Response to Intervention

1. Response to Intervention Mathematics

2. 3-2-1

3. Prior Knowledge Quiz POP!! Raise your hand if….. • You know what RtI stands for • You have heard someone, (a prof., a peer, an administrator etc.) talk about RtI • You have participated in a course or PD opportunity about RtI • You have a general understanding of the Special Education Referral System • The building you will be working in has/plans to implement RtI/PBIS

4. Objectives • Basic understanding of RtI • How RtI differs from the typical SPED referral model • The roles responsibilities in a framework of RtI • Basic understanding of progress monitoring process within this model

5. Something to Think About What does it mean to be fluent in a language? What does it mean to be fluent in mathematics? What does it mean to be a fluent reader?

7. Four Organizing Principles • Schools, not just programs -- Prevention and early intervention must be anchored to the school culture • Earlier rather than later -- Prevention and early intervention are more effective/efficient than later intervention & remediation • Evidence, not opinion - data based on trustworthy scientific evidence. • Each and All-- To teach all children, we must teach each child.

8. WV RTI Framework Components Three Tier Instructional Model Universal Screening Progress Monitoring Teaming & Collaboration Data-based Decision Making Professional Development

9. Key concepts: • Structure including 3 tiers of support • Problem-solving model • Scientifically-based data system (progress monitoring) • Scientifically-based interventions

10. Key 1: Structure of RtI

11. Key 2: Problem Solving Model A collaborative model that utilizes a scientific approach to identify student needs, set measurable goals, plan and monitor scientifically based interventions and provide a context for data-based decision making. (www.fsds.org/index.html)

12. Problem Solving Model Problem Identification What is the problem? Problem Analysis Why is it happening? Progress Monitoring Did it work? Intervention Planning What should be done about it? Batsche, G. M., Elliott, J., Graden, J., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc.

13. Old System vs. Problem Solving

14. Without Three Tier Problem Solving Special Education Sea of Ineligibility Wait to Fail…. General Education

15. Severity of Educational Need or Problem Tier Three – Individualized Help Amount of Resources Needed To Benefit Tier Two/General + The Problem Solving Heuristic SPED Referral Tier One/General Education

17. 3: CBM/Progress Monitoring Scientifically-Based Data Tools www.studentprogress.org

18. What does data collection LOOK like?

19. Tier 1 Benchmark – Student ReportFall Benchmark Scores • IdentifyAt-Risk Students Early

20. Tier 1 Benchmark – Student ReportWinter Benchmark Scores • Benchmark Report Can Confirm Significant Improvements Have Been Made, Such as Response to Intervention (RTI)

21. Tier 1 Benchmark – Student ReportSpring Benchmark Scores • Data to Know that Changes Made a Difference

22. Key 4: Scientifically Based Interventions…. The menu of research-based, effective interventions is starting to grow in math • Multiple resources are available to guide selection: • We’ll look at resources later… (You don’t have to rely on a publisher’s report.)

23. Response to Interventionis a ProcessNot a Product!

24. Fidelity of Implementation Practices Fidelity is the degree to which something is implemented as designed or intended. Implementation of the core program Consistent progress monitoring Use of evidence-based instructional strategies (e.g., Marzano) Integrity checks (e.g., walk-throughs) Collaborative problem solving (e.g., data meetings)

25. Why worry about math? • 64% of US 4th graders are not proficient on (NAEP) measures. They lack facility in understanding whole numbers, fractions, and decimals. • 70% of US 8th graders are not proficient on the NAEP measures of mathematics. • They do not understand fractions, percents, decimals, and other basic arithmetic concepts needed to solve practical problems.

26. Key Research Findings… • Early mathematics intervention can repair deficits and prevent future deficits (Fuchs, Fuchs, & Karns, 2001; Sophian, 2004). • Providing specific feedback to parents on their students’ mathematics achievement is important • Principles of direct or explicit instruction are useful in teaching mathematical concepts and procedures (Baker, Gersten & Lee, 2002)

27. Together we will understand the processes and procedures needed for successful implementation of RTI for mathematics.

28. Tier 1: Core Instruction

29. What do you want students to know when they enter your classroom in the fall?What are the key concepts?

30. What artifacts would you collect to assess a student’s understanding of mathematical concepts?

31. The strength and quality of Tier 1 instruction determines the number of students who need Tier 2 intervention…

32. Quality Lesson Design Tier 1 • Research-based Strategies • Vocabulary Instruction • Formative Assessment • Differentiation Strategies

33. Tier 2: Targeted Intervention

34. Key Features of Tier 2 Intervention

35. Gradual Release

36. Quality Lesson DesignTier 2 • Mathematics Goal/Standards/Content/Assessment • Introduction/Concept Development • Practice/Application • Reflection • Identification of misconceptions • Explicit, scoffolded instruction • Error correction • Meaningful practice • Peer interaction and collaboration

37. Tier 3: Intensive Intervention

38. RTI & Mathematics Resources

39. Teach 21 http://wvde.state.wv.us/teach21/ResponsetoInterventionMath.html

40. RTI Resources • NCTM Intervention Site http://www.nctm.org/resources/content.aspx?id=13198 • Quantileshttp://quantiles.com/ • America’s Choice http://www.americaschoice.org/index.cfm • Do the Math http://teacher.scholastic.com/products/dothemath/ • Symphony Learning http://www.symphonylearning.com/ • Origo Education http://www.origoeducation.com/

41. RTI Resources Page 2 • Destination Math http://www.hmlt.hmco.com/DM.php • Fastt Math http://www.tomsnyder.com/fasttmath/index.html • Number Worlds http://www.sranumberworlds.com/sample.html • Math Steps http://www.eduplace.com/math/mathsteps/ • Momentum Math http://www.momentummath.com/ • Moving with Math http://www.movingwithmath.com/ • Vmathhttp://www.voyagerlearning.com/vmath/index.jsp

42. RTI Resources Page 3 • Accelerated Math http://www.renlearn.com/am/ • Camelot Learning Math Intervention http://www.camelotlearning.com/ • Breakaway Math Intervention http://www.optionspublishing.com/643.htm • Math Perspectives http://www.mathperspectives.com/index.html

43. 3-2-1

44. Next time……