RTI B T P Ti I RTI: Best Practices In Secondary Math I T .

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Response to InterventionRTI: BestRTIB tPPracticestiiinSecondary MathI tInterventionsti(7(7-12)12)Jim WJiWrighti al.org

Response to InterventionWorkshop PPTs and handout available at:http://www.interventioncentral.org/wi ed mathwww.interventioncentral.org

Response to InterventionWorkshop Agenda RTI & Mathematics: IntroductionGOAL 1: Creating a Supportive Math InstructionalEnvironmentGOAL 22: ObtObtainingi i or DDevelopingl i ClClassroomFormative Math Assessments.GOAL 3: Developing a Math 'Intervention Menu'.GOAL 4: Enlisting the Student as a Motivated,Self-Managing Math Learner.Review of Free Internet Resources to Help Your Schoolto Implement RTI for Math/Planning Activitieswww.interventioncentral.org

Response to InterventionPlanning Activity Report Out Procedures RReviewi your ttablebl number.b Before beginning your RTI planning, select 2members of your table who will visit anothertable as ‘ambassadors’ for the report-out part ofthe activity. Duringg the report-out,p, youry ambassadors will visitthe following tables:––––Activityy 1: Your table number 1Activity 2: Your table number 2Activity 3: Your table number 33Activity 4: Your table number 4www.interventioncentral.org4

Response to InterventionNational Math Advisory Panel Report: 2008“American students have not been succeeding in themathematical part of their education at anything like a levelexpected of an international leader.leader Particularly disturbing is theconsistency of findings that American students achieve inmathematics at a mediocre level byy comparisonpto ppeersworldwide. On our own “National Report Card”—the NationalAssessment of Educational Progress (NAEP)—. 32% of ourstudents are at or above the “proficient”proficient level in Grade 88, but only23% are proficient at Grade 12.ConsistentCi t t withith thesethfifindingsdiisi theth vastt andd growingi demanddd fforremedial mathematics education among arriving students in fouryear colleges and community colleges across the nation.nation ”Source: National Mathematics Advisory Panel. Foundations for Success: The Final Report of the National MathematicsAdvisory Panel, U.S. Department of Education: Washington, DC, 2008; p. xii.www.interventioncentral.org5

Response to InterventionQuestion: Is Algebra Essential?: PRO“.Algebra is a demonstrable gateway to laterachievement. Students need it for any form of highermathematics later in high school; moreover, researchshows that completion of Algebra II correlatessignificantly with success in college and earningsfrom employment. In fact, students who completeAlgebra II are more than twice as likely to graduatefrom college compared to students with lessmathematical preparation.”Source: National Mathematics Advisory Panel. Foundations for Success: The Final Report of the National MathematicsAdvisory Panel, U.S. Department of Education: Washington, DC, 2008; p. xiiiwww.interventioncentral.org6

Response to InterventionQuestion: Is Algebra Essential?: CON“Algebra is an onerous stumbling block for all kinds of students:disadvantaged and affluent, black and white. In New Mexico, 43 percent ofwhite students fell below “proficientproficient,” along with 39 percent inTennessee.Another dropout statistic should cause equal chagrin. Of all who embarkon higher education, only 58 percent end up with bachelor’s degrees. Themain impediment to graduation: freshman math.AA definitive analysis by the Georgetown Center on Education and theWorkforce forecasts that in the decade ahead a mere 5 percent of entrylevel workers will need to be proficient in algebra or above.Think of math as a huge boulder we make everyone pull, withoutassessing what all this pain achieves. So why require it, withoutalternatives or exceptions? Thus far I haven’thaven t found a compelling answer.answer.”Source: Hacker, A. (2012, July 20). Is algebra necessary? The New York Times[Online edition]. Retrieved org7

Response to InterventionRTI and Secondaryy Mathematics: A NewFrontierFocus of Inquiry: How can the 3Tier RTI model be applied tomiddle and high schoolmathematics instruction?www.interventioncentral.org8

Response to InterventionRTI: 6 Essential Elements for Mathematics1. Educators believe that every student has the ability to learnchallenging mathematics when given effective instructionand regularly monitored2 All students are screened 3 times per year2.year, using a mathassessment battery that can identify those students whomayy need additional supplementalppassistance to fill in skillgaps.p g3. Students on math interventions have their progressmonitored regularly to verify that interventions are workingand to move students across Tiers as needed.Source: Lembke, E. S., Hampton, D., & Beyers, S. J. (2012). Response to intervention in mathematics: Critical elements.Psychology in the Schools, 49(3), 257-272.www.interventioncentral.org9

