CRECCRECSpotlight Spotlight

on on Plainville:Plainville:

Elementary Elementary SRBI MathSRBI Math

Maureen Brummett – Assistant SuperintendentMaureen Brummett – Assistant SuperintendentTom Cannata – Math/Science Instructional LeaderTom Cannata – Math/Science Instructional Leader

December, 2011December, 2011

Factors That Impacted The Factors That Impacted The

Math Intervention ProcessMath Intervention Process Common Formative AssessmentsCommon Formative Assessments

Data Decision MakingData Decision Making

ISIP – Individualized Student Improvement PlanISIP – Individualized Student Improvement Plan

SRBI ResourcesSRBI Resources

SRBI Progress MonitoringSRBI Progress Monitoring

Grade Level Meetings / System of Care ProcessGrade Level Meetings / System of Care Process

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Common Formative Common Formative AssessmentsAssessments

Various assessments are used to measure student achievement and Various assessments are used to measure student achievement and monitor progress:monitor progress:

Basic Facts Assessment:Basic Facts Assessment: Benchmark assessments given 3x/yearBenchmark assessments given 3x/year Fall, Winter, SpringFall, Winter, Spring Grades 1–5Grades 1–5 Addition, Subtraction, Multiplication, DivisionAddition, Subtraction, Multiplication, Division

Basic Facts Incentive Program:Basic Facts Incentive Program: Monthly assessmentsMonthly assessments Students create mid-year and end-of-year goalsStudents create mid-year and end-of-year goals Grades 1-5Grades 1-5

Math Prompts – Strand 25 - Math ApplicationsMath Prompts – Strand 25 - Math Applications Analytic Rubric measures Understanding Analytic Rubric measures Understanding -- Communication - Accuracy Communication - Accuracy Grades 1-5 Grades 1-5

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Common Formative Common Formative Assessments – cont.Assessments – cont.

CREC Curriculum and Assessment ConsortiumCREC Curriculum and Assessment Consortium

Fall Universal Screen:Fall Universal Screen: Basic Numeracy StrandsBasic Numeracy Strands Used to identify risk levels (High Used to identify risk levels (High -- Medium - Low) Medium - Low) Grades 2–5Grades 2–5

Winter CREC Assessment:Winter CREC Assessment: CREC assessment that is correlated to CMTCREC assessment that is correlated to CMT Teachers meet by grade level to score open-ended problemsTeachers meet by grade level to score open-ended problems January PD – Teachers review reports and plan SRBI groupsJanuary PD – Teachers review reports and plan SRBI groups Grades 3-5Grades 3-5

Spring Universal Screen:Spring Universal Screen: CREC assessment – Session 1 – Numerical and Proportional CREC assessment – Session 1 – Numerical and Proportional

Reasoning strandsReasoning strands Grades 2-5 Grades 2-5

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DATA DECISION MAKING - DATA DECISION MAKING - ISIPISIP

Several data points are considered when Several data points are considered when identifying high risk math students:identifying high risk math students:

CMT resultsCMT results CREC Universal ScreenCREC Universal Screen Basic Facts Benchmark AssessmentsBasic Facts Benchmark Assessments Classroom performanceClassroom performance

ISIP – Individualized Student Improvement ISIP – Individualized Student Improvement PlanPlan

Teams meets to review data and determine Teams meets to review data and determine high risk studentshigh risk students

ISIP is written for each of these high risk ISIP is written for each of these high risk studentsstudents

SRBI plan is developed with specific SRBI plan is developed with specific instructional strategies and measurable goalsinstructional strategies and measurable goals

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ISIP SampleISIP Sample Assessment Data Assessment Data

CRECCREC Basic FactsBasic Facts CMTCMT Diagnostic DataDiagnostic Data

Focus of InterventionFocus of Intervention Intervention StrategiesIntervention Strategies Student Goals Student Goals

SMART GoalSMART Goal Baseline scoreBaseline score Target scoreTarget score Target DateTarget Date

Intervention LogisticsIntervention Logistics Intervention ScheduleIntervention Schedule Form of Progress Form of Progress

MonitoringMonitoring Frequency of Progress Frequency of Progress

MonitoringMonitoring6

SRBI RESOURCESSRBI RESOURCES

District purchased intervention resources District purchased intervention resources to provide explicit instructional to provide explicit instructional strategies and lessons:strategies and lessons:

