Download Presentation
## Math RtI Overview

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

**How does Delta Math support early intervention in**Math?(A.K.A. - Math RtI)**Executive Summary**• Purpose: To help your teachers better understand the process of early intervention and math RtI. Team Handout**Components of an RtI Model**• Universal or school-wide screening measures • Multi-tiered service delivery for ALL students • Progress Monitoring • Data-based decision making Response to Intervention in Mathematics Executive Summary, p. 3, ¶ 4.**Component 1 - Universal Screening**• What is it? • Reliable, valid, individual or group assessment (accurate) • Brief, low-cost, repeatable and easy to administer (efficient) • Aligned to the curriculum (relevant) • Sensitive to incremental student growth (sensitive) • Give a cut-point or a benchmark goal (meaningful)**Intensive Intervention**Individualized, highly specific 5-10% Targeted Intervention Supplemental, some students, reduce risk 15-20% Universal Prevention Core Instruction, all students, preventive, proactive 80% Component 2 - Multi-Tiered Support All Students in School**Delta Math Multi-Tiered Support**Recommended for Tier 3 when student does not respond to Tier 2 interventions. Compare numbers to 30 Identify one more thana number from 2 to 10 Compose and decomposenumbers from 2 to 10 Understand numbers to 30 as having groups of tens and some ones Count to 100 by tens Relate #s and quantities to 30**Component 3 - Progress monitoring**Gives the teacher information on whether (or not) a student is benefiting from instructional strategies as well as whether the student is on-track to reach his or her learning goal Provides frequent data to guide instructional decisions Must align with the overall goal of the intervention**Delta Math Progress Monitoring**4th Grade Quick Check**Data-based Decision Making**• Screening/Diagnostic Data • Used to identify students who may need additional help. • Determines what students can and cannot do within a certain skill set to pinpoint intervention needs. • Progress Monitoring • Used to create flexible intervention groups and to verify that the students is making progress towards an established goal.**Data Math Decision Making Support**• Building Intervention Groups • Who needs additional help for each learning target? • Determining Intervention Levels • Should an intervention be delivered to all students as a Tier 1 intervention, or to small Tier 2 intervention groups? • Progress Monitoring • Does a student need explicit instruction or targeted practice? • Core Instruction • What are the strengths and weaknesses of your math program?**The 11th Commandment**Thou shall not address inadequate Tier I (Core) through Tier II and Tier III supports alone. D. Tilly**Executive Summary**• Purpose: To help your teachers better understand the process of early intervention and math RtI. Team Handout**Team Time: Focused Discussion**• Please take 5 minutes to discuss what your building is already implementing within the RtI framework? • Note: You may record your current RtI actions in the “Summary of each tool“ column of the Think Sheet. Team Handout