Intervention: Lessons Learned

1. 1 Intervention: Lessons Learned Kathlan Latimer Education Programs Consultant Mathematics and Science Leadership Unit California Department of Education klatimer@cde.ca.gov (916) 323-5252 Subtitled: What�s the big deal? Tales from the field Who�s in the room? Tch leaders, site admin, district admin, cty, etc. Share process of helping schools organize for interventionSubtitled: What�s the big deal? Tales from the field Who�s in the room? Tch leaders, site admin, district admin, cty, etc. Share process of helping schools organize for intervention

2. 2 Write fifty-seven. 507 Write six hundred forty-two. 6004020 Write seven hundred fifty thousand, fifty-eight. 70050000508 Sherman (20-28) 4th grader Teaching Children who Struggle with Mathematics4th grader Teaching Children who Struggle with Mathematics

3. 3 What does this student know? Share outShare out

4. 4 What does this student know? Write numerals. Read number words. Write/read left to right. Recognize single digits.

5. 5 What doesn�t he know?

6. 6 What doesn�t he know? Structure of place value system Positionality Are his errors conceptual or procedural [rules, steps] graph paper arrow on starting pointAre his errors conceptual or procedural [rules, steps] graph paper arrow on starting point

7. 7 What is your response? Short term Long term Prevention Remediation Intervention build with materials trade Is this intervention? Short term Long term Prevention Remediation Intervention build with materials trade Is this intervention?

8. 8 Intervention Defined Focused instruction to help students whose achievement is significantly below grade level in order to accelerate their learning to grade level. Clarity neededClarity needed

9. 9 The Intervention Implementation Process Features Design Implementation Materials Support Emphasis on process no plug ins no magic Not isolatedEmphasis on process no plug ins no magic Not isolated

10. 10 Features Focused instruction for students whose achievement is significantly below grade level in order to accelerate learning to grade level. Targeted -Key below level understandings and skills Flexible -Specific entry and exit criteria Not a program for all�only those in need Balanced: CU, PS, Comp Not a program for all�only those in need Balanced: CU, PS, Comp

11. 11 Assessments to monitor progress, provide feedback -ongoing -specific Systematic -regularly scheduled -dedicated time

12. 12 Features Balanced Mathematical reasoning threaded throughout Misconceptions addressed Practice that accelerates learning and facilitates acquisition of new concepts and procedures Vs. Remediation Vs. maintenance/practice program Early intervention Appendix E: Balanced , PS, CU, Comp Prioritze concept and skills taught Provide suggestions for monitoring Periodic assessments Provide engaging materials Require mathematical reasoning Reflects interests of students at current age Vs. Remediation Vs. maintenance/practice program Early intervention Appendix E: Balanced , PS, CU, Comp Prioritze concept and skills taught Provide suggestions for monitoring Periodic assessments Provide engaging materials Require mathematical reasoning Reflects interests of students at current age

13. 13 Mathematics Framework for California Public Schools Appendix E: Balanced Prioritize concepts and skills taught Provide suggestions for monitoring Periodic assessments Provide engaging materials Require mathematical reasoning Reflects interests of students at current age

14. 14 State Board Adopted Intervention Programs for Grades 4-7 Publisher Program CompassLearning, Inc. Odyssey Focus Math Glencoe/McGraw-Hill California Math Triumphs Harcourt School Publishers/Holt, Rinehart and Winston California Fast Forward Math iLearn, Inc. iPASS Math Intervention Kaplan K-12 Learning Services, Momentum Math Houghton Mifflin Learning Technology (formerly Riverdeep), Destination Math California Intervention SRA/McGraw-Hill SRA Number Worlds Wright Group/McGraw-Hill Pinpoint Publisher Program CompassLearning, Inc. Odyssey Focus Math Glencoe/McGraw-Hill California Math Triumphs Harcourt School Publishers/Holt, Rinehart and Winston California Fast Forward Math iLearn, Inc. iPASS Math Intervention Kaplan K-12 Learning Services, Momentum Math Houghton Mifflin Learning Technology (formerly Riverdeep), Destination Math California Intervention SRA/McGraw-Hill SRA Number Worlds Wright Group/McGraw-Hill Pinpoint

15. 15 Design What�s your status quo? -audit (informal/formal) -Opportunities to learn variables analysis -survey/self assessment Delivery Identifying students Matching materials -Lens/Toolkit Audit: sample sheets walk throughs Opportunity to Learn Variables: content exposure Marathon meetings/academic conferences Collaborative planning / PLCs Staff meeting Vehicles: Books/articles to drive process : OTL, others Student workAudit: sample sheets walk throughs Opportunity to Learn Variables: content exposure Marathon meetings/academic conferences Collaborative planning / PLCs Staff meeting Vehicles: Books/articles to drive process : OTL, others Student work