Pinpoint Math – Tier 2Pinpoint Math – Tier 2

Math Connects – Strategic Intervention Math Connects – Strategic Intervention Guide – Tier 2Guide – Tier 2

Focus MATH – Tier 3Focus MATH – Tier 3

Math Triumphs – Tier 3Math Triumphs – Tier 3

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SRBI PROGRESS SRBI PROGRESS MONITORINGMONITORING

Progress monitoring tools that are used:Progress monitoring tools that are used:

AIMSweb – MCOMP and MCAP probesAIMSweb – MCOMP and MCAP probes

Progress monitoring assessments Progress monitoring assessments provided with RTI resources (Pinpoint provided with RTI resources (Pinpoint Math, Focus MATH, Math Triumphs, etc.)Math, Focus MATH, Math Triumphs, etc.)

Basic Facts AssessmentsBasic Facts Assessments

CBM Probes – created from CREC Test CBM Probes – created from CREC Test ItemsItems

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SRBI Intervention Group SRBI Intervention Group LogLog

Weekly log that is used to record specific details Weekly log that is used to record specific details about the interventions and to note any concerns about the interventions and to note any concerns about student progress and fidelity of intervention about student progress and fidelity of intervention (i.e. absenteeism, engagement level, etc.)(i.e. absenteeism, engagement level, etc.)

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SYSTEM OF CARE / SYSTEM OF CARE / GRADE LEVEL MEETINGSGRADE LEVEL MEETINGS

Review ISIP plans, SMART goals, and data relative to Review ISIP plans, SMART goals, and data relative to instructional focusinstructional focus

Decide whether adequate progress is being madeDecide whether adequate progress is being made

If yes, set new goals or possibly discontinue Tier 2 and If yes, set new goals or possibly discontinue Tier 2 and monitor Tier 1 performancemonitor Tier 1 performance

If limited progress and goal not met, develop plan of action If limited progress and goal not met, develop plan of action (i.e. modify frequency, instructional emphasis, goals, shift to (i.e. modify frequency, instructional emphasis, goals, shift to Tier 3)Tier 3)

BENEFITS:BENEFITS:

Multiple perspectives that allow for a comprehensive review Multiple perspectives that allow for a comprehensive review of progress and goal settingof progress and goal setting

Reinforcement of data and decisions based on dataReinforcement of data and decisions based on data

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DATA MANAGEMENTDATA MANAGEMENT

Performance Pathways data management system Performance Pathways data management system recently implemented in the districtrecently implemented in the district

This is being used to track all of the state, district, This is being used to track all of the state, district, and local assessment data (CMT, CREC, DRP, Basic and local assessment data (CMT, CREC, DRP, Basic Facts, etc.)Facts, etc.)

Shows student performance in various measurement Shows student performance in various measurement areas over several years areas over several years

Also used to track SRBI interventions – progress Also used to track SRBI interventions – progress monitoring monitoring

Graphs student progress in SRBIGraphs student progress in SRBI

Various stakeholders are able to view SRBI progress Various stakeholders are able to view SRBI progress monitoring results and trendsmonitoring results and trends

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IMPACT ON ACHIEVEMENTIMPACT ON ACHIEVEMENT

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RESEARCHRESEARCHAssisting Students Struggling with Mathematics: RTI for Assisting Students Struggling with Mathematics: RTI for

Elementary and Middle Schools (Elementary and Middle Schools (Includes checklist, Includes checklist, suggested approaches, potential roadblocks and suggested approaches, potential roadblocks and solutions)solutions)

Summary of recommendations: Summary of recommendations: 1.1. Screen all students to identify those at riskScreen all students to identify those at risk2.2. SRBI materials should focus intensely on whole numbersSRBI materials should focus intensely on whole numbers3.3. Instruction should be explicit and systematicInstruction should be explicit and systematic4.4. Focus on solving word problemsFocus on solving word problems5.5. Intervention materials should include visual Intervention materials should include visual

representations of math ideasrepresentations of math ideas6.6. Interventions should build on fluent retrieval of basic Interventions should build on fluent retrieval of basic

factsfacts7.7. Monitor progress of students at riskMonitor progress of students at risk8.8. Include motivational strategies in interventionsInclude motivational strategies in interventions

What Works Clearinghouse – What Works Clearinghouse – www.ies.ed.gov13

QUESTIONSQUESTIONS

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