assisting students struggling with mathematics: rti for elementary schools

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Assisting Students Struggling with Mathematics: RTI for Elementary Schools. 8 Recommendations. Screen to identify and provide interventions to students identified. Materials: K-5 should focus on whole numbers and 4-8 on rational numbers. - PowerPoint PPT Presentation

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Assisting Students Struggling with Mathematics: RTI for Elementary and Middle Schools

Assisting Students Struggling with Mathematics: RTI for Elementary SchoolsBeth PikeCabarrus County SchoolsParticipated in the Johnson County School training sessions1What is RTI?Early detection, prevention, and support systemNeed high-quality instructionUniversal screeners for early detection Intensive interventionsA way to measure student progress in order to determine if less, same, or more of the intervention is needed

RTI is a process that schools go through to screen and identify students with potential math problems so they can be addressed without the student getting further behind. One of the biggest problems our county is facing with this process is intensive interventions with high quality instruction. We seem to have the other elements in place and need to move forward on these 2 areas. Hopefully with this presentation we will have a start on this process.28 RecommendationsScreen to identify and provide interventions to students identified.Materials: K-5 should focus on whole numbers and 4-8 on rational numbers.Intervention should be explicit and systematic: models for problem solving, verbalization of thought process, guided practice, corrective feedback, and frequent cumulative review.Intervention on solving word problems based on common underlying structures.

Here are the 8 recommendations that national center for education evaluation and regional assistance give about RTI. I feel like our county has the screening process in place, but the interventions are not there. We will be addresses that later in this process.3Recommendations Cont.Students work with visual representations with interventionists being proficient in this.5-10 minutes should be spent building retrieval of basic facts.Monitor the progress.Motivational strategies should occur in Tier 2 and 3 interventions.

Training the teachers, making sure interventionists are experts in the content they are supporting and the interventions they are doing are things we need to make sure are in place for our county and our schools. We also need to make sure to put that motivational piece in place, it is something we forget, but students need this especially in Tier 2 and 3. Often the students that are below grade level already feel poorly about their abilities and have road blocks in place that inhibit their learning. Good blog on motivation. Quick video on how we talk to students can influence their will to try.4How do we do this for K-2?Recommendation 1: Need to give attention to counting and counting strategies

How do I do this?Read: Article by Kathy RichardsonClick on document. Scroll to page 19 (which is page 13). See next 2 slides.

We need teachers and interventionists working with concrete and visual, base 10 blocks, 10 frames, number bonds, number line. We need to focus on understanding of numbers and how that understanding of numbers will then lead into problem solving. We need to put numbers into context but then also be able to decontextualize those numbers to solve the problems.Also I would recommend using p. 13 from Teaching Math to Young Children from the National Center for Education Evaluation and the Regional Assistance to see the progression of learning. The whole document which is located on the n c math wiki page under the K, 1, and 2 documents. It is also a good document to use to help plan out interventions because examples of what to do are given.5

Click on document and scroll to 19 which is page 13. Use the developmental progression when determining where the students deficit is and planning intervention for students.6

It also contains pages that show common errors and activities and games to do to help move the childs mathematical thinking.7How do we do this for K-2?Recommendation 2: Number Composition and Decomposition to understand the place value and make 10.

How do I do this?Greg Tang games and worksheetsTeacher tube short clipThe Greg Tang math games and worksheets are helpful. They teach into specific strategies of doubles and making 10. Game for that is Break Apart. Missing Numbers and Funny Numbers also work on computation. The Place Value game works on Place Value. If teachers go to the worksheet section of his site, there are specific worksheets that also address these strategies. 1 to 1 or 2 to 1 is best when working with students who are far behind in Number Sense.8How do we do this for K-2?Recommendation 3: Meaning of addition and subtraction and the reasoning behind the algorithmsGreg Tang K-2 handoutsKathy Richardson Book 2Unpacking documentsThe Common Core states that the standard algorithm for addition and subtraction doesnt have to be mastered until 4th grade. The second grade standard says: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. There are various strategies that Second Grade students understand and use when adding and subtracting within 100 (such as those listed in the standard). The standard algorithm of carrying or borrowing is neither an expectation nor a focus in Second Grade. Students use multiple strategies for addition and subtraction in Grades K-3. By the end of Third Grade students use a range of algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction to fluently add and subtract within 1000. Students are expected to fluently add and subtract multi-digit whole numbers using the standard algorithm by the end of Grade 4.

9How do we do this for K-2?Recommendation 4: Build fact fluency with strategy cardsWebsite for strategy cards.Another site for strategy card site

Using strategy cards instead of just flash cards help students with working memory problems learn their facts and make connections between the facts. Here are some sites that are helpful in getting started with strategy cards. Remember students can make their own because they know what strategies work for them if you ask them.10Access Number Knowledge TestClick on Access Number Knowledge TestScroll down to Unit 5 Participant Handouts. This is what you will see:

Scroll down to Unit 6 Participant Handout. This is what you will see.

The other piece that schools need is the assessment piece that places students appropriately and lets teachers know the gaps that are missing from the students learning. The Kathy Richardson assessments do a great job with this for K-3, but is a bit lacking for upper grades. Also Number Worlds has a good assessment piece and all schools should have access to this assessment because it was bought for every EC classroom. These would be done after the screening assessment or classroom observations that let you know the student has some gaps. When we talk about building algorithmic proficiency, we are not necessarily talking about the tradition algorithm that we learned as students, but working through the process to reach a method that works for that student and can be repeated with precision.

11How do we do this for 3-5?Recommendation 1: Address any whole number issues, but at the same time begin the work on rational numbers. The emphasis should be on fractions.Fraction VideoTeacher VideoSeries of VideosSite for more videosAs teachers and interventionists we hope the students come to us with a understanding of numbers and how our number system works, but unfortunately that is not always the case. When we analyze a student with math issues and they dont have a good sense of numbers obviously you have to start with those issues with whole numbers, but at the same time you have to also start the work on rational numbers and connect the two. Fractions dont make sense if we take them out of context. Notice how in the videos both people put the fraction into context and build on what the students already know. Through questions and observations their lessons are guided and changed depending on what the students say and produce.12

http://ime.math.arizona.edu/progressions/

Here is the progression of Fractions from Grades 1-6.13How do we do this for 3-5?Recommendation 2: Visual models should be used with an emphasis on using bar or strip models with movement to the number line. At the same time, working on problem solving and putting fractions into context.

Greg Tang WorksheetsModel Drawing websitesStarting with concrete model. Unifix Cubes work best to move to bar modeling and then graph paper. Move to more visual models like the number line. Using the same problem solving strategies from whole numbers where you look at problem types and use strategies like model drawing/bar models to help students understand how numbers are used in real world situations14Problem Types: Use Simple Bar Diagrams to Solve Change problem example: Brad has a bottle cap collection. After Madhavi gave Brad 28 more bottle caps, Brad had 111 bottle caps. How many bottle caps did Brad have before Madhavi gave him more?A B=28C=111BradsCollectionBrad had _____ bottle caps before Madhavi gave him more.In change problems students often mistake which operation to use. Change problems is where the quantity in the problem is increased or decreased. It includes a time element. Ask the question is the quantity getting more or less. Using a simple bar model and labeling the information helps to alleviate this mistake. You can easily see that B represents the amount that was giving to Brad and C is now the total amount Brad has. Students need to find A, how much Brad started with before the exchange. Students can set-up the problem as A + 28 = 111 or 111 28 = A. The Bar Diagram allows for a quick visual for the missing information.15Compare problemsThere are 21 hamsters and 32 kittens at the pet store.

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