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EDUC 5555: Assessment & Intervention. Class #9 Response to Intervention IMPLEMENTING TIER 2: Supplemental Instruction. Mathematics = ALL Students Why do we care?. According to recent survey data, What percent of the US population are unable to calculate a 10% tip on a lunch?.

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Educ 5555 assessment intervention

EDUC 5555: Assessment & Intervention

Class #9

Response to Intervention

IMPLEMENTING TIER 2:

Supplemental Instruction


Mathematics all students why do we care
Mathematics = ALL Students Why do we care?

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 of 8th graders can not solve a word problem that required dividing fractions?


Class 9 objectives
Class 9 Objectives

  • Use M-CBM data to determine student groupings for Supplemental (Tier 2) instruction

  • Learn how to use formative assessment data to determine student groupings for Supplemental instruction

  • Share Small Group Intervention Strategies


Supplemental tier 2 supports
Supplemental (Tier 2) Supports

  • Key Characteristics:

    • Small group or individual instruction in addition to the core instruction

    • Research-based strategies/interventions

    • Regular progress monitoring for efficient changes as needed


Procedures features of supplemental intervention
Procedures & Features of Supplemental Intervention

  • Groupings: homogeneous grouping with 2 - 5 students per group; 3-4 levels within in class or grade level

    (2) Lesson Design: sequential, scaffolded, stacked, scripted interventions;

    explicit, strategic, “think aloud;” error correction

  • (3) Instruction: concrete, representational, abstract

  • (4) Materials: number charts, 5- and 10-frames, counters, cubes,

  • number lines (horizontal/vertical), base-ten materials, dot cards

  • (5) Progress monitoring


Quick math try this
Quick Math Try this:

101 - 102 = 1

Make one move to create

a true statement.


There s more than one way to skin a cat
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 both systemically and systematically can help us achieve this.


Turn and talk
Turn and Talk

What systems are in place within

  • your district,

  • your school,

  • your team

    to support mathematics?


How do we acquire the information necessary to make instructional decisions for our students?

Assessment


Assessment data: instructional decisions for our students?

What question are we trying to answer?


What question are we trying to answer within an rti framework
What Question are we trying to answer within an instructional decisions for our students?RtI Framework?

*On-going assessments (e.g. formative, mastery, short-cycle, and informal assessments) are part of all three tiers and used in meaningful ways


Looking at our data csd math rti workbook draft
Looking at our data: instructional decisions for our students?CSD Math RtI Workbook DRAFT

  • Begin with page 19 in the CSD Math RtI Workbook

  • Walk through pages 19 - 41 either independently or with a partner using CSD data for your class and grade level (some of you may not have all of the data pieces required to complete this task… i.e. if your 2nd and 3rd graders did not take the MCAP, you wouldn’t be able to work through that portion of the workbook. Do what you can with what you have available to you right now.)

  • There are 7 steps in all… this is a DRAFT version. It is not yet ready for wide/public consumption.  Your feedback as you walk through this first draft document is welcomed.

    Email: [email protected]


Another look at supplemental support formative assessment data
Another look at instructional decisions for our students?Supplemental support:Formative Assessment Data

  • What math formative assessments do you currently have in place

    • In your class?

    • In your grade level?


How can we use formative assessment to determine supplemental instruction
How can we use formative assessment to determine supplemental instruction?

  • Grouping based on Enrichment, On-Level, and ReTeach

  • Groupings based on mastery of standards

  • Instruction based on CRA

  • Instruction based on core standards


Another example supplemental instruction in reading based on 45 students 2 classes
Another Example: supplemental instruction?Supplemental Instruction in Reading (based on 45 students: 2 classes)

Teacher A

(Enrichment /Grade Level Group)

22 students

Special Education Teacher

(Phonemic Awareness)

3 students

Teacher D

(Comprehension)

5 Students

Teacher C

(Fluency)

5 Students

Teacher B

(Multisyllabic Words)

5 Students

Title 1 Teacher

(Decoding)

5 Students


Break
Break supplemental instruction?


Small group interventions
Small Group Interventions supplemental instruction?

  • What is your intervention strategy?

  • How do you make time for small group intervention?

  • How do you use assessment to create fluid groups and monitor progress within a small group setting?


Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.

Margaret MeadUS anthropologist (1901 - 1978)

Have a great week!


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