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RtI Math

How did this get started?What is your role?

Connecting RtI to the CCSS

History

• IDEA (2004) – states were allowed and encouraged to explore RtI as an alternative to formally identifying students with specific learning disabilities (SLDs).

• Most of the effort and research concentrated in the area of reading.

• NCLB and Reading First impact…

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Another Challenge

• • Math Now:

Advancing Math Education in Elementary and Middle SchoolFebruary 2006 (Archived)

Lot of $ Lot of talk

Defined

• RtI is the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions (NASDSE, 2005).

• RtI is an assessment and intervention process for systematically monitoring student progress and making decisions about the need for instructional modifications or increasingly intensified services using progress monitoring data (NRCLD, 2006).

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IES – Practice Guide

You should know about this…

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Recommendations 1-4

1. Screen all students to identify those at risk for potential mathematics difficulties and provide interventions to students identified as at risk.

2. Instructional materials for students receiving interventions should focus intensely on in-depth treatment of whole numbers in kindergarten through grade 5 and on rational numbers in grades 4 through 8.

3. Instruction during the intervention should be explicit and systematic. This includes providing models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review.

4. Interventions should include instruction on solving word problems that is based on common underlying structures.

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Recommendations 5-8

5. Intervention materials should include opportunities for students to work with visual representations of mathematical ideas and interventionists should be proficient in the use of visual representations of mathematical ideas.

6. Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic arithmetic facts.

7. Monitor the progress of students receiving supplemental instruction and other students who are at risk.

8. Include motivational strategies in tier 2 and tier 3 interventions.

IES Practice Guide – RtI and Mathematics – on line and free!!!

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What do you do?

How do you do it?

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The Tiers…nationally

• Typically 3 Tiers…

IN THE CLASSROOM• Tier 1 – core instruction that all receive with

differentiation for struggling students.• Tier 2 – tier 1+; almost always includes an increasing in

instructional time. This tier involves the addition of additional instructional opportunities that supplement, enhance, and support the tier 1 effort. (~15% of a student population).

OUTSIDE OF THE CLASSROOM• Tier 3 – most intensive; outside of the classroom (no

more than 5% of a student population)

Assessment

• Screening - Identify students at risk:– Brief, efficient– All students 3 times a year

• Progress Monitoring - Monitor progress of students who have been identified– Brief, efficient– Administered regularly throughout the year– Determines if the intervention is working or not.– Tier 2 – every other week– Tier 3 – weekly

Gersten, Dimino, Hammon (Brookes, 2011)

Planning and Implementing

• The success of RtI hinges on the involvement of the professionals involved working as a team;

• Regardless of the tier level, collaboration between the classroom teacher and the rest of the RtI team is essential.

The role of the mathematics instructional leader and interventionist?

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Adapting Instruction

• Scaffolding – teacher supports provided

• Time needed to learn – more!

• Time students will stay on task – less!

• Homework - important

RtI Screening Considerations

• Readinessa. Generally proficient with prior concepts and skills: _____

b. Usually needs to review topics: _____

c. Lacks prerequisites: _____

• Rate of Learninga. Seems to be a fast learner: _____

b. Adequate: _____

c. Needs more time than most: _____

• Attention Spana. Stays focused: _____

b. Needs to be told to pay attention: _____

c. Rarely on task: ____

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Real Issues when planning for RtI

• Staffinga. How will you staff Tier 3 intervention initiatives?

b. Will the ELL specialist, special education faculty or math interventionist have the necessary mathematics and mathematics education background?

• Fundinga. Will support for RtI come from Title I, special education

funding, or other sources.

b. Are community resources available to support an after-school RtI initiative?

c. Does the school district support specific programs for talented students in mathematics?

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Don’t forget:Intervention - many students benefit

• Struggling students (typically)

• Absentees

• Take this beyond how we typically think of RtI and think about mathematically talented students, as a challenging supplement to a standard instructional program.

RtI – A Content Window

Elementary

Domains

K-2•Counting and Cardinality•Operations and Algebraic Thinking•Number and Operations in Base Ten•Measurement and Data•Geometry

3-5•Operations and Algebraic Thinking•Number and Operations in Base Ten•Number and Operations - Fractions•Measurement and Data•Geometry

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Pencasts and RtI

Consider each of the following pencasts – we will examine the following:

Diagnosis in each situationRtI thoughts • The Birthday Party (Number and Operations - Fractions) http://www.livescribe.com/cgi-bin/WebObjects/LDApp.woa/wa/

MLSOverviewPage?sid=RR4dmk6Fqq1n • My Dad taught me... (Number and Operations in Base Ten) http://www.livescribe.com/cgi-bin/WebObjects/LDApp.woa/wa/

MLSOverviewPage?sid=F70dxMPX9fRd

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Taking a look at Student misconceptions…

•How do we know what they are?

•How do we actually “diagnose” student misconceptions?

•Some identified misconceptions from the Birthday Party Pencast include:

percent, unable to determine the value whole and parts, graphs, fraction parts related to sets, circle graph, vocabulary, region fractions compared to sets

From PARCC*

• Major Clusters (e.g. grade 3 – there are 7)

• Supporting Clusters (e.g. grade 3 – there are 2)

• Additional Clusters (e.g. grade 3 – there are 2)

*PARCC Model Content Framework for Mathematics (2011)

Interview Protocol

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Grade 4

• Operations and Algebraic Thinking– Use the four operations with whole numbers to solve

problems– Gain familiarity with factors and multiples– Generate and analyze patterns

• Number and Operations in Base Ten– Generalize place value understanding for multi-digit

whole numbers– Use place value understanding and properties of

operations to perform multi-digit arithmetic using the standard algorithm for addition and subtraction

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Grade 4 (cont.)

• Number and Operations - Fractions– Extend understanding of fraction equivalence

and ordering.– Build fractions from unit fractions by applying

and extending previous understandings of operations on whole numbers.

– Understand decimal notation for fractions and compare decimal fractions.

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A Possible Focus

• Recognizing understanding as points of intersection between CCSS expectations (standards) and the mathematical practices.– A sense of number, place value, etc.– Basic Facts– Multiplication and Division– Fractions

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RtI Challenges

• Providing Opportunities in Mathematics.

• Defining the Tiers.

• NOT thinking of RtI as a deficit model!

• RtI as a “lifeline.”

• Source: National Center on Response to Intervention (rti4success.org)