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RTI for Mathematics Instruction

RTI for Mathematics Instruction. Title I Directors’ Conference March 10, 2009 Morgantown, WV. John Ford, WVDE Coordinator Title I Mathematics Lynn Baker, WVDE Coordinator Math Science Partnership. Students. Describe a student who presents a challenge to you as a teacher.

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RTI for Mathematics Instruction

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  1. Title I Directors' Conference - March 10, 2009

  2. RTI for Mathematics Instruction Title I Directors’ Conference March 10, 2009 Morgantown, WV Title I Directors' Conference - March 10, 2009

  3. John Ford, WVDE Coordinator Title I Mathematics Lynn Baker, WVDE Coordinator Math Science Partnership Title I Directors' Conference - March 10, 2009

  4. Students Describe a student who presents a challenge to you as a teacher.

  5. Essential Components of RTI • High-quality, scientifically based classroom instruction. • On-going student assessment • Tiered Instruction • Parent Involvement Title I Directors' Conference - March 10, 2009

  6. RTI and Public Law 108 – 446(Individuals with Disabilities Education Improvement Act) Section 614 (b) (6) SPECIFIC LEARNING DISABILITIES (A) IN GENERAL . . . a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability in … mathematical calculation, or mathematical reasoning. (B) ADDITIONAL AUTHORITY. – In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures described in paragraphs (2) and (3). Title I Directors' Conference - March 10, 2009

  7. IF RTI COMES FROM IDEA (2004), IS RTI A SPECIAL EDUCAITON PROGRAM? Absolutely Not! The National Association of State Directors of Special Education (NASDSE) addresses this issue by exposing what it calls “myths” about RTI. Title I Directors' Conference - March 10, 2009

  8. MYTH – The outcome and intent of RTI is identification of special education students. There are two overarching goals of RTI: • To deliver research-based interventions • To use students’ responses to those interventions to determine instructional needs and intensity. From: “Myths About Response to Intervention (RTI) Implementation” by Bill East, Executive Director of NASDSE. Title I Directors' Conference - March 10, 2009

  9. MYTH – RTI is only a prereferral service • RTI is a comprehensive service delivery system requiring significant changes in how a school serves all students. • The desired result of RTI is the integration of general education and special education services around the goal of enhanced outcomes for all students. From: “Myths About Response to Intervention (RTI) Implementation” by Bill East, Executive Director of NASDSE. Title I Directors' Conference - March 10, 2009

  10. MYTH - Move slowly; the status quo is not that bad. Some tweaking is needed, but RTI can support the “traditional but tweaked” model. RTI is a dramatic redesign of general and special education; both need to change and the entire system needs reform if schools are going to make AYP targets and meet the needs of all students. Tweaking will not be sufficient. From: “Myths About Response to Intervention (RTI) Implementation” by Bill East, Executive Director of NASDSE. Title I Directors' Conference - March 10, 2009

  11. MYTH – The research base for RTI is limited to beginning reading. Although there is less research in math and in secondary schools, it is not correct to indicate that there is no research. From: “Myths About Response to Intervention (RTI) Implementation” by Bill East, Executive Director of NASDSE. Title I Directors' Conference - March 10, 2009

  12. 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. Title I Directors' Conference - March 10, 2009

  13. WESTEST 2008 Mathematics Proficiency Title I Directors' Conference - March 10, 2009

  14. Key research findings indicate… • Most students fail to meet minimal mathematics proficiency standards by the end of high school (U.S. Department of Education, 2003). • Existing instructional tools and textbooks often do a poor job of adhering to important instructional principles for learning mathematics (National Mathematics Advisory Panel, 2008). • Early mathematics intervention can repair deficits and prevent future deficits (Fuchs, Fuchs, & Karns, 2001; Sophian, 2004). Title I Directors' Conference - March 10, 2009

  15. Key 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 • 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) Title I Directors' Conference - March 10, 2009

  16. Key Research Findings Indicate… Results of a study comparing the effect of small group, explicit instruction on math problem solving for groups of third grade students identified as being NDR (no disability risk), MDR (math disability risk), RDR (reading disability risk) and MDR/RDR (math and reading disability risk), suggest MDR and RDR students derived benefits similar to their NDR peers. (Fuchs, L.S., Fuchs, D., and Prentice, K.,2005) Title I Directors' Conference - March 10, 2009

  17. WV RTI Framework Components Three Tier Instructional Model Universal Screening Progress Monitoring Teaming & Collaboration Data-based Decision Making Professional Development Title I Directors' Conference - March 10, 2009

  18. Lessons Learned from the RTI Reading Initiative Interventions demand integrity Consistent monitoring is critical Professional development facilitates the change Hold fast to RTI guidelines Collaboration is essential Title I Directors' Conference - March 10, 2009

  19. RTI Continuum of Support for All Intensive Strategic Universal Title I Directors' Conference - March 10, 2009

  20. Questions 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? Title I Directors' Conference - March 10, 2009

  21. NCTM-Intervention Lenses Title I Directors' Conference - March 10, 2009

  22. NCTM-Intervention Lenses • Learning Significant Mathematics • Knowing the Mathematics • Assessment and Data Gathering • Quality Planning and Delivery • Alignment Title I Directors' Conference - March 10, 2009

  23. Tier 1: Core Instruction Title I Directors' Conference - March 10, 2009

  24. The strength and quality of Tier 1 instruction determines the number of students who need Tier 2 intervention… Title I Directors' Conference - March 10, 2009