16. 16 Opportunities to Learn Content Exposure and Coverage Content Emphasis Quality of Instruction Content exposure time on task for students adequate time for students to learn subject matter adequate time allotted to cover a specific topic Content emphasis selection of content from curriculum to teach dominant level of teaching selection of students for basic skill or higher order skills Quality of instruction use of varying instructional strategies to meet learner� needs teacher understanding of subject matterContent exposure time on task for students adequate time for students to learn subject matter adequate time allotted to cover a specific topic Content emphasis selection of content from curriculum to teach dominant level of teaching selection of students for basic skill or higher order skills Quality of instruction use of varying instructional strategies to meet learner� needs teacher understanding of subject matter

17. 17 What�s your status quo? For improved achievement: effective instruction of standards-aligned core curriculum plus intervention for students in need Prevention Remediation Prevention Remediation

18. 18 Core At least 50-60 minutes 3 phase lesson Guided practice Checking for understanding (CFU) Formative Assessment Immediate remediation Error analysis Content knowledge packets Extensive tool bag of strategies and practices Differentiation of instruction CFU Knowledge packet sample CFU Knowledge packet sample

19. 19 Three Phase Lesson Direct Instruction: 20% state learning objective CFU warm up/review (connect to prior learning) CFU introduce/teach (direct instruction): model, discuss, demonstrate CFU Guided Practice: 55% students follow teacher example CFU teacher gradually removes support CFU Goal: move students to independent work CFU How do you know when they are ready? When 80% or better are CONSISTENTLY correct. CFU CFU CFU CFU CFU Independent Practice: 20% Remediation = less need for intervention later CFU enrichment Closure: 5% CFU CFU, Checking For Understanding, at these points leads to more FOCUSED remediation later.

20. 20 Programs in support of core Maintenance programs Daily review Facts practice Calendar programs Homework correction/feedback Examples: board math, Mountain Math, Math 4 Today, Daily Math Why not? exit/entry Not aimed for intensive group [c-f-a, varied goals] Warm up/cumulative review can be formative Examples: board math, Mountain Math, Math 4 Today, Daily Math Why not? exit/entry Not aimed for intensive group [c-f-a, varied goals] Warm up/cumulative review can be formative

21. 21 Formative Assessment Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students� achievement of intended instructional outcomes. Council of Chief State School Officers Ascertain where students are Establish where they are going Work out how to get thereAscertain where students are Establish where they are going Work out how to get there

22. 22 InstructionalAssessment Long-cycle Span: across units, terms Length: four weeks to one year Medium-cycle Span: within and between teaching units Length: one to four weeks Short-cycle Span: within and between lessons Length: day-by-day- 24 to 48 hours minute-by-minute- 5 seconds to 2 hours Wiliam, Dylan, What Does Research Say the Benefits of Formative Assessment Are? http://www.nctm.org/news/content.aspx?id=11466. Length= time between assessments Short cycle: in the moment, on the fly Can be formative if acted upon Most impact with short cycle Signals students at risk, but now what to do Daily/weekly fine grain Unit Quarterly Annually broad strokes Length= time between assessments Short cycle: in the moment, on the fly Can be formative if acted upon Most impact with short cycle Signals students at risk, but now what to do Daily/weekly fine grain Unit Quarterly Annually broad strokes

23. 23 Short Cycle Assessment Teacher Collected Evidence: Whole group response Random questioning Target problems Ticket out the door 3-2-1 cards Warm up Daily quiz Know how to elicit evidence before instruction given Group response techniques : folded abcd thumbs up Random questioning: numbered sticks Group based on response to certain assigned problems: Stickers, marksKnow how to elicit evidence before instruction given Group response techniques : folded abcd thumbs up Random questioning: numbered sticks Group based on response to certain assigned problems: Stickers, marks

