Math, Writing, Behavior and the RtI /MTI Kitchen Sink!

1. Math, Writing, Behavior and the RtI/MTI Kitchen Sink!

2. Target • Extend RtI systems thinking from reading • Create priorities around new content areas • Discuss RtI systems for Math, Writing, Behavior

3. Assumptions Writing • Be sure your foundation is secure • Data based teaming • Leadership • Professional Development Math Behavior Reading Data based teaming Leadership Professional Development

4. How to prioritize a new content area roll out • Universal screener • Core curriculum and instruction • Decision rules and protocol • Progress monitoring • Interventions

5. Behavior

6. Link between academics and behavior • Students who are engaged in their learning display engaged behavior • Disruptive behavior and disrupted learning often go hand in hand • “For each 10-point increase in DIBELS PSF (spring grade 1), the probability of receiving multiple ODRs in Grade 5 decreased by 29%.” (McIntosh, 2006)

7. Universal screener • First Step To Success Screener • Phoneme Segmentation Fluency • Office Discipline Referrals (ODR) • Counselor referrals • Health Room visits • Attendance Reports • Suspension/Expulsion Data • Oregon Healthy Teens Survey (middle school)

8. Core curriculum and instruction P.B.I.S. • Be Safe • Be Kind • Be Respectful • Be Responsible

9. Core curriculum and instruction

10. Decision rules and protocol

11. Decision rules and protocol

12. Progress Monitoring • K/1: 1x/week PSF & Behavior Intervention Data. • K-12: Behavior data from Check & Connect programs. • K-12: More than 5 absences, or more than 3 counseling or discipline referrals, in a 30-day period. • K-12: Progress on individual behavior goals or Behavior Support Plan.

13. Intervention Tier 2 • Data: Referrals, CI/CO card, Teacher Reports, Observations • Functional Behavior Assessment: • May be a short form. • Target 2-3 behaviors. • Behavior Plan: • Friendship Groups • Check-in / Check-out program • Referrals to community resources

14. Intervention Tier 3 • Data: • Individualized Data System • Functional Behavior Assessment: • Complex analysis based on file reviews, observations, and assessments • Targets multiple behaviors • Behavior Plan: Highly Individualized Support Strategies. • Increased supervision throughout the day • May include safety protocols • Staff training

15. Point of Discussion "Why should I have to teach kids to be good? They already know what they are supposed to do. Why can I not just expect good behavior?"

16. Math

17. Universal screener • The Math Measures: • K-1: Missing Number (CBM) • Grades 2-5: Computation (CBM) Both are by AIMSweb

18. Universal screener • Missing Number • K & 1 assessment • One minute assessment • Individually administered

19. Universal screener • Quantity Discrimination • K & 1 assessment • One Minute assessment • Individually administered

20. Universal screener • Number Identification • K & 1 assessment • One Minute assessment • Individually administered

21. Universal screener • Computation • 5th grade example • 1-5 grade • Grows in complexity through the grades • Two to four Minute assessment (depending on grade) • Scored on digits correct • Group administered

22. Universal screener • Monitoring Basic Skills • 4th grade example • 2-5 grade • Grows in complexity through the grades • Four to eight minutes (depending on grade) • Scored on correct answers (some have multiple answers) • Group administered

23. Core curriculum and instruction National Mathematics Advisory Panel Final Report, 2008 • Curricular Content moving toward algebra • Teacher Proficiency • Conceptual Understanding • Fluency and Automaticity • Problem Solving Interdependent and mutually reinforcing

24. Core curriculum and instruction Depth Breadth Curricular Content Focus + Coherence =

25. Decision rules and protocol

26. Progress Monitoring • CBMs are given every other week • Trained instructional assistants will complete progress monitoring • Review trend lines every 12 weeks • We need a longer intervention period because growth on math CBMs happens in small increments • Look at rates of growth published by AIMSWeb

27. Interventions • Emphasis on research-based instructional strategies (not “programs”) • Increase opportunities to practice a skill correctly • Guided practice (“I do, We do, You do”) • Correction routine • There are few research based curricula available

28. Interventions • Formative Assessment + Team Problem Solving • Tutoring • Increase Guided Practice • Up to 20 minutes Tier II • 30 minutes Tier III

29. Interventions • Tier II Interventions for Math (Within the Core) • Kindergarten • Increased teacher attention during math • Grades 1-5 • 10 minutes of additional guided practice per day OR • 10 minutes of Computer Assisted Instruction (CAI) per day

30. Interventions Tier II & III: Research on Best Practices Baker, Gersten, and Lee, 2002 • Demonstrated, significant effects for: • Progress monitoring feedback, especially when accompanied by instructional recommendations • Peer Assisted Learning • Explicit teacher led and contextualized teacher facilitated approaches • Concrete feedback to Parents

31. Interventions Strong Evidence of EffectivenessSlavin, 2007 • Classwide Peer Tutoring • Missouri Mathematics Program • Peer Assisted Learning Strategies • Student Teams-Achievement Divisions • Team-Accelerated Instruction

32. Point of Discussion “the general concept of automaticity. . . is that, with extended practice, specific skills can read a level of proficiency where skill execution is rapid and accurate with little or no conscious monitoring … attentional resources can be allocated to other tasks or processes, including higher-level executive or control function” (Goldman & Pellegrino, 1987, p. 145 as quoted in Journal of Learning Disabilities, “Early Identification of Students with Math Disabilities,” July/August 2005 p 294

33. Writing

34. Universal screener Kindergarten and first grade Emergent/Pre-writing level on the report card are red flagged Student complete total words written CBM Below 30th percentile placed in Tier II

35. Universal screener Student receiving 1’s or 2’s in Organization, Conventions, and Sentence Fluency Second through fifth grade Student scoring below the 30th percentile on OAKS Student complete total words written and correct word sequences CBM Below 30th percentile placed in Tier II

36. Universal screener CBM Written Expression • Group or individual administration • Story starter • One minute to plan & three minutes to write story

37. Universal screener Story Starters Cross-Age Suitable for All Benchmark Grades 1. I couldn’t fall asleep in my tent. I heard this noise outside and … 2. My father sold his store last year and my whole family … 3. All during the day I was nervous. I ran home at 3:00. When I got home …

38. Universal screener Correct Writing Sequences • A correct writing sequence refers to two adjacent writing units (word/word or word/punctuation) that are acceptable within the context of what is written. • The term “acceptable” means that the writing sequence is syntactically and semantically correct. Heartland AEA: CBM 2001

39. Core curriculum and instruction

40. Decision rules and protocol

41. Progress monitoring • Probes are given every other week • Trend lines are reviewed every 12 weeks • Scoring • Total words written: fluency • Correct writing sequences: fluency and mechanics

42. Interventions Tier 2 • K: ERI • 1-5: • Increased teacher attention during core writing instruction • More guided practice • Who delivers: • K: Reading interventionist • 1-5: Classroom teacher

43. Interventions Tier 3 • K: ERI and Language for Learning • 1-5: • Core plus • 20 minute weekly session focused on guided practice • Who delivers: • K: Reading Interventionist • 1-5: Grade Level Team

44. Point of Discussion Quantity produces quality. If you only write a few things, you’re doomed. Ray Bradbury

45. Questions?? Dean Richards (503) 431 4135 drichards@ttsd.k12.or.us