Response to InterventionRTI: 6 Essential Elements for Mathematics1. Educators believe that every student has the ability to learnchallenging mathematics when given effective instructionand regularly monitored2 All students are screened 3 times per year2.year, using a mathassessment battery that can identify those students whomayy need additional supplementalppassistance to fill in skillgaps.p g3. Students on math interventions have their progressmonitored regularly to verify that interventions are workingand to move students across Tiers as needed.Source: Lembke, E. S., Hampton, D., & Beyers, S. J. (2012). Response to intervention in mathematics: Critical elements.Psychology in the Schools, 49(3), 257-272.www.interventioncentral.org10

Response to InterventionRTI: 6 Essential Elements for Mathematics (Cont.)(Cont )4. Research-based instructional practices and programs areusedd ini core iinstructiont ti andd dduringi iinterventions.tti5. The school has a multi-Tier system set up that providesincreasingly intensive math intervention support matched tostudent need.6 The school regularly evaluates its Math RTI model (including6.measurements of intervention integrity) to verify the qualityoof thee model.odeSource: Lembke, E. S., Hampton, D., & Beyers, S. J. (2012). Response to intervention in mathematics: Critical elements.Psychology in the Schools, 49(3), 257-272.www.interventioncentral.org11

Response to InterventionRTI ‘Pyramid ofInterventions’Tier 3Tier 2Tier 1Tier 3: Intensive interventions.interventionsStudents who are ‘nonresponders’ to Tiers 1 & 2 arereferred to the RTI Team for moreintensive interventions.Tier 2 Individualizedinterventions. Subset ofstudents receive interventionstargeting specific needs.Tier 1: Universal interventions.interventionsAvailable to all students in aclassroom or school. Can consistof whole-group or individualstrategies or supports.www.interventioncentral.org12

Response to InterventionRTI Support: Tier 1 Core Instruction Tier 1 core instruction is considered to be ‘universal’ because all studentsreceive it and benefit from it. CoreC instructioni t ti ini mathth shouldh ld hhave ththe elementslt off ‘explicit‘ li it iinstruction’,t ti ’a structured method for instructional delivery that is more likely to beeffective with strugglinggg g students. To judge whether core instruction is adequate, RTI schools use screeninginstruments (e.g., math computation fluency probes, math concepts andapplications measuresmeasures, algebra probes) to assess classwide mathperformance three times yearly. If at least 80 percent of students attain orexceed the screener’s performance benchmark, core instruction isconsidered to be adequate.Sources: Lembke, E. S., Hampton,pD., & Beyers,yS. J. ((2012).) Responsepto intervention in mathematics: Criticalelements. Psychology in the Schools, 49(3), 257-272.Wright, J. (2012). RTI Success in Secondary Schools: A toolkit for middle and high schools. Port Chester, NY: NationalProfessional Resources, Inc.www.interventioncentral.org13

Response to InterventionRTI Support: Tier 1 (Classroom) Intervention Tier 1 interventions are intended for ‘red flag’ students whostruggle in math and require additional individualized teachersupport during core instruction.instruction To successfully implement Tier 1interventions, a middle or high school teacher will need:Clear criteria to identify Tier 1 intervention students (e.g.,students who are failing the course on a 5-week grade report).Research-based strategies to address the student’s academic(and perhaps motivational) deficits.deficitsA streamlined form to document the Tier 1 intervention plan.The abilityy to collect and interpretp classroom data to jjudgegwhether the Tier 1 intervention is working.Guidelines for how long to implement the Tier 1 interventionb f seekingbeforeki additionaldditi l RTI hhelpl ffor ththe student.t d tSources: Wright, J. (2012). RTI Success in Secondary Schools: A toolkit for middle and high schools. Port Chester, NY:National Professional Resources, Inc.www.interventioncentral.org14

Response to InterventionRTI ‘Pyramid ofInterventions’Tier 3Tier 2Tier 1Tier 3: Intensive interventions.interventionsStudents who are ‘nonresponders’ to Tiers 1 & 2 arereferred to the RTI Team for moreintensive interventions.Tier 2 Individualizedinterventions. Subset ofstudents receive interventionstargeting specific needs.Tier 1: Universal interventions.interventionsAvailable to all students in aclassroom or school. Can consistof whole-group or individualstrategies or supports.www.interventioncentral.org15