24. 24 questions that they use with their students specifically to elicit the right kind of evidence of student learning. As an example, consider the four diagrams shown below. In which of the following diagrams, is one quarter of the area shaded? Diagram A is the obvious answer, but B is also correct. However, some students do not believe that one quarter of B is shaded because of a belief that the shaded parts have to be contiguous. Students who believe that one quarter of C is shaded have not understood that one region shaded out of four is not necessarily a quarter. Diagram D is perhaps the most interesting here. One quarter of this diagram is shaded, although the pieces are not all equal; students who rely too literally on the �equal areas� definition of fractions will say that D is not a correct response. By crafting questions that explicitly build in the under- and over-generalizations that we know students make, we can get far more useful information about what to do next. By equipping each student in the class with a set of cards with A, B, C and D on them, and by requiring all students to respond simultaneously with their answers, the teacher can generate a very solid evidence base for deciding whether the class is ready to move on. If every student responds with A, B and D, then the teacher can move on with confidence that the students have understood. If everyone simply responds with A, then the teacher may choose to re-teach some part of the topic. The most likely response, however, is for some students to respond correctly and for others to respond incorrectly, or incompletely. This provides the teacher with an opportunity to conduct a classroom discussion in which students with different views can be asked to justify their selections. questions that they use with their students specifically to elicit the right kind of evidence of student learning. As an example, consider the four diagrams shown below. In which of the following diagrams, is one quarter of the area shaded? Diagram A is the obvious answer, but B is also correct. However, some students do not believe that one quarter of B is shaded because of a belief that the shaded parts have to be contiguous. Students who believe that one quarter of C is shaded have not understood that one region shaded out of four is not necessarily a quarter. Diagram D is perhaps the most interesting here. One quarter of this diagram is shaded, although the pieces are not all equal; students who rely too literally on the �equal areas� definition of fractions will say that D is not a correct response. By crafting questions that explicitly build in the under- and over-generalizations that we know students make, we can get far more useful information about what to do next. By equipping each student in the class with a set of cards with A, B, C and D on them, and by requiring all students to respond simultaneously with their answers, the teacher can generate a very solid evidence base for deciding whether the class is ready to move on. If every student responds with A, B and D, then the teacher can move on with confidence that the students have understood. If everyone simply responds with A, then the teacher may choose to re-teach some part of the topic. The most likely response, however, is for some students to respond correctly and for others to respond incorrectly, or incompletely. This provides the teacher with an opportunity to conduct a classroom discussion in which students with different views can be asked to justify their selections.

25. 25 Teacher Decisions Adjustment points Evidence to collect Adjustment triggers Transformative Assessment, Popham

26. 26 Student Adjustments Understand learning goals and criteria for success Self- and peer- assessment Using feedback Appointments Think Pair share Self reflection/assessment in revision processAppointments Think Pair share Self reflection/assessment in revision process

27. 27 National Math Panel on FA Based on its review of research, the Panel recommends regular use of formative assessment, particularly for students in the elementary grades. These assessments need to provide information � (i.e., correlation of these measures with other measures of mathematics proficiency). For struggling students, frequent (e.g., weekly or biweekly) use of these assessments appears optimal, so that instruction can be adapted based on student progress. National Mathematics Panel, 2008

28. 28 Three Tiered Intervention: RTI In this model key instructional decisions are based on assessment data. Data is collected and analyzed for strategic planning of targeting instruction. All students receive core instruction prevention, and/or remediation. Differentiating instruction to meet the needs of diverse learners is a key consideration at this level. Universal screening in core academic areas to identify each student�s proficiency level (typically 3 times a year). This data is used to 1) plan for the instructional needs of all students, 2) identify students who need extra support, and 3) determine whether the school�s instructional program is meeting the needs of the majority of students (80%).  All students receive core instruction prevention, and/or remediation. Differentiating instruction to meet the needs of diverse learners is a key consideration at this level. Universal screening in core academic areas to identify each student�s proficiency level (typically 3 times a year). This data is used to 1) plan for the instructional needs of all students, 2) identify students who need extra support, and 3) determine whether the school�s instructional program is meeting the needs of the majority of students (80%).

29. 29 Three Tiered Intervention: RTI Tier 1 All students receive core instruction prevention, and/or remediation. Differentiating instruction to meet the needs of diverse learners is a key consideration at this level. Universal screening in core academic areas to identify each student�s proficiency level (typically 3 times a year). This data is used to 1) plan for the instructional needs of all students, 2) identify students who need extra support, and 3) determine whether the school�s instructional program is meeting the needs of the majority of students (80%). 

