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Tiered Math Interventions

Tiered Math Interventions. Kathleen Begeny -Johnson, Granite School District Jody Sailor, Granite School District Becky Unker , Utah Personnel Development Center. Introduction to UMTSS.

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Tiered Math Interventions

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  1. Tiered Math Interventions Kathleen Begeny-Johnson, Granite School District Jody Sailor, Granite School District Becky Unker, Utah Personnel Development Center

  2. Introduction to UMTSS • UMTSS involves the systematic use of assessment data to most efficiently allocate resources in order to improve learning for ALL students. • To ensure efficient use of resources, schools begin with the identification of trends and patterns using school-wide and grade-level data. Students who need instructional intervention beyond what is provided universally for positive behavior or academic content areas are provided with supplemental, or targeted interventions delivered in small groups or individually at increasing levels of intensity.  • Within UMTSS, all school-based efforts such as Utah Core Standards, universal design for learning, and continuous school improvement, are unified and accelerated by collaborative teaming to result in increased student achievement.

  3. UCSS Principles • Focus • Identifies key ideas, understandings and skills for each grade or course • Stresses deep learning, which means applying concepts and skills within the same grade or course • Coherence • Articulates a progression of topics across grades and connects to other topics • Vertical growth that reflects the nature of the discipline

  4. UCSS Mathematical Practices 1 Make sense of problems and persevere in solving them. 2 Reason abstractly and quantitatively. 3 Construct viable arguments and critique the reasoning of others. 4 Model with mathematics. 5 Use appropriate tools strategically. 6 Attend to precision. 7 Look for and make use of structure. 8 Look for and express regularity in repeated reasoning.

  5. Format of K-8 Utah Core State Standards

  6. How do the UCSS and UMTSS connect? • Focus and coherencesupport UMTSS • Easier to notice when students are behind • Easier to provide targeted instruction

  7. Interventions • Traditional • Goal to improve achievement • Focus on a narrow set of skills • Superficial “quick fix” • After Implementation of UCSS • Goal to improve achievement • Focus on broader set of instructional goals • More rigorous • Increased focus on conceptual understanding • Provide targeted instruction for ALL students • “Students who excel in some topics may need additional support in content areas such as number and operations, with the increased expectation of conceptual understanding. The reality is that any student may require intervention; students who excel in some topics may need intervention support in others” (NCTM, 2011).

  8. UMTSS Framework

  9. It’s the Instruction That Matters • “Ultimately there are two kinds of schools: learning enriched schools and learning impoverished schools. I have yet to see a school where the learning curves…of the adults were steep upward and those of the students were not. Teachers and students go hand and hand as learners…or they don’t go at all.” -Roland Barth

  10. Mathematical Proficiency • In your classroom: • Do all students engage in mathematical thinking? • Do they see mathematics as sensible? • Do they believe themselves to be mathematicians? • Can they solve problems that they have not seen before? • Do they have conceptual understanding of the concepts being taught?

  11. Diagnosing Needs for Targeted Intervention in Tier 2 and Tier 3 • Use student performance on formative and summative assessments to identify and then diagnose the specific needs of students. • Consider conceptual or procedural mathematical misconceptions and gaps in prerequisite knowledge. • Scan picture on page 5 that shows conceptual misunderstanding.

  12. Diagnostic Interview for Targeted Intervention • In order to more accurately diagnose a student’s conceptual difficulties with mathematics, it may be necessary to conduct a diagnostic interview. • A diagnostic interview will yield the following information for the teacher: • Student conceptual understanding • Student procedural fluency • Student disposition • Teacher-introduced ineffective strategies • Student prerequisite misconceptions

  13. Diagnostic Interview

  14. Creating a more targeted, rigorous intervention

  15. Great Resources • http://schools.utah.gov/CURR/mathelem/Core-Curriculum.aspx • go.solution-tree.com/commoncore

  16. Serving All Students • “Equity concerns and economic demands make success in mathematics not only an immediate concern for all student but for society at large. The vast majority of students are capable of meeting these more rigorous expectations, but not necessarily within the same amount of instructional time or under the same instructional approach. An effective UMTSS program that systematically and continuously identifies student needs through a system of collaboratively developed assessments, and then provides students the appropriate targeted level of intervention support based on those assessment results, has the potential not only to ensure that all students have access to the conceptually rich mathematics outlined in the Utah Core State Standards but also to close achievement gaps and promote equity in mathematics teaching and learning.” -Kanold and Arnold, 2012

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