MTSS Framework for Mathematics Archdiocese of Dubuque February 2016 Keystone AEA Math Consultants Sarah Sieck Gertie Monat

Frogs and Grasshoppers Mara collects frogs and grasshoppers. She has 8 creatures in her collection so far. Altogether they have 36 legs. How many frogs and grasshoppers does she have in her collection?

Links and Resources

Standards for Teaching and Learning Mathematics

Knowledge of Mathematics and General Pedagogy Teachers should have a deep knowledge of – Sound and significant mathematics Theories of student intellectual development across the spectrum of diverse learners Modes of instruction and assessment Effective communication and motivational strategies

Knowledge of Student Mathematical Learning Teachers must know and recognize the importance of – Ways students learn mathematics; Supporting students as they struggle to make sense of mathematical concepts and procedures Ways to help students build on informal mathematical understandings Ways to stimulate engagement and to use the standards for mathematical practice

Worthwhile Mathematical Tasks Teachers should design experiences and pose tasks that – Engage students’ intellect Develop mathematical understandings and skills Stimulate students to make connections and develop a coherent framework for mathematical ideas Call for problem formulation, solving, and mathematical reasoning

That’s a lot of words, what does this mean for me? Fluency: knowing how a number can be composed and decomposed and then using that information to be efficient and flexible when solving the problem through the use of strategies. Rigor: the development of conceptual understanding, procedural skill and fluency, and application with equal intensity.

Fluency Without Fear: Research Evidence on the Best Ways to Learn Math Facts by Jo Boaler

MTSS Framework: Tier 1 Core Instruction Research evidence points in one direction: “The best way to develop fluency with numbers is to develop numbers sense and to work with numbers in different ways, not to blindly memorize without number sense.”

Solve the following: – x ÷ 12

Whole Number Computation For each probe, choose the method that closely matches how you would solve the problem. Then discuss the other methods with your partner.

Read Activities to Develop Number Facts and Number Sense: Number Talks on page 6

1.Classroom Environment and Community 2.Classroom Discussions 3.Changing the Role of the Teacher 4.Role of Mental Math 5.Purposeful Computation Problems

Talk Moves Revoicing Wait Time Repeating Turn-and-Talk Reasoning Revise Adding On

Number Talk Video

MTSS Framework Tier 2: Intervention

Screeners Who should administer? When should this occur? Why should it be used? How will the results be used? What can be used?

Resource K-1: Number Knowledge TestNumber Knowledge Test Number Sense Screener 2-5: Delaware ScreenersDelaware Screeners Boulder Valley, CO (K-5) 6-8: Math Reasoning InventoryMath Reasoning Inventory

What can be used? AIMS Web (K-8) FAST Math (FastBridges) STAR Math (Grades 1-12)

Intervention Plan Who should administer? When should this occur? Why should it be used? How will the results be used? What can be used?

Diagnostic Assessments Grades K-2 Kathy Richardson Grades 2-8 Cognition-Based Assessment and Teaching

What can be used? K-1: Number Sense Intervention K-5: Developing Number Concepts 1-8: Do the Math 5-10: Trans Math 8-12: Transition to Algebra K-12: Engage NY or Georgia Standards for Excellence

Progress Monitoring: Skill Specific Exit Tickets in the Engage NY curriculum at the end of each lesson can be used for progress monitoring. The following rubric with each exit ticket question could be used after every 3 lessons for a total of 9 points. Student has a full understanding of the question (3) Student has a good understanding of the question making minimal mistakes (2) Student has a partial understanding of the question (1) Student has no understanding of the question (0) Lesson 1 Lesson 2 Lesson 3

Progress Monitoring: General Outcome Measure GOM is “a process of measuring one simple or “little” thing the same way over time to make a statement about something complex or “big.” -Mark R. Shinn, PhD Professor of School Psychology, National Louis University aimsweb Consultant Examples: easyCBM or AIMS Web

What is out there for Iowa Core aligned Math Curriculum? Go Math! K-8 enVisions 2.0 K-6 (6-8 coming 2017) Math Expressions Common Core K-6 Bridges in Mathematics K-5 Investigations K-6 Everyday Mathematics 4 K-6 Free Online K-12 Engage NY (Eureka Math- purchase printed consumables for $) Georgia Standards of Excellence

Standards for Teaching and Learning Mathematics Basic Fact Fluency Number Talks Universal Screeners Interventions Curriculum