Post on 27-Mar-2015
transcript
It’s all about the Stories
Directors' Meeting
West Virginia Department of EducationSpecial Education Directors Meeting
September 24, 2009
Lynn BakerWest Virginia Department of Education Coordinator, Math Science Partnership
John FordWest Virginia Department of Education
Coordinator, Title I
Rhonda JelichWest Virginia Department of Education
RESA V RTI Specialist
Wendy LochnerWest Virginia Department of Education
RESA VIII RTI Specialist
A man bought a horse for $50.He sold it for $60.Then he bought the horse for $70.He sold it again for $80.What is the financial outcome of these transactions? (Ignore cost of feed for horse, cost of boarding
etc.)
Independently solve the problem located on your table. Be ready to justify your solution.
Problem was given a title. Quiet independent work time was
provided. Mathematical thinking was shared
with a partner or small group. Group mathematical thinking shared
with the entire group.
RtI Mathematics Overview Quality Tier 1 Instruction RtI Resources
Learning Significant Mathematics Knowing the Mathematics Assessment and Data Gathering Quality Planning and Delivery Alignment
1. Providing high-quality instruction and intervention matched to student needs
2. Using learning rate over time and level of performance to
3. Make important educational decisions.
(NASDSE, 2005)
1. Three Tier Instructional Model
2. Universal Screening
3. Progress Monitoring
4. Teaming & Collaboration
5. Data-based Decision Making
6. Professional Development
Implementation of the core Consistent progress
monitoring Use of evidence-based
instructional strategies (e.g., Marzano)
Integrity checks (e.g., walk-throughs)
Collaborative problem solving (e.g., data meetings)
Fidelity is the
degree to which
something is
implemented as
designed or
intended.
Response to Intervention
is a Process Not a Product
Universal
Strategic
Intensive
RTI RTI ContinuuContinuum of m of Support Support for Allfor All
Definition Core instruction based on West Virginia CSOs
Focus All students
Program Standards-based mathematics instruction and curriculum
Key Features of Instruction
Active engagement; research-based mathematics practices
Interventionist General education teacher
Setting General education classroom
Grouping Whole group and small group for differentiation
Time Policy 2510 requirements
Assessment Universal screening (fall, winter & spring)
WV CSOs/ Assessment Launch Explore Summarize
Research-based Strategies Vocabulary Instruction Formative Assessment Differentiation Strategies
Student centered Teacher facilitated Active learning approach
focusing on questioning, critical thinking and problem-solving
Making sense of information
http://wvde.state.wv.us/teach21/ModelClassrooms
The Quantile FrameworkThe Quantile Framework
Developmental scale that locates mathematics skills and concepts within a taxonomy.
Characterizes the problem-solver with a measure on the same developmental scale.
The Quantile measure uses a common metric for both.
Determines readiness
Informs instruction
Forecasts performance on high stakes tests
What does a grade level student in mathematics look like at the end of the school year?
How do I know a student is on target for achieving year end grade level goals?
Identifies students who may not meet year-end expectations of the WV CSOs.
Assesses essential skills in a timely manner.
Incorporates available tools (e.g.WESTEST2, K-3 Informal Math Assessment, Acuity, assessments accompanying textbooks)
Remember, assessment information comes from a wide variety of sources. One type of data will NOT give you a true picture of
student learning.
What artifacts would you collect to provide evidence of a student’s understanding of mathematical concepts?
Definition Programs and procedures to support Tier 1 and target specific skills
Focus Students identified with marked difficulties and insufficient response to Tier 1
Program Research-based interventions
Key Features of Instruction
Additional practice opportunities; explicit, scaffolded instruction; error correction; identification of misconceptions; peer interaction and collaboration
Interventionist Personnel designated by school
Setting Learning space designated by school
Grouping Small groups with sufficient numbers of students to facilitate group interactions
Time 20-30 minute sessions, 3 times/week
Assessment Progress monitoring twice monthly on target skills
Mathematics Goal/Related WV CSOs/Assessment Introduction/Concept Development Practice/Application Reflection
Identification of misconceptions Explicit, scoffolded instruction Error correction Meaningful practice Peer interaction and collaboration
**10 minutes—fluency of basic math facts
Connects to identified learning goals Guides and informs instruction
Is the student making progress in meeting defined goal?
