Enacting Effective RTI Math Circle-Day 3 Facilitator:

Thank you for… Being on time Attending to your comfort Giving the group your full attention Listening respectfully while others are speaking Value-ing each other’s ideas Participating constructively, adding your knowledge and experiences Making constructive suggestions to your leader

As we focus on… Today we will… Share, talk, watch, learn, bond, listen and play … As we focus on… The teaching and learning mathematics Response to Intervention Counting, comparing, and pattern

Participant Website http://www.kentuckymathematics.org/mathcircles/ Enter your email address eerti math123

A I D R Focus on Students Please share a video or situation illustrating student thinking, difficulty, or learning. Invite others to contribute ideas and strategies for what to do next.

learning and behavior needs.” Focus on RTI “Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs.” Who should receive RTI? Source: RTI Network

We put a new twist on the typical RtI triangle We put a new twist on the typical RtI triangle. We have removed the horizontal lines that have traditionally sectioned off tier 1, 2, and 3. This is because students may move, fluidly, between and among the tiers. That is also represented in the colors that are represented. On either side of the triangle we have an arrow. On one side the arrow represents at-risk or struggling students and the other side represented advanced students. A tier 2 intervention for an advanced learner may be a book study that a group of students have together to discuss their reading and thoughts because they are already proficient in the language and reading standards. A tier 3 intervention may be an independent study or a product that allows them to synthesize or apply their knowledge. On the right side of the triangle, for at-risk students, a tier 2 intervention may be a small group of students that meet 3 times a week for 30 minutes. A tier 3 intervention may be daily for 30 minutes a day. These are just examples of how a school may structure their interventions. With each tier the intervention becomes more targeted and individualized. Regardless of the length of the intervention session, ensure the entire time is spent focused on their student goals. For example, if you use 3-5 minutes to transition to and from the intervention block every day then you have lost a minimum of 1 intervention session every week.

This is another way to represent the information in the triangle and provide additional guidance. Let’s start in the middle with core instruction, tier 1. Tier 1 is highly effective teaching that is based on state standards and differentiates as needed. Differentiated instruction is not considered an intervention rather it is just best practice. Regular formative and summative assessments should be used to track student performance as well as inform the instruction. As you move out from the middle to the left and the right you will find Tier 2 for struggling students and advanced students. The columns toward the right represent interventions for at-risk students and those on the left represent advanced students. With each tier the intervention becomes more targeted and individualized. Again, regular assessment is necessary and should be ongoing.

IES Practice Guide RECOMMENDATION EVIDENCE Tier 1 Screen all students to identify those at risk for potential mathematics difficulties and provide interventions to students identified as at risk. Moderate Tiers 2 and 3 Instructional materials for students receiving interventions should focus intensely on in-depth treatment of whole numbers in kindergarten through grade 5 and on rational numbers in grades 4 through 8. These materials should be selected by committee. Low Instruction during the intervention should be explicit and systematic. This includes providing models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review. Strong Interventions should include instruction on solving word problems that is based on common underlying structures. Intervention materials should include opportunities for students to work with visual representations of mathematical ideas and interventionists should be proficient in the use of visual representations of mathematical ideas Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic arithmetic facts. Monitor the progress of students receiving supplemental instruction and other students who are at risk. Include motivational strategies in tier 2 and tier 3 interventions. Source: What Works Clearinghouse

What is explicit instruction? “In the quest to maximize students’ academic growth, one of the best tools available to educators is explicit instruction, a structured, systematic, and effective methodology for teaching academic skills. It is called explicit because it is an unambiguous and direct approach to teaching that includes both instructional design and delivery procedures. Explicit instruction is characterized by a series of supports or scaffolds, whereby students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill, clear explanations and demonstrations of the instructional target, and supported practice with feedback until independent mastery has been achieved.” Source: Explicit Instruction: Effective and Efficient Teaching by Anita L. Archer and Charles A. Hughes

Focus on RTI Explicit and systematic instruction has a strong evidence of success. How is your RTI math program providing explicit and systematic instruction? What RTI questions do you have? Purpose of RTI? Pre-referral for special ed? Conversations about who should do RTI? Is it just a paper trail? Snippet of KSI video—for all students, even higher students! KCM will pull in a quote or snippet from that video from KDE. Jean: is RTI for bottom 20% or for tier 1 instruction—it is differentiation! Spend a few minutes and break it down into tiers. KDE video is very dry, but highlights tier 1 instruction—good instruction for all students. Clarify what RTI is and who should deliver it.

ONGOING PROFESSIONAL REFLECTION Our EERTI Math Circle Master Plan ATTENDING* Monitoring student mathematical practices, including words, actions, strategies INTERPRETING* Making determinations of student progress toward fluency, including analysis of gaps in understanding and skills DECIDING* Implementation of targeted, research-based mathematics intervention strategies to advance fluency, based on individual student need, within the context of expected developmental progressions ONGOING PROFESSIONAL REFLECTION Collegial student-centered team meetings for understanding and advancing foundational fluency Professional Noticing An excerpt from the KY Committee for Mathematics Achievement Position Statement “Mathematical Fluency and Response to Intervention,” adopted February 25, 2012. *Professional Noticing Cycle (Jacobs, et. al. 2010). Jacobs, V. R., Lamb, L. C., & Philipp, R. A. (2010, March). Professional noticing of children’s mathematical thinking. Journal of Research in Mathematics Education, 41, 169.