  25. Tier 2: Targeted Intervention Title I Directors' Conference - March 10, 2009

  26. Key Features of Tier 2 Intervention Title I Directors' Conference - March 10, 2009

  27. Six Instructional Principles for Tier 2 Intervention in Mathematics Title I Directors' Conference - March 10, 2009 Instructional explicitness Instructional design that eases the learning challenge A strong conceptual basis for procedures that are taught Sufficient, engaging, and meaningful practice Cumulative review Motivators to help students regulate their attention and behavior (Fuchs, 2008)

  28. Tier 3: Intensive Intervention Title I Directors' Conference - March 10, 2009

  29. References Title I Directors' Conference - March 10, 2009 Baker, S., Gersten, R., & Lee, D. (2002). A synthesis of empirical research on teaching mathematics to low achieving students. The Elementary School Journal, 103, 51-73. Fuchs, L.S., Compton,D. L., Fuchs, D., Paulsen, K., Bryant, J. & Hamlett, C. L. (2005). Responsiveness to intervention: Preventing and identifying mathematics disability. Teaching Exceptional Children, Mar/Apr, 60-63. Fuchs, L.S., Fuchs, D., & Prentice, K. (2005). Responsiveness to mathematical problem-solving instruction: Comparing students at risk of mathematics disability with and without risk of reading disability. Journal of Learning Disabilities 37(4), 293-306. VanDerHeyden, A. (2008). Using RTI to improve learning in mathematics. Retrieved August 16, 2008 from http://www.rtinetwork.org/index2.php?option=com_content&task=view&id=325&pop

  30. RTI and WVBE Policy Title I Directors' Conference - March 10, 2009

  31. WV Policy 2419: Regulations for the Education of Students with Exceptionalities Response to Intervention Model replaces the IQ-achievement discrepancy model. Effective Dates: July 1, 200910 – Elementary School July 1, 201011 – Middle School July 1, 201112 – High School (Changes to be presented to WVBE) Title I Directors' Conference - March 10, 2009

  32. Policy 2510 Requirements Chart II: 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. Title I Directors' Conference - March 10, 2009

  33. Policy 2510 Requirements Chart III: Intermediate Elementary (3-4) Intermediate elementary students will be taught the given content areas. It is required, in accordance with scientifically based reading research, that, at a minimum, 90 minutes of reading and English language arts instruction be provided through whole group, small group and reading center activities as a block or throughout the school day. A minimum of 60 minutes of daily mathematics instruction is required. Sufficient emphasis must be placed on the following content areas to ensure that students master content knowledge and skills as specified in the 21st century content standards and objectives for each subject. Title I Directors' Conference - March 10, 2009

  34. Policy 2510 Requirements Chart IV: Middle Level Education (Grades 5-8) These required core courses shall be taught daily by a team of qualified teachers. An intervention component will ensure mastery of the rigorous content standards and objectives at each grade level. The core courses (Reading and English/Language Arts, Mathematics/Algebra I, Science and Social Studies) will be offered within a block of time no less than 180 minutes. The principal and a team of teachers will determine time allocations that provide adequate time to achieve mastery of the West Virginia content standards and objectives for each of the required courses and effectively address the academic needs of students who are below mastery in the basic skills of reading, writing and mathematics. Title I Directors' Conference - March 10, 2009

  35. Response to Interventionis a Process Nota Product Title I Directors' Conference - March 10, 2009

  36. First Steps Title I Directors' Conference - March 10, 2009

  37. Tier 1 Universal InstructionQuality Lesson Design • WV CSOs/Assessment • Launch • Explore • Summarize • Research-based Strategies • Vocabulary Instruction • Formative Assessment • Differentiation Strategies Title I Directors' Conference - March 10, 2009

  38. Tier 2 Targeted Instruction • WV CSOs/Assessment • Introduction/Concept Development • Practice/Application • Reflections • Identification of misconceptions • Explicit, scaffolded instruction • Error correction • Meaningful practice • Peer interaction and collaboration Title I Directors' Conference - March 10, 2009

  39. Next Steps School-level Planning Title I Directors' Conference - March 10, 2009

  40. Initiate Discussion about Mathematics Instruction in Your School • Based on your achievement data for mathematics, what are your goals for mathematics instruction? • Do all students in your school have the opportunity to learn significant mathematics? • How does your current mathematics instruction align with the description of quality Tier 1 instruction provided in this webinar? • Within your school, which teachers provide leadership in mathematics? Title I Directors' Conference - March 10, 2009

  41. Initiate Discussion about Mathematics Instruction at Your School (continued) • What resources are available? • Personnel • Instructional materials • Time • Assessments • Professional development • Funding Title I Directors' Conference - March 10, 2009

  42. RESOURCES Title I Directors' Conference - March 10, 2009

  43. Teach21 – RTI Site Title I Directors' Conference - March 10, 2009

  44. Informal Math Assessment Title I Directors' Conference - March 10, 2009

  45. Quantiles Title I Directors' Conference - March 10, 2009

  46. Contact Information Title I Directors' Conference - March 10, 2009 John Ford, Coordinator Title I, Mathematics jford@access.k12.wv.us Lynn Baker, Coordinator Office of Instruction lhbaker@access.k12.wv.us

  47. “Adopting an RTI model is about adopting best professional practice, insisting that we do what is best and necessary for all students in our schools, and , finally, rising to the challenge of doing that which is socially just. That is why we must adopt an RTI model and implement it with integrity in every school throughout the nation.” – David P. Prasse, Loyola University, Chicago Title I Directors' Conference - March 10, 2009

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