Math and Writing RTI

1. Math and Writing RTI Won’t get fooled again

2. What do you mean by “Don’t get fooled again?” “So what interventions do I use?”

3. Objectives • Look at an infrastructure for rolling out new content areas. • Examine the necessary pieces for Math RTI implementation . • Examine the necessary pieces for Writing RTI implementation.

4. Expectations • Demonstrate good audience skills • Silence cell phones • Hold side conversations out of ear shot of others • Engage in active listening • Participate in partner discussions • If you need a break, take one

5. Partnerships • Pick someone near you to be your partner. • The person with the next birthday is coffee. • The other person is cream.

6. So how do we make this happen? Interventions Progress Monitoring Decision rules and protocol Core Curriculum with strong instruction Universal screener Data based teaming Leadership Professional Development

8. Math

9. Research for this presentation

10. Specific RTI mathematics studies for a recent annotated bibliography totaled 9 studies

11. Do not worry about your problems with mathematics, I assure you mine are far greater. -Albert Einstein

12. Why math? Why now? • Completing Algebra II correlates powerfully with college graduation and earning in the top quartile of income • Job growth in math and science outpaces other fields 3:1 • Demands for remedial college math are vast and growing • Large disparities in math achievement according to race and income • New Oregon diploma requirements

13. Common Contributors to Math Failure • Curriculum and instruction breakdown • Our cultural Mindset (Dweck) Mindset: the belief that learning is based on either EFFORT or TALENT. It is especially pervasive in our society: one is either good or bad at math, for example. In many other countries, math achievement is attributed to effort!

14. Create a “growth mindset” around Mathematics. There is no “MATH GENE” • Improve teachers knowledge about Mathematics. • Provide professional development in practices, not just programs. Data based teaming Leadership Professional Development

15. Match your instructional philosophy to universal screener and progress monitoring tools. Universal screener Data based teaming Leadership Professional Development

16. Institute of Education Sciences Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Recommendation 1Screen all students to identify those at risk for potential mathematics difficulties and provide interventions to students identified as at risk. Level of Evidence: Moderate

17. It is “cleaner” to have the same Universal Screener and Progress Monitoring tool. • Most of the research is around progress monitoring tools, which are then applied to screeners.

18. Universal Screening • The Math Measures: • K-1: Missing Number (CBM) • Grades 2-5: Basic Facts (CBM)

19. Computation – 5 • Two to four Minute assessment (depending on grade) • Group administered

20. EasyCBM • Concepts and applications

21. Norm Referenced 100 percentile Low Risk Average Range Some Risk High Risk 1 percentile

22. Math Screening & Monitoring

23. Core Curriculum with strong instruction Universal screener Data based teaming Leadership Professional Development

24. Tier I • 45-90 minutes core instruction • K-12 curriculum alignment • Explicit, systematic instruction • Teach content to mastery • Focus on fractions!

25. Common Core Mathematics Instruction Computational fluency Problem solving Conceptual understanding

26. Adding it Up, National Research Council, p. 117

27. Curricular Content Focus + Coherence = Depth Breadth

28. Linear proficiencyvs. Spiraling(Closure after Exposure)

29. Fidelity to the core • NCTM principles and standards • The scope and sequence • State and common core standards • Common instructional strategies

30. NCTM Content Standards/Focal Points Process Standards Problem Solving Reasoning and Proof Communication Connections Representations • Number and Operations • Algebra • Geometry • Measurement • Data Analysis and Probability

31. Talk Time • Coffee please answer the following question: • How is Math screening implemented in your school/district? • Coffee please answer the following question: • How is your Math core program implemented? How is it aligned with Common Core and NCTM? With extra time switch questions

32. Decision rules and protocol Core Curriculum with strong instruction Universal screener Data based teaming Leadership Professional Development

33. Who needs tiers 2 and 3? • Necessary Deliberations: • Setting cut scores • Weighing resources against needs • Borderline students Anne Foegen, Ph.D. Iowa State University

34. Crook County Program focused protocol

35. Tigard-Tualatin Instruction focused protocol with technology focus

36. Decision Rules • CBMs are given every other week to monthly • Review trend lines every 12 weeks • We need a longer intervention period because: • Growth on math CBMs happens in small increments

37. Decision Rules • Consider exit criteria with easyCBM • At what percentile are you going to move out of intervention? • Consider exit criteria with OAKS • Meets

38. Progress Monitoring Decision rules and protocol Core Curriculum with strong instruction Universal screener Data based teaming Leadership Professional Development

39. Institute of Education Sciences Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Recommendation 7Monitor the progress of students receiving supplemental instruction and other students who are at risk. Level of Evidence: Low

40. Growth trajectories for responders/non responders can be based on local and class or grade performance • Or use projected rate of growth from national norms—egAIMSweb 50th %tile • Grade 1, .03 digit per week growth • Grade 3, .04 digit per week growth • Grade 5, .07 digit per week growth

41. Talk Time • Coffee please answer the following question: • What commonalities do you see between the two Math Protocols? • Cream please answer the following question: • How are you currently using progress monitoring and decision rules? With extra time switch questions

42. Interventions Progress Monitoring Decision rules and protocol Core Curriculum with strong instruction Universal screener Data based teaming Leadership Professional Development

43. Institute of Education Sciences Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Recommendation 2Instructional materials for students receiving interventions should focus intensely on in-depth treatment of whole numbers in K-5 and on rational numbers in grades 4-8. Level of Evidence: Low

44. Institute of Education Sciences Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Recommendation 3Instruction provided in math interventions should be explicit and systematic, incorporating modeling of proficient problem-solving, verbalization of thought processes, guided practice, corrective feedback and frequent cumulative review. Level of Evidence: Strong

45. Institute of Education Sciences Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Recommendation 4Interventions should include instruction on solving word problems that is based on common underlying structures. Level of Evidence: Strong

46. Institute of Education Sciences Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Recommendation 5Intervention materials should include opportunities for students to work with visual representations of mathematical ideas, and interventionists should be proficient in the use of visual representations of mathematical ideas. Level of Evidence:Moderate

47. Institute of Education Sciences Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Recommendation 6Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic arithmetic facts. Level of Evidence:Moderate

48. Interventions • Emphasis on research-based instructional strategies (not “programs”) • Increase opportunities to practice a skill correctly • Guided practice (“I do, We do, You do”) • Correction routine • There are few research based curricula available, but some are being developed • Time continues to be a factor

49. http://ies.ed.gov/ncee/wwc/

50. Talk Time • First cream, then coffee, share one thing that you can do to help make Math RTI happen in your district.