30. 30 Tier 2 Struggling students receive strategic instruction in addition to core. Students receive individualized interventions. Assessment information is collected in order to determine why a student is not developing at the same pace as their peers. OR All students who show similar, predictable difficulties systematically receive the same standard set of interventions. Assessment data is used to help teams form hypotheses for why a problem is occurring. Tier 2: Targeted Short-Term Interventions Students who respond poorly to group instructional strategies Two models for developing interventions at this level: Problem-Solving - Students receive individualized interventions that are developed using a team-based problem-solving process. In this model, assessment information is collected in order to determine why a student is not developing at the same pace as their peers and interventions are matched to the suspected hypothesis. Standard Treatment Protocol � All students who show similar, predictable difficulties (e.g., early literacy skills) systematically receive the same standard set of interventions. The standard treatment protocols are evidence-based interventions which have been found to produce positive effects for most students. Assessment data is used to help teams form hypotheses for why a problem is occurring. Additionally, assessment data is used to determine whether interventions are producing the desired improvement in the rate of learning (i.e., progress monitoring data). Tier 2: Targeted Short-Term Interventions Students who respond poorly to group instructional strategies Two models for developing interventions at this level: Problem-Solving - Students receive individualized interventions that are developed using a team-based problem-solving process. In this model, assessment information is collected in order to determine why a student is not developing at the same pace as their peers and interventions are matched to the suspected hypothesis. Standard Treatment Protocol � All students who show similar, predictable difficulties (e.g., early literacy skills) systematically receive the same standard set of interventions. The standard treatment protocols are evidence-based interventions which have been found to produce positive effects for most students. Assessment data is used to help teams form hypotheses for why a problem is occurring. Additionally, assessment data is used to determine whether interventions are producing the desired improvement in the rate of learning (i.e., progress monitoring data).

31. 31 Tier 3 Students receive intensive intervention. 1. Students show progress but need support not available in general education in order to maintain this progress, OR 2. Students do not display meaningful progress in spite of the intensive interventions. Students receive longer term, intensive instructional interventions designed to increase their rate of progress. Special education eligibility might be considered at this level. Information from the following source: National Association of State Directors of Special Education, Inc. (2005). Response to intervention: Policy considerations and implementation Tier 3: Intensive Instruction Consideration for Tier 3 services occurs when 1. Students show progress but need support not available in general education in order to maintain this progress, OR 2. Students do not display meaningful progress in spite of the intensive interventions. Students receive longer term, intensive instructional interventions designed to increase their rate of progress. Special education eligibility might be considered at this level. Individual diagnostic assessments are used to provide information on what skills an individual has or does not have in order to design individualized instruction that addresses deficit areas. Assessment data must distinguish between students who are deficient in target skills and determine their rate of progress. [1]Information was taken from the following source: National Association of State Directors of Special Education, Inc. (2005). Response to intervention: Policy considerations and implementation Tier 3: Intensive Instruction Consideration for Tier 3 services occurs when 1. Students show progress but need support not available in general education in order to maintain this progress, OR 2. Students do not display meaningful progress in spite of the intensive interventions. Students receive longer term, intensive instructional interventions designed to increase their rate of progress. Special education eligibility might be considered at this level. Individual diagnostic assessments are used to provide information on what skills an individual has or does not have in order to design individualized instruction that addresses deficit areas. Assessment data must distinguish between students who are deficient in target skills and determine their rate of progress. [1]Information was taken from the following source: National Association of State Directors of Special Education, Inc. (2005). Response to intervention: Policy considerations and implementation

32. 32 Sample Components of RTI Model: UT at Austin

33. 33

34. 34 http://sbcusd.k12.ca.us/new/24/uploads/Elementary%20Math%20Tiered%20Intervention%20Model.pdfhttp://sbcusd.k12.ca.us/new/24/uploads/Elementary%20Math%20Tiered%20Intervention%20Model.pdf

35. 35 Tier 1

36. 36 Tier 2

37. 37 Tier 3

38. 38 Delivery Decisions When? During day Outside of day Intersession/summer school How much? How often? Daily ___sessions of ____minutes per week Provided by whom? Classroom teacher Grade level/span Specialists Additional personnel Level of implementation: district, school, individual Before/after: volunteers (paid) BGW AC Navigator, fractions S attendance Not homework club Intersession/Summer school need for distributed intervention across school year FV: MS electronic/tutorial box district: CorrectiveLevel of implementation: district, school, individual Before/after: volunteers (paid) BGW AC Navigator, fractions S attendance Not homework club Intersession/Summer school need for distributed intervention across school year FV: MS electronic/tutorial box district: Corrective

39. 39 Delivery Decisions Where? Implications for scheduling Room assignments How many? Small group Individual Grouping? Within class leveling within a grade Leveling across grades Swap Cr Leveling CG: K extended K 1, prioritized standards, grouped accordingly #s to 100. +- sentences (below to on level)Swap Cr Leveling CG: K extended K 1, prioritized standards, grouped accordingly #s to 100. +- sentences (below to on level)

40. 40 Teacher Responses Kindergarten (extended day or full day) I hour twice weekly swap: students move to leveled groups Kindergarten (regular 3 hour schedule) 20 minutes, instructional aide and partner teacher assist with groups

41. 41 Teacher Responses First grade level team Students assessed on priority standards In leveled groups for 30 min, twice weekly Volunteers assist in larger classes to allow small group for intensive group Second grade level team Flexible group pulled for additional 20 minutes daily based on standards assessment Third grade level team Teacher volunteers to pilot program for implementation Specialist approach to instruction with software program for additional work.

