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Response to Intervention. K-2 Mathematics. Something to Think About. What does it mean to be fluent in a language?. What does it mean to be fluent in mathematics?. What does it mean to be a fluent reader?. RTI is the practice of.

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## Response to Intervention

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**Response to Intervention**K-2 Mathematics**Something to Think About**What does it mean to be fluent in a language? What does it mean to be fluent in mathematics? What does it mean to be a fluent reader?**RTI is the practice of**• Providing high-quality instruction and intervention matched to student needs and • Using learning rate over time and level of performance to • Make important educational decisions. (NASDSE, 2005)**WV RTI Framework Components**Three Tier Instructional Model Universal Screening Progress Monitoring Teaming & Collaboration Data-based Decision Making Professional Development**Fidelity of Implementation Practices**Fidelity is the degree to which something is implemented as designed or intended. Implementation of the core program Consistent progress monitoring Use of evidence-based instructional strategies (e.g., Marzano) Integrity checks (e.g., walk-throughs) Collaborative problem solving (e.g., data meetings)**Key Research Findings & Features of the Model**A Three-Tier System for Mathematics**Why worry about math?**64% of US 4th graders are not proficient on National Assessment of Educational Progress (NAEP) measures. They lack facility in understanding whole numbers, fractions, and decimals. 70% of US 8th graders are not proficient on the NAEP measures of mathematics. They do not understand fractions, percents, decimals, and other basic arithmetic concepts needed to solve practical problems.**But research findings indicate…**Providing specific information on student performance to both teachers and students enhances mathematics achievement Using peers as tutors or guides improves low achievers’ computational skills and may improve problem-solving skills**Key Research Findings…**Early mathematics intervention can repair deficits and prevent future deficits (Fuchs, Fuchs, & Karns, 2001; Sophian, 2004). Providing specific feedback to parents on their students’ mathematics achievement is important Principles of direct or explicit instruction are useful in teaching mathematical concepts and procedures (Baker, Gersten & Lee, 2002)**Together we will understand the processes and procedures**needed for successful implementation of RTI for mathematics.**RTI Continuum of Support for All**Intensive Strategic Universal**Policy 2510 Requirements**Primary Elementary (K-2) In k-2 classrooms, the given content areas are taught daily. It is required, in accordance with scientifically based reading research, that, at a minimum, a daily-uninterrupted 90 minute reading/English language arts block be scheduled during which students are actively engaged in learning through whole group, small group and reading center activities. A minimum of 60 minutes of daily mathematics instruction is required.**Formative Assessment**The Button Tasks M.O.1.2.1 sort and classify objects by more than one attribute, using various strategies, including Venn Diagrams. First Grade students at the above mastery level in mathematics provide a sorting rule and evaluate correctness of resulting sorting by another student. First grade students at the distinguished level in mathematics identify the sorting rule used by another student. They identify non-examples of the rule.**What do you want students to know when they enter your**classroom in the fall?What are the key concepts?**What artifacts would you collect to assess a student’s**understanding of mathematical concepts?**Remember, assessment information comes from a wide variety**of sources. One type of data will not give you a true picture of student learning.**The strength and quality of Tier 1 instruction determines**the number of students who need Tier 2 intervention…**Quality Lesson Design Tier 1**• WV CSOs/ Assessment • Launch • Explore • Summarize • Research-based Strategies • Vocabulary Instruction • Formative Assessment • Differentiation Strategies**Quality Lesson Design Tier 2**• Mathematics Goal/Related WV CSOs/Assessment • Introduction/Concept Development • Practice/Application • Reflection • Identification of misconceptions • Explicit, scoffolded instruction • Error correction • Meaningful practice • Peer interaction and collaboration**Teach 21**http://wvde.state.wv.us/teach21/ResponsetoInterventionMath.html**RTI Resources**• Teach 21 http://wvde.state.wv.us/teach21/ResponsetoInterventionMath.html • NCTM Intervention Site http://www.nctm.org/resources/content.aspx?id=13198 • Quantileshttp://quantiles.com/ • America’s Choice http://www.americaschoice.org/index.cfm • Do the Math http://teacher.scholastic.com/products/dothemath/ • Symphony Learning http://www.symphonylearning.com/ • Origo Education http://www.origoeducation.com/**RTI Resources Page 2**• Destination Math http://www.hmlt.hmco.com/DM.php • Fastt Math http://www.tomsnyder.com/fasttmath/index.html • Number Worlds http://www.sranumberworlds.com/sample.html • Math Steps http://www.eduplace.com/math/mathsteps/ • Momentum Math http://www.momentummath.com/ • Moving with Math http://www.movingwithmath.com/ • Vmathhttp://www.voyagerlearning.com/vmath/index.jsp**RTI Resources Page 3**• Accelerated Math http://www.renlearn.com/am/ • Camelot Learning Math Intervention http://www.camelotlearning.com/ • Breakaway Math Intervention http://www.optionspublishing.com/643.htm • Math Perspectives http://www.mathperspectives.com/index.html • Mclass Math http://www.wirelessgeneration.com/solutions/mclass-math.html**Contact Information**Lynn Baker, Coordinator Office of Instruction lhbaker@access.k12.wv.us John Ford, Coordinator Title I Mathematics jford@access.k12.wv.us Linda Palenchar, Coordinator Office of Special Programs, Extended and Early Learning lpalench@access.k12.wv.us Mary Pat Farrell, Coordinator Office of Special programs, Extended and Early Learning mfarrell@access.k12.wv.us Lou Maynus, Mathematics Coordinator Office of Instruction lmaynus@access.k12.wv.us

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