Data Driven Decisions & Targeted Interventions in the Elementary Math Classroom

1. Data Driven Decisions &Targeted Interventions in the Elementary Math Classroom Cleveland County Schools Giancarlo Anselmo, Brian Bettis, Carrie Knotts

2. Introduction • Giancarlo Anselmo • School Psychologist, EC/RtI Liaison • Brian Bettis • Curriculum Technology Coordinator • Carrie Knotts • RtI Coordinator for Cleveland County Schools

3. Dropbox Link https://www.dropbox.com/sh/dvw7tjr9g6h1lph/VdqFDEqIPA

4. Objectives • Discuss the research behind Curriculum Based Measures (CBMs) • Advantages of CBMs • Critical Features • Reliability and Validity • Development of CBMs • Norms and Growth rates • Universal Screening • Suggestions • Team Initiated Problem Solving • Data Collection and Analysis • Progress Monitoring • Appropriate Targeted Interventions

5. Nations Report Card 2012 NAEP

6. Hierarchy of CBM Research 1st CBM reading elementary level 2nd CBM reading secondary level 3rd CBM math elementary level 4th CBM math secondary level 5th CBM for other subjects (writing, spelling, science, etc.)

7. Curriculum Based Measurement: Advantages • Direct measure of student performance • Helps target specific areas of instructional need for students • Quick to administer • Provides visual representation (reports) of individual student progress and how classes are acquiring essential reading skills • Sensitive to even small improvements in performance • Capable of having many forms • Monitoring frequently enables staff to see trends in individual and group performance—and compare those trends with targets set for their students. • Correlates strongly with “best practices” for instruction and assessment, and research-supported methods for assessment and intervention

8. Critical Features of CBM • Technical adequacy • Evaluation of general outcomes • Assess student progress Stecker et al. 2005

9. Technical Adequacy • Data exists for two distinct types of M-CBM • Computation • Concepts and Applications

11. Reliability of M-CBM (Basic Facts) • Foegen 2000 • Alternate form= .75-.92 • Foegen & Deno 2001 • Internal consistency= .91-.93 • Alternate form= .79-.80 • Test-Retest= .80-.84 • Foegen 2008 • Alternate form=.80-.91 • Test-Retest=.90-.92

12. Reliability of M-CBM Concepts and Applications • Helwig & Tindal 2002 • Alternate form= .81-.88 • Foegen 2008 • Alternate form= .76-.88 • Test-Retest= .92-.95

13. Validity of M-CBM Concepts and Applications • Helwig, Anderson, & Tindal 2002 • Criterion Validity= .80 • Foegen 2008 • Concurrent Validity= .71-.76

14. Validity of M-CBM Basic Facts • Foegen 2000 • Criterion validity=.45-.52 • Foegen & Deno 2001 • Criterion validity=.63 • Foegen 2008 • Concurrent validity= .59-.64

15. Different Approaches to Developing M-CBM • Curriculum sampling approach • Robust Indicators approach

16. Curriculum Sampling • Measures are developed by constructing representative samples of the year’s mathematics curriculum • Method is used with both math computation and math applications

17. Fourth Grade Math Computation Curriculum • Multidigit addition with regrouping • Multidigit subtraction with regrouping • Multiplication facts, factors to 9 • Multiply 2-digit numbers by a 1-digit number • Multiply 2-digit numbers by a 2-digit number • Division facts, divisors to 9 • Divide 2-digit numbers by a 1-digit number • Divide 3-digit numbers by a 1-digit number • Add/subtract simple fractions, like denominators • Add/subtract whole number and mixed number

18. 3rd Grade Common Core Standards

19. Robust Indicators • Measures that are not necessarily representative of a particular curriculum, but are instead characterized by the relative strength of their correlations to various overall mathematics proficiency criteria (Foegen et al., 2007)

20. Robust Indicators • Little research but research done shows promise for this method • Helwig & Tindal 2002 • Took 11 concept grounded math problems and correlated the results the Computer Adaptive Test (state test given in Oregon) • Results suggested correlations for general education students=.80

21. Cleveland County Math Probes • Used curriculum sampling approach • Designed our own universal screening probes using: • Math-aids.com • Math Concepts and Applications probes were adapted from Monitoring Basic Skills Progress: Basic Math Concepts and Applications • Fuchs, Hamlett, & Fuchs, (1999)

22. Local Norms and Growth Rates

23. M-CBM as part of a Three Tiered Model • Tier I-Universal Screening • Tier II-Progressing Monitoring • Tier III-Further assessment as part of a problem solving process

24. Universal Screening • Math assessments are generally done using one probe during universal screening • Hintze et al, 2002 • Study showed that one can expect extremely high dependability with as little as one 2-minute multiple-skill math probe

25. Universal Screening • Which probes to use? • Option 1: Design your own probes • Option 2: Choose a standardized set of published probes

26. Companies that Provide Standardized M-CBM Probes • AimsWeb • http://www.aimsweb.com • Easy CBM • http://www.easycbm.com • Yearly Progress Pro • http://www.mhdigitallearning.com

27. AIMSweb • Math measures for Computation • Mixed computation, grades 1-6 • + facts, - facts, x facts, / facts, +/-mix, mult./div. mix, all mix • Math measures for Concepts and Applications • See table for areas covered

29. AimsWeb

30. Easy CBM • Math and Reading Probes from grade 1-8 • Probes covering: Number and Operations, Algebra, Measurement, Geometry, and Data/Analysis • Math probes can be taken as a paper and pencil test or taken online

32. Easy CBM Sample

33. Easy CBM and AimsWeb • Have established norms • Have Math probes for grades 6-8 • Have alternative forms for progress monitoring • Have the capability storing data online for distribution and analysis

34. Overall Suggestions Have a district level team select measures based on critical criteria such as reliability, validity and efficiency Select screening measures based on the content they cover with an emphasis on critical instructional objectives for each grade level In grades 4-8, use screening measures in combination with state testing data Use the same screening tool across a district to enable analyzing results across schools Clarke and Baker

35. Now What? Curriculum Based Measure has been selected • Complete Universal Screening 3 times a year. BOY, MOY, EOY • Teachers analyze data looking to answer these questions. • How are all students performing? • Why are there deficits/strengths? • Are students growing?