42. 42 Teacher Responses Fifth grade 60 minute swap on Fridays Reassessment each month

43. 43 School Responses School wide implementation: Designated in class time for intervention Leveled across grade span Agreement of program to implement 30 minutes daily Teachers swap or peel off group during class time Specialist pulls groups for intensive work Before/after school groups Intersession

44. 44 Identifying students Data driven What will be used? Administered how often? CST District/school created Teacher created Publisher created Teacher observations Target Groups Strategic Intensive fine grained to establish specific areas of need CST may be beginning point: FBB, BB, B Provided by coach: electronic, sorted Identify for need of program, then assess for placement within program Connect to RTI FBB. BB, B Overall needs to specific needs fine grained to establish specific areas of need CST may be beginning point: FBB, BB, B Provided by coach: electronic, sorted Identify for need of program, then assess for placement within program Connect to RTI FBB. BB, B Overall needs to specific needs

45. 45 Decisions on materials State Board adopted 4-7 intervention materials Toolkit K-3/research What Works Clearinghouse [www.w-w-c.org] K-12 Mathematics Diagnostic-Intervention Programs, Washington State Office of Superintendent of Public Instruction [www.k12.wa.us/curriculuminstruction]

46. 46 Management Implications for scheduling room assignments, Changing groups Assessment data Keeping track SASI/attendance systems Who keeps track?

47. 47 Implementation Professional development -ongoing on materials -strategies When? Collaborative planning Academic conferences Grade level meetings Staff meetings

48. 48 Implementation Piloting/buy in Volunteers Broaden use School wide small steps

49. 49 What This Means Process: not an isolated add on Ongoing maintenance/reassessment of needs Ongoing professional development No magic bullet Flexibility required Prof dev Strategies diagnosticsProf dev Strategies diagnostics

50. 50 Barriers Time (additional minutes, common instructional time, scheduling) Materials (determining needs, matching) Allowing for easy movement in/out of groups What are the other kids doing?

51. 51 Solid core Adjusted instruction Immediate remediation Intervention Targeted Limited time, exit/entry point In addition to core Intervention is multi layeredIntervention is multi layered

52. 52 Next Steps Raise questions. Validate own process. Provide direction for initial steps. Where to begin: CFU, Wait time, questioning Intervention: collect data for selection of school wide materials for overall needs language support electronic individual small groupWhere to begin: CFU, Wait time, questioning Intervention: collect data for selection of school wide materials for overall needs language support electronic individual small group

53. 53 References California Department of Education, Mathematics Framework for California Public Schools, Sacramento, 2006. Universal access Appendix E Curriculum and Instruction Steering Committee/Mathematics Subcommittee, Mathematics Toolkit: A Data Driven Review of Instructional Materials, California County Superintendents Education Services Association, 2007. Garner, Betty, Getting to Got It! Helping Struggling Students Learn How to Learn, Association for Supervision and Curriculum Division, Alexandria, Virginia, 2007. Ma, Liping, Knowing and Teaching Elementary Mathematics, Ehrlbaum, Mahwah, New Jersey, 1999.

54. 54 References Popham, W. James, Transformative Assessment, ASCD, Alexandria,Virginia, 2008. Tate, William, Access and Opportunities to Learn Are Not Accidents: Engineering Mathematical Progress in Your School, SERVE, 2005 [www.serve.org] Sherman, Helene, Lloyd Richardson, and George Yard, Teaching Children who Struggle with Mathematics: A Systematic Approach to Analysis and Correction, Pearson Education, Upper Saddle River, New Jersey, 2005. U.S. Department of Education, Foundations for Success: The Final Report of the National Mathematics Advisory Panel, 2008 [to order: www.ed.gov/pubs/edpubs.html].

55. 55 Resources for additional instructional strategies Richardson, Kathy, Developing Number Concepts, Dale Seymour, New Jersey, 1999. Van de Walle, John and Lou Ann Lovrin, Teaching Student-Centered Mathematics, Pearson, Boston, 2006.

56. 56 Contact info Kathlan Latimer Education Programs Consultant Mathematics and Science Leadership Unit California Department of Education klatimer@cde.ca.gov (916) 323-5252