Create Presentation
Download Presentation

Download Presentation
## Planning for Tier 2 Math Intervention

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -

**Planning for Tier 2 Math Intervention**Cristianne Lane, M.Ed. Margo Healy, M.Ed. Evelyn Johnson, Ed.D. Lee Pesky Learning Center r t i**Introduction**Where we have been... Where we are heading... r t i**Training Goals:**Examine Tier 1 math challenges that may impact Tier 2. Identify Tier 2 math resources. Provide direction for prioritizing, diagnosing, and planning Tier 2 math instruction. r t i**Agenda:**• Tier I Math Instruction • Tier 2 Purpose and “Must Haves” Assessment Tools Targeted Instruction Time and Intensity Progress Monitoring • Examples r t i**Your Materials:**• PowerPoint slides packet • Yellow handouts for reflection exercises and activities • Green handout for video assessment clip • Articles (to be passed out later during fact fluency discussion) r t i**Sources:**• Common Core State Standards • What Works Clearinghouse • Doing What Works • Research Journals • RTI Action Network • Center on Instruction • National Center on Response to Intervention • National Council of Teachers of Mathematics r t i**Tier 1**• National “Issues” • Professional Development • Shifting to the Common Core r t i**Dr. David AllsoppUniversity of South Florida**• Former Middle School Teacher • Special Education Department Chair • Co-developer of MathVIDS and The Learning Toolbox r t i**Dr. David AllsoppUniversity of South Florida**Special Education Department Chair Former Middle School Teacher“RTI and Improved Math Achievement” Co-developer of MathVIDS and The Learning Toolbox • Allsopp is going to talk about 3 topics: • Teacher preparation • 2. The limited research base for math • intervention • 3. RTI as a powerful problem-solving process r t i**Knowledgeable Teachers**Professional development opportunities: • MTI classes • MathVIDS.com • Webinars on RTI and math websites • Khan Academy • Mentors in your district • Every Child Ready for Math (K) r t i**Knowledgeable Teachers...**know the learning progressions! Sources: • Common Core State Standards • Deconstructed standards • Learning Progressions • NCTM Focal Points • Books and Journals • Adding it Up r t i**CCSS Domain Progression**r t i**CC Process Standards: Math Practices**• Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning. r t i**Strong Mathematicians**X Content Understanding Skills Process r t i Application Procedures**r t i**Genesis of RTI – Public Health Model**How do you know if it is a Tier 1 issue or a Tier 2 issue?**r t i**Tier 1: Debrief(page 1 of yellow packet)**• National “Issues” • Professional Development • Shifting to the Common Core r t i**Agenda:**• Tier I Math Instruction • Tier 2 Purpose and “Must Haves” Assessment Tools Targeted Instruction Time and Intensity Progress Monitoring • Examples r t i**Tier 2 “MUST HAVES”**• Strong Assessment Tools • Targeted Instruction • Time and Intensity • Progress Monitoring r t i**Tier 2 “MUST HAVES”**#1 Strong Assessment Tools • Screeners • Diagnostic Tools • Progress Monitoring (formative) r t i**r t i**Johnson Smith Harris**What is Screening?**r t i Johnson Smith Harris**Suggested Screening Process**r t i Johnson Smith Harris**Screeners Must Be…**• ISAT scores • Grades/report cards • Placement tests • EOC tests • Benchmarks • CBMs • K registration screening r t i**Strong Mathematicians**X Content Understanding Skills Process r t i Application Procedures**Probe Examples Handout**(pages 5-7 in your yellow packet) r t i**Diagnostic Tools: K-1st**Two essential aspects in the development of proficiency in mathematics with predictive validity: • Knowledge of magnitude of numbers • Counting efficiently and strategically Geary 2004, Kalchman, Moss, & Case 2001 r t i**Magnitude of Number:**Which is bigger? (1-20 for K, 0-99 for 1st) 1st grade example: 37 48 Strategic Counting: Counting from numbers other than 1, counting backward (missing #) 1st grade example: 28 29 _____ 67 ____ 69 r t i**Additional Recommendations for K-1st :**• Number Identification (K) • Basic Arithmetic Facts (beginning at the middle of first grade) r t i**Possible Diagnostic Tools (K-1):**• Primary Math Assessment (PMA) • Number Knowledge Test (NKT) • Monitoring Basic Skills Progress (MBSP) • AIMSweb Test of Early Numeracy and/or Number Fly Early Math Probes* • Missing Number • Number ID • Oral Counting • Quantity Discrimination * free on Intervention Central r t i**Elementary Math: (2-6th)**• Computation • Concepts and Applications Secondary Math: • Basic Skills and Concepts/Applications • Algebra Foundations • Content Analysis • Translations r t i Project AAIMS**Possible Diagnostic Tools:**easyCBM (K-8) Primary Math Assessment (PMA) Math Navigator (2-10) Monitoring Basic Skills Progress (K-6) AIMSweb (K-8) Number Fly Early Numeracy (K-3) Project AAIMS (basic skills and algebra) r t i**Digging Deeper!**Assessing Math Concepts preK-3rd (Kathy Richardson) • NCTM Assessment • handbooks • K-2, 3-5, 6-8, 9-12 r t i**Digging Deeper!**• NCTM Assessment Handbooks • K-2, 3-5, 6-8, 9-12 • Example on page 8 of your yellow packet r t i**Pros and Cons...**What are the pros and cons using student interviews or authentic assessment tasks? r t i**Table Discussions (bottom of page 1, yellow packet)**What diagnostic tools do you have? Is there a balance between skills and concepts? What might you need? What are your next steps? r t i**Word prob. X and Div. Understanding**+ and - Facts Fractions Elementary: r t i**+ and – X**and Div. Fractions Charts Word Prob. Word Prob. Graphs Word prob. X and Div. Understanding + and - Facts Fractions Middle School r t i**Fractions!**Only 55% of 8th grades could solve a word problem involving the division of fractions. National Center for Education Statistics, 2006 r t i**Word prob. X and Div. Understanding**+ and - Facts Fractions High School r t i**A 2006 research study...**Conducted at Vanderbilt University asked algebra teachers to describe the major deficiencies that they see in students who enter algebra classes ill-prepared to learn. What do you think were the two major issues? r t i**The Findings:**• Lack of understanding of fractions, ratio and proportion. • The inability to transfer word problems into mathematical expressions or equations. Zimmer, Christina, Hamilton, & Weber Prine, 2006 r t i**Tier 2 “MUST HAVES”**• Strong Assessment Tools • Targeted Instruction • Time and Intensity • Progress Monitoring r t i**Tier 2 “MUST HAVES”**#2 Targeted Instruction • General Components of Tier 2 Math Instruction • Recommendations from What Works Clearinghouse r t i**Explicit and Systematic Instruction:(page 2 of yellow**handout) • Modeling, Explanations, Think alouds, • Scaffolded, guided practice • Cumulative Review • Immediate Corrective Feedback • Visual Representations and Models • Motivation What Works Clearinghouse and Doing What Works Recommendation r t i**Math Video**MathVIDS.com: Division with Fractions Explain to your partner why it works to invert and multiply when you are dividing fractions. 2 divided by 1/3 Debrief with Rubric r t i**Tier 2 “MUST HAVES”**#2 Targeted Instruction • General Components of Tier 2 Math Instruction • Recommendations from What Works Clearinghouse r t i**Tier 2 “MUST HAVES”**#2 Targeted Instruction • General Components of Tier 2 Math Instruction • Recommendations from What Works Clearinghouse r t i