Assistance Team Training * Math * Iredell Statesville Schools August 18, 2010 Presenters: Robert Locke and Steve Tedone, School Psychologists

Snakes and Heights and Math, OH MY! Math is right up there with snakes, public speaking and heights. Burns, M. (1996). Math: Facing an American Phobia. New York: Math Solutions Publications

Objectives  Presenting the rationale for the process.  Assessing the student’s current performance and areas of skill deficit.  The shaky foundations of math difficulties.  Choosing interventions that meet legal and educational standards.  Progress monitoring and steps in the process.  Interpreting the data and evaluating for next steps.

Heard this one before? DATA!!  “data that demonstrate that … the child was provided appropriate instruction…by qualified personnel … repeated assessment of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction…provided to the child’s parents.”

A Standard to Live By  “…measurable, observable and that it should assess the student’s status at the beginning, intermediately and at the end of the interventions.” But, measure what?

Identify the Skill Deficit for Progress Monitoring  Fast facts of a particular type.  Problem solving proficiency for specific problem types (i.e. two-step mixed operations, solving for area or volume, solving a single variable algebraic expression).  Word problems of a particular type.  Use probes or class work to analyze the specific errors being made.

Aids to Data Collection

Considerations  Consistency of measurement.  Measure comparison group, usually the class.  Use what you have when you have it.  Comparison to group within context of clientele.

Foundations of Math Failure  Memory  Language deficits  Passive learners  Attention/impulsivity  Organizational skills  Anxiety  Processing problems/filtering

Hey! It’s Not Just Me!  Rapid spiral of curriculum.  Insufficiently supported explanations and activities.  Insufficient practice and feedback.  Inflexible instructional practices.

Seemed like a good idea at the time!  Accommodations are not interventions.  Interventions are instructional.  Interventions follow from curriculum and classroom based assessments

Identifying Intervention Options  From DPI: “Research-based interventions are strategies, teaching methodologies and supports that have been shown through one or more valid research studies to help a student improve academic, behavioral/emotional or functional skills. The interventions…must be designed to address the skill deficiency of the particular individual student.”  The consensus in Iredell-Statesville Schools: An intervention must involve direct instruction. It CAN (and probably should) contain strategies as well, but there must be an instructional component. Excerpted from DPI website.”

No!  Modified seating.  Working with peer or in a group.  Extended time.  Praise, attention.  Renaming or relabeling.  More, not different.

Yes!  Change in instructional strategy using specific research based methods targeted to the needs of a particular student.  Clearly delineated format for an external interventionist.  Teaching a versatile strategy in the context of instruction as an individually developed intervention.

Research Based Components of Effective Math Instruction  Concrete-Representational-Abstract  Direct/explicit instruction with modeling  Instructional Variables  Computer Assisted Instruction/Teacher Led or Monitored  Strategy Instruction 

Decision Making  Data trends drive the decision making.  Don’t place too much emphasis on meeting the class average.  Focus on the intervention and data, not on the how many weeks have passed.  Consider the client context.  Your school psychologist can help determine if data patterns suggest a referral for evaluation is appropriate.

Specific Strategy Instruction as an Individually Developed Intervention  Modeling – Visually/Verbally  Structured worksheets  Patterns of Instruction Advance Organizer Teacher modeling of strategy steps Guided practice Feedback – immediate with reteach Generalization: Frequent replays  What makes these interventions?

Specific Strategy Instruction as an Individually Developed Intervention  Modeling – Visually/Verbally  Structured worksheets  Patterns of Instruction Advance Organizer Teacher modeling of strategy steps Guided practice Feedback – immediate with reteach Generalization: Frequent replays  What makes these interventions?

How does this work with the new ISS A-Team forms?  Let’s take a look…

Some Areas of Mathematic Deficit  Computation  Math fact fluency (speed and/or accuracy)  Number sense/place value  Problem solving  Order of operations  Algebraic reasoning  Data analysis  Geometry  Measurement

Identifying a Specific Academic or Behavioral Area of Concern Mathematics – multiplication fact fluency

Determining Current Level of Functioning in Area of Concern Mathematics – multiplication fact fluency Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33%

How can we measure the student’s “current level of functioning”?  Weekly PDSA scores (class or individual)  Predictive Assessment score on target objective  Baseline Assessment score on target objective  Classroom assessments  Previous EOG performance

Discussion Relevant Information for A-Team Discussion  Sleeps in class  Attendance/tardiness problems  Comes to class without materials  Inconsistent homework  Inattentive  Misbehavior  Not engaged in subject or topic  Home/family issues  Observations/input from parents  Observations/input from other school personnel (previous teachers, special areas, counselor, etc.)  Birth date  Transient family

Identifying Progress Monitoring Options  What is Progress Monitoring? “Progress monitoring is a scientifically based practice that is used to assess students' academic performance and evaluate the effectiveness of instruction.” Involves repeated measures using a consistent assessment at regular intervals (usually weekly). As student progress is measured, instructional techniques are adjusted to meet the individual student’s learning needs.  For Assistance Team data collection, the use of the ISS Progress Monitoring chart is not required, but a visual representation (graph or chart) of your data IS required. Excerpt from the National Center on Student Progress Monitoring.