36. “Prismation” of Data Multiple Data Sources: Classroom Performance, CFA, CBM, Behavior, Teacher Judgment. Student’s Targeted Action Plan, customized to meet their individual needs. No one data source trumps another. They work in conjunction with each other to tailor an action plan for the student.

37. Why? • Determine how well your Foundational Core instructional programs are working for all students-- proficiency and growth • Identify specific skill deficits/strengths of all students • Used as a part of an early warning system

38. Universal Screening Allows Us To…. • Problem solve • The whole school • A grade level • A class • Subgroups

39. Team Initiated Problem Solving (TIPS) • Grade Level Teams • Analyze grade level data in conjunction with curriculum coaches • Define the problem • Answer the “why” questions • Design an action plan • Core instruction and interventions

40. Identifying Areas of Need • What are the students’ strengths? Why? • What are their deficits? Why? • Do we need to address this in core instruction? • Do you need to address this with interventions?

41. Example • 4th Grade Math CBM data analysis • What would you do?

43. Progress Monitoring

44. Appropriate Targeted Interventions

45. Math Games Games are fun and easy to do with your students. They will reinforce the skills and concepts you are teaching, and the students can then play them at home. • How to convert a deck of cards for math games: • Change the: • 4 Queens to Zeros • Remove the 4 Jacks, 4 Kings, and 2 Jokers. • Label each of these cards with the numbers • from 11 to 20. (You will only have one of • each of these numbers.) • 4Aces as to 1s • Let all the number cards represent their face values.

46. Materials: 4 cards each of numbers 0-10 and 1 card each of numbers 11-20 Number of Players: 3 or 4 Name that Number 1. A player shuffles the deck and deals 5 cards to each player. This player leaves the rest of the deck facedown and then turns over and lays down the top card from the deck. This is the target number for the round. 2. Players try to match the target number by adding, subtracting, multiplying, or dividing the numbers on as many of their cards as possible. A card can only be used once. 3. Players write their solutions on a sheet of paper or whiteboard. When the players have written their best solution, they take turns doing the following. • Set aside the cards they used to name the target number • Replace them with new cards from the deck • Put the old target number on the bottom of the deck • Turn over a new target number and play another hand • Play continues until there are not enough cards to replace all the players’ cards. The player who has taken the most cards at the end wins. 0 11 19 19 X 11 X 0 + 8 + 2 = 10 Score = 5 cards Everyday Mathematics Games

47. Needed: 4 counters 2 dice Baseball Multiplication Players: 2 or 2 teams Everyday Mathematics Games

48. Skill Multiplication facts 1 through 6 The rules are similar to those of baseball, but this game lasts only 3 innings. 1. Players or teams take turns being the “pitcher” and the “batter.” If students play on teams, members of the batting team take turns batting, and members of the pitching team take turns pitching. 2. A batter begins with a counter on home plate. The pitcher rolls the dice. 3. The batter multiplies the numbers rolled. The pitcher checks the answer with a calculator or a Multiplication/Division Facts Table. 4. If the answer is correct, the batter finds the product in the Score Chart. If it is a hit, the batter moves all counters on the field the number of bases shown in the table. If a product is an out, no counters move forward. 5. A run is scored each time a counter crosses home plate. The batter tallies each run on the scoreboard. 6. An incorrect answer is a strike, and another pitch (dice roll) is thrown. Three strikes make an out. The batter tallies outs. 7. After each hit or out, the batter puts a counter on home plate. 8. After three outs, the batting team and pitching team switch roles. The inning ends when each player or team has made three outs. 9. The player or team with more runs at the end of three innings wins. If the score is tied, play continues into extra innings until one player or team wins. https://www.mheonline.com/assets/wg_download/em/gr3_5_baseball_multiplication_tgg.pdf Go to this site for a printable game board and more advanced versions of the game.

49. Everyday Mathematics Games Broken Calculator 1. Players pretend one of the number keys is broken. 2. One player says a number. 3. The other player tries to display that number on the calculator without using the “broken” key. Scoring: The score is the number of keys pressed to display the number. The player with the lower number wins. Variation: Players pretend that one of the operations keys is broken. One player says and open sentence. The other player tries to solve the sentence on the calculator without using the broken key. Pretend the – key is broken. What is the solution to the open sentence 452 + x = 735? 452 + 400 = 852 400 is too big 452 + 300 = 725 300 is 17 away 452 + 317 = 769 Wrong Way! 452 + 283 = 735 True Sentence Scoring: The score is the number of guesses it took. Play 5 rounds. The player with the lower total wins.

50. Resources • Greg Tang Math • Kakooma • http://www.gregtangmath.com/kakooma • Number Worlds • http://www.sranumberworlds.com/ • IXL Math • http://www.ixl.com/math/ • Nine Ways to Catch Kids Up (Article in Dropbox) • Educational Leadership