How does our thinking effect what we do?True Or False:

What we think will effect what we learn.What we think will effect what students learn.Learning occurs instantaneously. You can only practice what you know. Proficiency builds gradually.

How do we build motivation?If we give students easy tasks, are we really

building success or self – confidence?Do learning styles exist?

Index of Learning Styles --NCSU

Homogeneous GroupingIs it good or bad?Full Inclusion?

Are students overachieving or are we setting low expectations for them?

Failure - Who is to Blame Failure to learn may stem from

Poor past experiences Lack of prior knowledge Lack of good instruction

What is instruction? Good instruction is informed by assessment. Methodology, Materials, and Monitoring

What about the things we can’t control? IQ Learning style Family home

“If the student has not learned, the teacher has not taught!”

Missing or erroneous prior knowledge may be your biggest barrier.

Task difficulty is directly related to prior knowledge.

It is not the task; it is the skill!

Hacky SackHacky Sack is the trademarked name

of a type of footbag. The name "hacky sack" came from the inventors of the footbag, John Stalberger and Mike Marshall. Marshall suffered a fatal heart attack in 1975, however Stalberger continued the business. At a later date, Stalberger sold the title to Wham-O.

Moves Inside Kick Outside Kick

Toe Kick

Knee Kick

RULES 1. No Hands (except when serving), No Arms -

Shoulders are technically not allowed and are widely accepted among the average hack circle.

2. Always serve the bag to someone else, unless of course you are alone. Footbag is traditionally a game of courtesy, hence "The Courtesy Toss": a light lob usually toward the receivers knee.

3. Don't bogart that bag. - Don't always hog it 'till you drop it because that is bad for everybody else. Being able to pass well is important to almost all footbag games.

4. Don't say "sorry". Everyone makes mistakes, especially when learning, so sorries are unnecessary.

5. Try not to give knee passes Passes from the knee tend to go straight to the ground.

Learning Process Learning orientation vs. performance

orientation

How can you show which is important in your classroom?

Fundamentals of Assessment

Tier I (Core)

Consultation

Between

Teachers-Parents

Tier II (Supplemental)

Consultation

With Other Resources

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INTENSITY OF NEEDS

Tier IVIEP

Consideration(Special Education)

Tier III(Intensive)

Student Study Team

Intensive Interventions 1-7%

Strategic Interventions 5-15%

Core Curriculum 80-90%

Tier by TierDefine the Problem – Assessment

Develop a Plan – Plan for Scientifically/Researched Based

Instruction

MethodologyMaterials

Implement a Plan - Instruction

Evaluate Effectiveness – Monitoring

Tier I

Define the Problem – Assessment

UNIVERSAL SCREENING

Tier I- Screen at least 3 times per year for benchmarking

IES Recommendations Tier IScreen all students to identify those at risk for

potential mathematics difficulties and provide interventions to students identified at risk.

Indicators of early Mathematics Proficiency

Kindergarten Quantity Discrimination 1st followed closely by Number Identification

First Grade – Missing Number followed closely by Quantity Discrimination

Number Identification

Sample student’s copy of a Number

Identification test:

Quantity Discrimination

Sample of student’s copy of Quantity

Discrimination test

Missing Number

Sample of student’s copy of a Missing

Number test:

Tier I

Implement a Plan – Instruction

SOUND INSTRUCTION

Tier I

Evaluate Effectiveness - Monitoring

PROFESSIONAL LEARNING COMMUNITIES

Tier II

Define the Problem - Assessment

STUDENT WORK SAMPLES

STUDENT INTERVIEW

Develop a Plan - Plan for SBI

TARGETED INSTRUCTION

INTERVENTION GROUPS (1:7)

MOTIVATIONAL STRATEGIES

Implement a Plan – Instruction

EXPLICIT AND SYSTEMATIC

UNDERLYING STRUCTURES

What methodology will you use?What materials will you use?

Evaluate Effectiveness - Monitoring

How will you monitor progress?

Define the Problem – Assessment

CURRICULUM BASED MEASUREMENT

BEYOND BENCHMARKINGNorm Referenced

Select the assessment material.– Is there sufficient information to determine

what the student knows and is able to do?Sample the Student’s Performance

– What skills did the student orchestrate given the different math dimensions.

Match Instruction– What areas of math are in need of immediate

support?Teach the Student

– What fine-tuning needs to occur to ensure ongoing student success?

Edward Gickling, PhD.

Use CBAs to ID strengths and weaknessesCan we assess a child on every math skill from

K-5? Do we want to?What do we do?Sample!

– When we score use skill scoring rules rather than just correct and incorrect.

Fact errors Component errors

Strategy errors

286 286 286+192 + 192 + 192 4178 579 1018

7083x   5749581

354150403,731

MULTIPLICATION 4-digit number times 2-digit number:

with regrouping

17/17 Correct Digits (CDs)

                                                                                                 

Formative Evaluations

Summative Evaluations RTI data charts the performance of the

child in comparison to the standard.

Compares behavior to a standard Discrepancy

Shows magnitude How far from standard is the

student?

When does the student have the concept?

How often should we collect data?

We change our intervention when the performance falls below expectations

3 times in a row.

Develop a Plan - Plan for SBI

MORE INTENSIVE!

MORE INDIVIDUALIZED

MORE OFTEN (FREQUENTLY)

Implement a Plan – Instruction

MORE EXPLICITMORE SYSTEMATIC

MORE DIRECTCUMULATIVE

Evaluate Effectiveness – Monitoring

PROGRESS MONITORING (2-3 Times PER WEEK)

CBMS SENSITIVE TO CHANGE

Instruction during the intervention should be explicit and systematic. Provide:Models of proficient problem solvingVerbalization of thought processesGuided practiceCorrective feedbackFrequent cumulative review

Interventions should include instruction on how to solve word problems that is based on common underlying structures.

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

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

Instructional materials for students receiving interventions should focus intensely on in-depth treatment of whole numbers in grades K-5 and on rational numbers in grades 4 through 8. These materials should be selected by a committee.

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

Include motivational strategies in Tier II and Tier III interventions.

James, age 11, has been diagnosed with a mild cognitive impairment and placed in a general fourth-grade class in inclusion support from you (the special education teacher).

James can identify the cardinal number of a set and can relate the numeral to that number.

He can skip count in series of 10, 2, 5, 9, 4 without the use of manipulatives with automaticity.

He has developed automaticity with basic addition facts 1-6.

He understands the concepts of one more and one less.

However, he has a very difficult time with the concept of subtraction of any number other than one less.

Referral to Special Education

If the student has not shown progress even with targeted SBI instructional plans. When do we make the referral?

TIERS I -III PROVIDE DATA SET FOR TIER IV EVALUATION

We do not have the same correlations as we have with reading probes

We need to be cautious about applying what we know about Reading to the world of Mathematics.

In Math, we must think about what we are measuring. We are not in the same place in Math as we are in Reading.

Support

• www.nrcld.org • www.interventioncentral.org • http://dibels.uoregon.edu • http://iris.peabody.vanderbilt.edu/ • http://www.whatworks.ed.gov • http://www.aimsweb.com • http://www.studentprogress.org• www.rti4success.org