1 response to intervention (rti) in the area of early mathematics gerbie rodriguez math coordinator...
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Response to Intervention (RTI) in the Area of Early
Mathematics
Gerbie Rodriguez
Math Coordinator
Region One ESC
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Response to Intervention (RtI) isA method of improving instruction by:
identifying students who need early intervention for academics or behavior
matching interventions to the specific needs of struggling students
documenting student response to interventions and making changes in content and methodology based on response data
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Components of RTI Universal Screening
Interdisciplinary Problem-Solving Teams
WRITTEN intervention plans
Multi-tiered Research-based Instruction/Interventions
Progress Monitoring
Fidelity/Integrity of Implementation
Family Involvement in the process
© 2008 J. Reyes, Region One ESC
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
80-90% 80-90%Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Enter a School-Wide Systems for Student Success
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Reading First RTI Tiered model Research-based Interventions Small Group Instruction Student Progress Monitoring Reading Focus Elementary Focus Federally funded Only certain campuses are
Reading First campuses
Tiered Model Research-based Interventions Small Group Instruction Student Progress Monitoring Any content area including
behavior issues All grade Levels, ALL students Use funds already available in
the district Involves all campuses Relies on a STRONG
Intervention Team A WRITTEN intervention plan Fidelity of Implementation Fidelity Monitoring Strong family involvement
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Universal Screening
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Universal Screening Purpose:
Is used as a benchmark to measure the performance of ALL students in both academics and behavior.
This data is used to determine which students need closer monitoring or an intervention.
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Universal Screening Purpose:
Can give you a bird’s eye view of how your campus compares to another in your district.
Helps you to assess the efficacy of your instruction and curriculum.
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Universal Screening Who is screened?
Everyone is screened.
How often do screenings occur? Screenings occur 3 times a year.
Who is responsible for the screening? The general ed teacher is responsible.
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Universal Screening
What screening tools are available? CBM (Curriculum Based Measurement) STEEP (System To Enhance Educational Performance) AIMSWeb DIBELS (Dynamic Indicators of Basic Early Literacy Skills) Others
What do we do with the data? Compare our district performance to state/national standards Compare our schools to each other Compare classrooms at each campus to each other
SBS Group, 2007
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The “Others” What are some readily available MATH
universal screeners and progress monitoring tools available?
Discuss this with your neighbor and make a list.
Be prepared to share your results
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Progress Monitoring
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Progress Monitoring
“A scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction.”
http://www.studentprogress.org/
National Center on Student Progress Monitoring, 2004© 2006, J. Reyes, Region One ESC
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Why monitor progress?
To make instructional changes as needed to ensure that there is a positive response to intervention
Decide whether to keep, modify, or drop a certain intervention
Allow students being served in Tier II and Tier III the opportunity to move to another tier as sufficient progress is made.
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Introducing… Texas Early Mathematics
Inventory(TEMI)
Progress Monitoring Outcome
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General Information: Purpose of the Measures
TEMI-PM
TEMI-O
Kindergarten, first grade, and second grade
Cost: FREE
July 2008 Workshop © 2008 University of Texas System/Texas Education Agency
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General Information:Assessment Periods
Assessment periods: Fall screening/identification:
September/October* Form A
Winter progress monitoring: January/February Form B
Spring progress monitoring: April/May Form C
* Some districts may choose to administer the TEMI to kindergarten students later in the fall or after winter break.
July 2008 Workshop © 2008 University of Texas System/Texas Education Agency
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Description
Norming process: Tests were normed in all the regions of Texas and have
been rated very high on the validity and reliability factors
Assesses: Fundamental number, operations, and quantitative
reasoning skills (kindergarten, first grade, and second grade)
Skills that are fundamental to broad-based mathematics proficiency
July 2008 Workshop © 2008 University of Texas System/Texas Education Agency
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Description (cont.)
Format: Four subtests: 30–45 minutes total test time to be
divided into 2-3 days Each subtest is 2 minutes, plus time for
demonstrations, practice, and transition Students attempt as many problems as they can in 2
minutes Three forms: A (fall), B (winter), and C (spring)
July 2008 Workshop © 2008 University of Texas System/Texas Education Agency
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Texas Early Mathematics Inventory-
Progress MonitoringTEMI-PM
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TEMI-PM: Number Identification and Quantity Recognition: Kindergarten only
Number Identification (0–20): Shapes appear in a box Four answer choices Response format: Circle
the number that shows how many there are in all
TEMI-PM Kindergarten Sample
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TEMI-PM: Number Identification and Quantity Recognition: Kindergarten only
Quantity Recognition: One to six dots in a
cluster Six answer choices Response format: Circle
the number that shows how many there are in all
July 2008 Workshop © 2008 University of Texas System/Texas Education Agency
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TEMI-PM: Magnitude Comparisons
Two numbers appear next to each other:
Kindergarten: Circle the bigger number or both numbers if they are the same, or equal.
First and second grade: Circle the smaller number or both numbers if they are the same, or equal.
TEMI-PM Kindergarten Sample
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TEMI-PM: Number Sequences
Three numbers appear in a sequence, but one number is represented by a blank (beginning, middle, and end):
• Kindergarten: Circle the missing number (0–20).
• First grade: Circle the missing number (0–99).
• Second grade: Write the missing number (0–999).
TEMI-PM First Grade Sample
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TEMI-PM: Place Value
First grade: Models of tens and ones Four response choices Response format: Circle the
number that shows how many there are in all
Second grade: Models of hundreds, tens, and
ones Response format: Write the
number that shows how many there are in all
TEMI-PM First Grade Sample
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TEMI-PM:Addition/Subtraction Combinations
First and second grade only Addition and subtraction
facts Students write the answers
July 2008 Workshop © 2008 University of Texas System/Texas Education Agency
9 6 0 1
6 4 8 4
0 10 1 3
TEMI-PM Second Grade Sample
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Texas Early Mathematics Inventory-
OutcomeTEMI-O
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Rationale for TEMI-O
To identify struggling students, determine math strengths and struggles, and inform instruction
To focus on content standards identified by NCTM as being fundamental to student success.
Number, Operations and Quantitative Reasoning; Algebraic Thinking, Geometry and Spatial Reasoning: Measurement; Probability and Statistics; and Underlying Processes and Mathematical tools
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TEMI-O: Mathematics Problem Solving
Format: Not timed, 30–45 minutes Each item read aloud; boldface words
repeated About 10 seconds allocated per question Questions with an asterisk are given 25–
30 seconds Answers are marked by connecting two
dots
Kindergarten: Three response choices
First and second grade: Four response choices One choice is not shown (NS)
TEMI-O Second Grade Sample
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Preparation
Students will need: Pencils: Erasers are not needed, as the students will be
taught during the demonstration how to correct an answer Dividers (optional) Test
Teachers will need: Overhead, overhead marker Transparency of demonstration pages Two timers Testing manual/directions
July 2008 Workshop © 2008 University of Texas System/Texas Education Agency
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Professional Development in these areas FIRST
Math
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RtI is about change, how you look at things. Change cannot be
mandated.
http://earlymathintervention.org/assessment
user name: austin\assessment
password: s3rp!2008!
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