction or targeted practice during the second intervention session? Handout #13**Targeted Tier 2 Intervention Plan(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 #18, 19**Regroup/Exit**• Use Quick Check data recorded in each Growth Chart to determine the type of support each student should receive and create flexible groups • Students who score below the learning goal are recommended to receiveexplicit instruction. • Students who score at or above the learning goal arerecommendedto receive targeted practice. • Discontinue targeted tier 2 intervention for students after they meet the learning goal 3 times.**Table Time**• Review the intervention plan for sessions 2 through 8. • Which students are recommended to receive explicit instruction? • When should a student be considered for exiting the targeted tier 2 intervention group? Handout #19**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. (Password Required) • Lesson and practice resources can be located within the previous grade level’s district adopted curriculum.**Current Models of Support**Who provides the intervention? School wide to classroom models Time of day, frequency and duration Multiple small groups to whole classrooms Handout #20, 21**Implementation Checklist**• Begin planning for: • Awareness • Preparation • Initial Implementation • Sustaining Handout #22, 23**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)**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.)