Kathy Richardson: Developing Number Concepts Book 1: Counting, Comparing, and Pattern Take a moment to familiarize yourself with the book.

Guiding Principles “Children develop an understanding of concepts through experiences with real things rather than symbols.” (p.xi) When have you found this to be true in your own classrooms?

Guiding Principles “Teachers can support the development of understanding by presenting planned and focused experiences and by interacting with the children as they work.” (p.xi) What does it look like when the teacher becomes the facilitator of learning rather than doing show and tell?

Guiding Principles “For children to be engaged by a particular mathematical task, the need to be on the edge of their understanding or level of competence.” (p.xi) How do we determine a student’s learning edge? For RTI what evidence can you use to highlight student need?

Guiding Principles “When working independently, children should be allowed to choose from a group of related tasks. Children should be free to choose to do any particular task over and over again.” (p.xii) Why might a teacher not provide for student choice? How many choices should a student have?

Guiding Principles “The most powerful learning experiences have value in being repeated.” (p.xii) Why is the value of repeating learning experiences? How does the teacher’s role evolve as students repeat learning experiences?

Let’s Investigate! Divide into three groups Each group will be assigned one of the important early numeracy concepts we will discuss today. Please be prepared to share what you have learned with the group. 1.Beginning Number Concepts p.2-4 2. Pattern p.72-75 3. More and Less p.129-130

Beginning Number Concepts Concepts of More and Less Let’s Investigate! GROUP 1 GROUP 2 GROUP 3 Beginning Number Concepts Pattern Concepts of More and Less What are the most important points for developing this knowledge? Pages 2—4 Pages 72—75 Pages 126—128 Which goals might be appropriate for your students? Why? Pages 5—6 Pages 76—78 Pages 129—132 What are the areas of concern for your students? How can you meet the range of needs? Pages 6—11 Pages 78—79 Pages 132—134 Choose a “scene” and reflect on how the teacher makes the mathematics: a. explicit; b. systematic. Pages 12—21 Pages 80—87 Pages 134—142 1.Beginning Number Concepts p.2-4 2. Pattern p.72-75 3. More and Less p.129-130

Important Points Beginning Number Concepts Group 1, please share the important points about the development of beginning number concepts. (p. 2-4)

Goals Beginning Number Concepts Group 1, share two goals you hope to help your students achieve. (p.5-6) Note: For older grade levels, focus on larger concept, not range of numbers listed.

Analyzing Student Need Beginning Number Concepts Video- Numeral ID, First Grader

Analyzing Student Need Beginning Number Concepts Group 1, what are the areas of concern for your students? (p.6-11) How can you meet the range of needs? Using the Professional Noticing Cycle, reflect on the student you just viewed. What is the primary area of concern for this student?

Explicit Instruction Beginning Number Concepts Group 1, please share how the scene you selected shows explicit and systematic instruction. (p. 12-21)

Activities—Beginning Number Concepts Count and Dump (p.28) Counting Stories (p.30) Find a Match (p.40) Roll-a-Tower Race (p.54) Grab-Bag Counting Station (p.59)

Pattern Group 2, please share the important points about development of pattern. (p.72-75)

Goals Pattern Group 2, share two goals you hope to help your students achieve. (p.76-78) Note: For older grade levels, focus on larger concept, not range of numbers listed.

Analyzing Student Need R Analyzing Student Need Video??

Analyzing Student Need Pattern Group 2, what are the areas of concern for your students? (p.78-79) How can you meet the range of needs? Using the Professional Noticing Cycle, reflect on the student you just viewed. What is the primary area of concern for this student?

Explicit Instruction Pattern Group 2, please share how the scene you selected shows explicit and systematic instruction. (p. 80-87)

Pattern Interpreting Rhythmic Patterns (p.98) Creating Patterns (p.101) Color Tile Patterns (p. 105)

Concepts of More and Less Group 3, please share important points about developing the concept of more and less. (p. 126-128)

Goals Concepts of More and Less Group 3, share two goals you hope to help your students achieve. (p.129-132) Note: For older grade levels, focus on larger concept, not range of numbers listed.

Analyzing Student Need R Analyzing Student Need Video??

Analyzing Student Need Concepts of More and Less Group 3, what are the areas of concern for your students? (p.132-134) How can you meet the range of needs? Using the Professional Noticing Cycle, reflect on the student you just viewed. What is the primary area of concern for this student?

Explicit Instruction Concepts of More and Less Group 3, please share how the scene you selected shows explicit and systematic instruction. (p. 134-142)

Concepts of More and Less Spin and Peek (p.150) Number Cards (p. 154) More or Less Counting Stories (p.156) Grow, Shrink, and Compare (p.158) More or Less (p.159) Counting Boards: Changing Numbers (p.173)

Homework Choose two activities from today to try in your own classroom. Continue monitoring student progress using the fluency assessments.