Response to InterventionRTI Support: Tier 2/3 Supplemental Interventions Tier 2/3 interventions SUPPLEMENT core instruction. Students are identified for Tier 2/3 math services based onobjective data sources such as universal screeners that allowthe school to predict each student’s degree of ‘risk’ for mathfailure. In a typical school, 10-15 % of students may require Tier 2i tinterventionstiiin a giveniacademicd i area. Interventions at Tier 2 are monitored at least twice permonth Interventions at Tier 3 are monitored weeklymonth.weekly. Each Tier 2/3 intervention should last at least 6-8instructional weeks.weeksSources: Wright, J. (2012). RTI Success in Secondary Schools: A toolkit for middle and high schools. Port Chester, NY:National Professional Resources, Inc.www.interventioncentral.org16

Response to InterventionRTI Support: Tier 2/3 Supplemental InterventionsEach Tier 2/3 intervention plan shows evidence that: Instructional programs or practices are ‘evidence-based’. The intervention has been selected because it logically addresses thearea(s) of academic deficit for the target student. The student-teacher ratio in the ggroupp pprovides adequateqstudent support:ppTier 2 up to 7 students; Tier 3 up to 3 students. NOTE: The instructionalratio for students engaged in computer-delivered Tier 2/3 instruction is 1:1. StudentsSt d t enrolledll d iin theth TierTi 2/3 interventioni tti group havehththe same sharedh dintervention need(s). Thee interventione e o pprovideso des cocontactac timee adequaadequatee too thee sstudentude acadeacademiccdeficit. Tier 2 interventions occur a minimum of 3-5 times per week insessions of 30 mins or more; Tier 3 interventions occur daily in sessions of30 mins or more (Burns & Gibbons,Gibbons 2008)2008).Sources: Wright, J. (2012). RTI Success in Secondary Schools: A toolkit for middle and high schools. Port Chester, NY:National Professional Resources, Inc.www.interventioncentral.org17

Response to InterventionStrong Core Math InstructionFocus of Inquiry: What are theelements of strong coremathematics instruction?www.interventioncentral.org18

Response to InterventionAn RTI Challenge: Limited Research to SupportE idEvidence-BasedB dMMathth IInterventionstti“ in contrast to reading,reading core math programs that aresupported by research, or that have been constructedaccording to clear research-basedresearch based principlesprinciples, are noteasy to identify. Not only have exemplary coreprograms not been identifiedidentified, but also there are notools available that we know of that will help schoolsanalyze core math programs to determine theiralignment with clear research-based principles.” p. 459Source: Clarke, B., Baker, S., & Chard, D. (2008). Best practices in mathematics assessment and intervention with elementarystudents. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 453-463).www.interventioncentral.org19

Response to InterventionCommon Core StateStandards Initiativehttp://www.corestandards.org/View the set of Common CoreStandards for English LanguageArts (including writing) andmathematics being adopted bystates across America.www.interventioncentral.org

Response to InterventionCommon CoreSchool Curriculum.Standards,Sa da ds, CuCurriculum,cu u , Sand Programs: How Do Outlines a uniformsequence shared acrossThey Interrelate?Common CoreStandards. Provideexternal instructionalgoals that guide thedevelopmentpandmapping of theschool’s curriculum.However theHowever,sequence in which thestandards are taughtis up to the district andschool.instructors for attaining theCommon Core Standards’instructional goals. Scopeand-sequence charts bringgreater detail to theggeneral curriculum.Curriculum mappingensures uniformity ofpractice acrossclassrooms, eliminatesinstructional gaps andredundancy across nstructional andInterventionPrograms. Providematerials for teachingthe curriculum.Schools often piecetogether materialsfrom multipleprograms to helpstudents to master thecurriculum. It shouldbe noted that specificprograms can change,while the underlyingcurriculum remainsunchanged.

Response to InterventionMotivation Deficit 1: The student isunmotivated because he or she cannot dothe assigned work. Profile of a Student with This Motivation Problem:The student lacks essential skills required to do the task.Handout pp.21-23www.interventioncentral.org22

Response to InterventionMotivation Deficit 1: Cannot Do the Work Profile of a Student with This Motivation Problem (Cont.):Areas of deficit might include: Basic academic skills. Basic skills have straightforward criteria for correctperformance (e.g., the student defines vocabulary words or decodes textor computes ‘mathmath factsfacts’)) and comprise the buildingbuilding-blocksblocks of morecomplex academic tasks (Rupley, Blair, & Nichols, 2009). Cognitive strategies. Students employ specific cognitive strategies as“ idi procedures”“guidingd” tto completel t more complexl academicd i ttasksk suchh asreading comprehension or writing (Rosenshine, 1995). AcademicAcademic-enablingenabling skills. Skills that are ‘academicacademic enablers’enablers (DiPerna,2006) are not tied to specific academic knowledge but rather aid studentlearning across a wide range of settings and tasks (e.g., organizing workmaterials,t i l titime management)t).www.interventioncentral.org23