Does the student need to continue with intervention?
Do the intervention strategies need to be changed? Includes multiple pieces of data assembled from
various points in time during the intervention
Evidence “data” may be assembled in a portfolio or file folder.
Instruction on identified procedures and concepts
Includes two rounds of intervention
(8-12 weeks/round) Progress monitoring of targeted
skills (every 2 to 3 weeks)
Definition Customized instruction beyond Tiers 1 and 2
Focus Students with significant difficulties who have not responded to Tier 1 and Tier 2
Program May use a replacement program that provides intense intervention
Key Features of Instruction
More explicit and intense than Tier 2
Interventionist Personnel designated by school
Setting Learning space designated by school
Grouping Small groups with sufficient numbers of students to facilitate group interactions
Time Sufficient to provide replacement program instruction or necessary instruction
Assessment Progress monitoring weekly on target skills to assess response to intervention
Next Steps. . . . .(Schools)
• Use RTI discussion guide on Teach 21 to plan school wide support for struggling learners. (This includes the identification of resources.)
• Prioritize the needs of the school.
Organize classrooms with an eye towards mathematics.
Plan mathematics lessons using quality lesson design (Launch, Explore, Summarize)
Focus on vocabulary instruction and summarization of lessons.
Design assessments with a focus on mathematical understanding.
Begin working with small groups of students on identified learning goals.
Use data to make decisions.
http://wvde.state.wv.us/teach21
General Resources Teach 21
http://wvde.state.wv.us/teach21/ResponsetoInterventionMath.html
NCTM Intervention Site http://www.nctm.org/resources/content.aspx?id=13198
Quantiles http://quantiles.com/
Intervention/Instructional Resources America’s Choice
http://www.americaschoice.org/index.cfm Do the Math
http://teacher.scholastic.com/products/dothemath/ Math Steps
http://www.eduplace.com/math/mathsteps/
Symphony Learning http://www.symphonylearning.com/
Origo Education http://www.origoeducation.com/
Apangea Learning http://www.apangealearning.com/
Destination Math http://www.hmlt.hmco.com/DM.php
Fastt Math http://www.tomsnyder.com/fasttmath/index.html
Number Worlds http://www.sranumberworlds.com/sample.html
Momentum Math http://www.momentummath.com/
Moving with Math http://www.movingwithmath.com/
Vmath http://www.voyagerlearning.com/vmath/index.jsp
Accelerated Math http://www.renlearn.com/am/
Camelot Learning Math Intervention http://www.camelotlearning.com/
Breakaway Math Intervention http://www.optionspublishing.com/643.htm
Math Perspectives http://www.mathperspectives.com/index.html
Mclass Math http://www.wirelessgeneration.com/solutions/mclass-math.html
Carnegie Learning http://www.carnegielearning.com/
Breakaway Math Intervention http://www.optionspublishing.com/643.htm
Math Perspectives http://www.mathperspectives.com/index.html
Assessment Resources Mclass Math
http://www.wirelessgeneration.com/solutions/mclass-math.html
SMI Scholastic Math Inventory http://www.tomsnyder.com/smi/index.asp
Math Perspectives http://www.mathperspectives.com/index.html
AIMSweb http://www.aimsweb.com/measures-2/math-concepts--cbm/
STAR Math http://www.renlearn.com/sm/
Lynn Bakerlhbaker@access.k12.wv.us
John Fordjford@access.k12.wv.us
Rhonda Jelichrjelich@access.k12.wv.us
Wendy Lochnerwlochner@access.k12.wv.us
Contact Information