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Planning Tier II Math Interventions

Planning Tier II Math Interventions. Barbara Scierka, Ph.D. St. Croix River Education District bscierka@scred.k12.mn.us http://www.scred.k12.mn.us. Topics for Today. Making the Case for Doing Tier II Interventions - Let the Data Speak How Can We Find the Time and Personnel

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Planning Tier II Math Interventions

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  1. Planning Tier II Math Interventions Barbara Scierka, Ph.D. St. Croix River Education District bscierka@scred.k12.mn.us http://www.scred.k12.mn.us

  2. Topics for Today • Making the Case for Doing Tier II Interventions - Let the Data Speak • How Can We Find the Time and Personnel • What Do We Do With This Time • How Do We Know It Is Working

  3. SCRED Response to Intervention Model: Academics & Positive Behavior Support Tier 3: Intensive 5% Tier 2: Strategic / Supplemental 15% Assessment Instruction Tier 1: Universal / Core 80% Problem-Solving & Organization

  4. Problem Solving Teams w/SPED Problem Solving Teams Grade Level Team Meetings INTENSITY OF PROBLEM RESOURCES NEEDED

  5. Making the Case for Tier II Interventions Let the Data Do the Talking

  6. Summary of Effectiveness • Jerry Silbert, Ph.D. - University of Oregon • Evaluates effectiveness of instruction for Core (Tier 1), Supplemental (Tier 2) and Intensive (Tier 3) • Compares student performance in Fall with Spring • Must use a reliable, valid, growth assessment

  7. Fall Spring Grade 2 Example

  8. Fall Spring What does color coding mean? Green = 75% chance or better of passing the MCA-II Yellow=50% chance Red=at best a 25% chance

  9. Fall Spring 38 students

  10. Fall Spring 38 students 22 students

  11. Fall Spring 38 students 22 students 3 students

  12. Fall Spring 38 students 60% 22 students 35% 3 students 5%

  13. Fall Spring Goal 80% 15% 5% 38 students 60% 22 students 35% 3 students 5%

  14. Fall Spring 35 of the 38 students continued to have a high probability of passing the MCA-II 38 students 22 students 3 students

  15. Fall Spring 35 of the 38 students continued to have a high probability of passing the MCA-II 38 students 10 of the 22 students have a higher probability of passing the MCA-II 22 students 3 students 1 of 3 students

  16. Fall Spring 35 of the 38 students continued to have a high probability of passing the MCA-II 38 students 92% 10 of the 22 students have a higher probability of passing the MCA-II 22 students 45% 3 students 33% 1 of 3 students

  17. Lots of Percentages

  18. Fall Spring 35 of the 38 students continued to have a high probability of passing the MCA-II 38 students 92% 60% 10 of the 22 students have a higher probability of passing the MCA-II 35% 22 students 45% 5% 3 students 33% 1 of 3 students

  19. What Can Happen Over Time

  20. What Can Happen Over Time

  21. What Can Happen Over Time

  22. What Can Happen Over Time

  23. What Can Happen Over Time

  24. Effectiveness Goals for Tiers • Tier 1 - Core Curriculum - 95% • Tier 2 - Supplemental Instruction - 50% • Tier 3 - Intensive Instruction

  25. How to We Find the Time and Personnel Build It into the Schedule

  26. Options for Tier 2 Schedules • Assign personnel to work with each grade during Social Studies/Science/ Health/Unit Time

  27. Scheduling Time for Supplemental Interventions Kindergarten-pink 1st Grade-tan 2nd Grade-light yellow 3rd Grade-green 4th Grade-blue 5th Grade-purple Bright yellow-specialists Black outline-lunch Red outline-playground • Start with what’s currently happening • Prioritize what you want to work on • Core • Supplemental • Intensive

  28. Options for Tier 2 Schedules • During Social Studies/Science time, redistribute students across classrooms to free up teacher to deliver Tier 2 instruction Teacher A Math Teacher B Math Teacher C Math Teacher C Supplemental Teacher A Social Studies Teacher B Social Studies

  29. Options for Tier 2 Schedules • Half hour during the day for enrichment - some students will get Tier 2 instruction • Each teacher selects a topic/skill for their group • Some would be enrichment, some supplemental Teacher A Enrichment Teacher B Enrichment Teacher C Enrichment Teacher D Enrichment Teacher E Enrichment Teacher F Supplemental - Concept of Fractions Teacher G supplemental -Multiplication of Multi-digits Teacher H Supplemental -Subtraction w/Regrouping Teacher I Supplemental -Addition with multi-digits Intensive Intensive Intensive

  30. Options for Tier 2 Schedules • After-school program • Late start for some teachers? • Catch-up At Lunch • Service Bursts • Back Table Time - Small group Supplemental work as remainder of students work independently • St. Cloud example: Swimming Along, Mellow Yellow, Stuck in the Mud groups

  31. Determining Tier 2 Interventions • Decide on a Standard Treatment Protocol • Could be a supplemental curriculum • Could be using supplemental pieces of your core curriculum • ‘Standardize’ - For all students who are not performing adequately, they will get …

  32. Ideal Math RtI System • Core math curriculum that has independent research demonstrating it’s effectiveness • Maximize effectiveness of core math (95% of students stay green) • Grade Level Teams that are Professional Learning Communities • School-wide Problem-Solving Teams • Schedule and structure that allows time and personnel for Tier 2 and 3 interventions

  33. Grade Level Teams/PLCs • Usual kinds of adjustments teachers make • Adjust the kind and size of numbers within your lessons • Short Cycle Assessments • Lesson Study • The focus is on maximizing the effectiveness of your core math curriculum and identifying who needs additional help, and designing standard treatment protocol for those students.

  34. Standard Treatment Protocol • Grade Level Team design • First Choice - use the supplemental components of your core curriculum • If you use another program, be sure it is an easy transition with core curriculum. • Time needs to be substantial to have effect - recommend three 20 minutes sessions per week. • Balancing Act - need to give intervention time to work but don’t want to waste time on ineffective intervention.

  35. Problem Solving Team • Members: Principal, school psychologist, several general ed teachers from variety of grades, special ed teacher, etc. • Investigate students who are not learning under the standard treatment protocol. • Intervention design is more specific to student and smaller groups.

  36. Problem Solving Team • There isn’t a mandatory number of interventions that should be tried. • Rather it’s a team of professionals that have designed the best instruction that can be delivered to the student and if student is not learning still, team may consider special education. • Special education offers Due Process and additional staff, but the problem remains of trying to design instruction that will help the student learn.

  37. Math Resource Room/Math Labs • Secondary settings • Students at-risk for not passing Math GRAD • Extra math class • Middle School - credit is not an issue • High School - more problematic, elective credit • 3 of 4 settings - daily, 1 setting - every other day

  38. Purpose of Math Resource Rm. • Fill in the gaps • Address areas of weakness • Can assist with other math class work, but not primary purpose

  39. Staffing Math Resource Rooms • Site 1 - Paraprofessional with teacher oversight • Site 2 - Paraprofessional with teachers’ support during some periods • Sites 3 & 4 - Teachers support students

  40. Instructional Materials • Site 1 - Accelerated Math • Site 2 - Passing the MN Basic Skills Test, Study Island, Odyssey • Site 3 - Odyssey, other math course materials • Site 4 - Odyssey

  41. Site 2 Data

  42. How Do We Know It’s Working? Summary of Effectiveness Charts By Grade Level By Teacher By Intervention

  43. 3rd Grade Example

  44. 2nd Grade Example

  45. 4th Grade Example

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