Response to InterventionMotivation Deficit 1: Cannot Do the Work (Cont.)() What the Research Says:y When a student lacks thecapability to complete an academic task because of limitedor missing basic skills, cognitive strategies, or academicenabling skills, that student is still in the acquisition stage offlearning (Haring et al., 1978). That student cannot beexpected to be motivated or to be successful as a learnerunless he or she is first explicitly taught these weak orabsent essential skills (Daly, Witt, Martens & Dool, 1997).www.interventioncentral.org24

Response to InterventionMotivation Deficit 1: Cannot Do the Work (Cont.)() How to Verifyy the Presence of This Motivation Problem:The teacher collects information (e.g., through observationsof the student engaging in academic tasks; interviews withthe student; examination off work products, quizzes, ortests) demonstrating that the student lacks basic skills,cognitive strategiesstrategies, or academicacademic-enablingenabling skills essential tothe academic task.www.interventioncentral.org25

Response to InterventionMotivation Deficit 1: Cannot Do the Work (Cont.)() How to Fix This Motivation Problem: Students who arenot motivated because they lack essential skills need to betaught those skills.Direct-Instruction Format. Students learning new material,concepts, or skills benefit from a ‘direct instruction’approach.h (B(Burns, VanDerHeydenV D H d &BBoice,i 2008;2008Rosenshine, 1995; Rupley, Blair, & Nichols, 2009).www.interventioncentral.org26

Response to Interventionwww.interventioncentral.org

Response to InterventionMotivation Deficit 1: Cannot Do the Work (Cont.)() How to Fix This Motivation Problem: When following adirect-instructiondirectinstruction format,format the teacher: ensures that the lesson content is appropriatelymatched to students’students abilities. opens the lesson with a brief review of concepts ormaterial that were ppreviouslyy ppresented. states the goals of the current day’s lesson. breaks new material into small, manageable increments,or steps.www.interventioncentral.org28

Response to InterventionMotivation Deficit 1: Cannot Do the Work (Cont.)() How to Fix This Motivation Problem: When following adirect-instructiondirectinstruction format,format the teacher: throughout the lesson, provides adequate explanationsand detailed instructions for all concepts and materialsbeing taught. NOTE: Verbal explanations can include‘talk-alouds’ (e.g., the teacher describes and explainseach step of a cognitive strategy) and ‘think-alouds’(e.g., the teacher applies a cognitive strategy to aparticularti l problembl or ttaskk andd verbalizesb liththe stepstiinapplying the strategy). regularly checks for student understanding by posingfrequent questions and eliciting group responses.www.interventioncentral.org29

Response to InterventionMotivation Deficit 1: Cannot Do the Work (Cont.)() How to Fix This Motivation Problem: When following adirect-instructiondirectinstruction format,format the teacher: verifies that students are experiencing sufficient successin the lesson content to shape their learning in thedesired direction and to maintain student motivation andengagement. provides timely and regular performance feedback andcorrections throughout the lesson as needed to guidestudent learning.www.interventioncentral.org30

Response to InterventionMotivation Deficit 1: Cannot Do the Work (Cont.)() How to Fix This Motivation Problem: When following adirect-instructiondirectinstruction format,format the teacher: allows students the chance to engage in practiceactivities distributed throughout the lesson (e.g., throughteacher demonstration; then group practice with teachersupervision and feedback; then independent, individualstudent practice). ensures that students have adequate support (e.g.,clear and explicit instructions; teacher monitoring) to besuccessful during independent seatwork al.org31

Response to Interventionwww.interventioncentral.org

Response to InterventionActivity: Core Instruction Fidelity Checks Lembke et al (2012) recommend that schoolsperiodically use teacher selfself-, collegial,collegial oradministrative checks to ensure that strong explicitcore instruction is occurringg in mathematics classes. Review the Direct Instruction Format checklist thatappears on page 22 of your handout. Discuss how your school could use this or a similarchecklist to conduct occasional ‘core instruction fidelitychecks’ to verify strong Tier 1 math instruction.Source: Lembke, E. S., Hampton, D., & Beyers, S. J. (2012). Response to intervention in mathematics: Critical elements.Psychology in the Schools, 49(3), 257-272.www.interventioncentral.org33

Response to InterventionNational Mathematics AdvisoryPanel Report13 March tral.org34

Tier 1 interventions are intended for ‘red flag’ students who struggle in math and require additional individualized teacher support during core instruction To successfully implement Tier 1 support during core instruction. To successfully implement Tier 1

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