Sixth Grade Math Intervention Using the RTI Model Charlee McHenry, Leslie Stevens, & Jennifer Profumo

What is RTI? R esponse T o I ntervention is a system whereby students who are failing to grasp an essential standard are 1.identified early 2.supported to proficiency Duration/intensity increases through each level

Goals for Creating an Intervention System Maximize the effect size across the grade level Target support to English Language Learners and at-risk students Intervene while the standard is being taught in their regular classroom Build in flexibility to adapt the program based on data trends Establish a reputation for success and a culture of enthusiasm

Identifying Struggling Students CFAs (Common Formative Assessments) are standardized quizzes used across each classroom designed to quickly flag students who are not proficient in a single essential standard Standardized rubric system Greater points given to accurate process rather than arithmetic CFAs and other data are used to determine areas of need that inform instructional methods

Tier 2 Differences Instructional objectives are further narrowed Combination of whole group, small group, and individual instruction. Higher importance placed on procedure/syntax, less on arithmetic accuracy Essential standards are broken down into prerequisite understandings and sequenced sub-skills From many methods of problem solving to few Multiple means by which a key idea is taught Daily formative assessment and feedback

Results Thus Far To date, 96% of students who have completed the intervention program have reached proficiency in their essential standard by the time they exit.

But what about the other 4%? Teachers work with students in class to bring them up to proficiency in that specific essential standard Students are pulled after school on Fridays, during their lunch, or from PAL for individual instruction (Tier 3)

Collaboration is the Difference Collaboratively considering o Class size o Cycle duration o Social Dynamics Narrowed instructional objectives through deep- level analysis of assessment data Cross-classroom alignment of academic vocabulary, strategies, and expectations Celebrating progress towards mastery of essential standards

Celebrating Proficiency

Building a Culture of Achievement What we’re doing “Normalizing” intervention for sixth graders Communicating with parents and staff Confronting defeatist beliefs in students by o Scaffolding curriculum o Ensuring early successes Celebrating proficiency school-wide What we’ve accomplished Enthusiasm for math is at a record high in this grade level Students are requesting to attend after school math intervention

In Closing -Claudia Meza