Identifying Progress Monitoring Options Mathematics – multiplication fact fluency Weekly multiplication fact timed test (100 facts – 5 min.) Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33% A measurable, consistent example…

Identifying Progress Monitoring Options Weekly multiplication fact timed test (100 facts – 5 min.) Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33% Mathematics – multiplication fact fluency

Example of Progress Monitoring Chart John Doe 4 th Grade Math – multiplication fact fluency Facts Correct in 5 minutes ● ● ● x x x Baseline Data (Class and Student)Progress Monitoring Data (Class and Student) Cycle 1 Progress Monitoring Data (Class and Student) Cycle 2

Identifying Intervention Options  From DPI: “Research-based interventions are strategies, teaching methodologies and supports that have been shown through one or more valid research studies to help a student improve academic, behavioral/emotional or functional skills. The interventions…must be designed to address the skill deficiency of the particular individual student.”  The consensus in Iredell-Statesville Schools: An intervention must involve direct instruction. It CAN (and probably should) contain strategies as well, but there must be an instructional component. Excerpted from DPI website.”

Identifying Intervention Options Cover-Copy-Compare practice daily with 10 facts Weekly multiplication fact timed test (100 facts – 5 min.) Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33% Mathematics – multiplication fact fluency

What is that example intervention? Cover-Copy-Compare  Teacher prepares worksheets for the student to use (can be generated on Intervention Central)  Computation problems with answers appear on left side; same problems appear on right side, unsolved  Student looks at left “solved side”  Student covers left “solved side” with index card, and computes the answers on the right “unsolved side”  Student uncovers left side and checks own work “Cover-Copy-Compare”, on X X X X 3 12

 The first intervention is agreed upon.  A team member is assigned to implement intervention, monitor progress, and track data.  A-Team members date and sign form. At the End of the First Meeting… Review of Cycle 1 Interventions and Development of Cycle 2 Interventions Signatures Date:________ _________________________________Position__________________ ___________________________________________________Parent(s) Date of Next Meeting to Review Progress _________________________  A-Team members set a date for next meeting.

Example of Progress Monitoring Chart John Doe 4 th Grade Math – multiplication fact fluency Facts Correct in 5 minutes ● ● ● x x x ● ● ● x x x Baseline Data (Class and Student)Progress Monitoring Data (Class and Student) Cycle 1 Progress Monitoring Data (Class and Student) Cycle 2

Documenting Results of Interventions Cover-Copy-Compare practice daily with 10 facts Weekly multiplication fact timed test (100 facts – 5 min.) Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33% Mathematics – multiplication fact fluency Minimal improvement: flat/plateaued trend line (19/100 at end of 3 wks)

 Team evaluates data and the impact of the intervention on student performance (based on Progress Monitoring chart).  In our example, the first intervention yielded no change in student performance.  Therefore, A-Team members would make the decision to discontinue the initial intervention (Cover-Copy-Compare).  The Cycle 2 Intervention would then be implemented. Student and class data is tracked for adequate data comparison.  A-Team members date and sign form. Discussion and Decision Making Review of Cycle 1 Interventions and Development of Cycle 2 Interventions Signatures Date:________ _________________________________Position__________________ ___________________________________________________Parent(s) Date of Next Meeting to Review Progress _________________________

Identifying Intervention Options 15 min. daily incremental rehearsal with adult (using flashcards) Weekly multiplication fact timed test (100 facts – 5 min.) Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33% Mathematics – multiplication fact fluency Cover-Copy-Compare practice daily with 10 facts Minimal improvement: flat/plateaued trend line (19/100 at end of 3 wks)

What is that example intervention? Incremental Rehearsal  “Builds student fluency in basic math facts by pairing unknown computation items with a steadily increasing collection of known items.”  “…makes use of concentrated practice to promote fluency and guarantees that the student will experience a high rate of success” Excerpts from “Math Computation: Promote Mastery of Math Facts Through Incremental Rehearsal”, by Jim Wright. Found on

What is that example intervention? Incremental Rehearsal – Example:  Interventionist works through a set of fact flashcards with student, sorting into known (2 second recall) & unknown facts  Interventionist randomly selects 9 “known” facts to use as the “known facts deck” for this intervention  All unknown facts go into “unknown facts deck” for this intervention

What is that example intervention? Incremental Rehearsal – Example:  Interventionist takes single card from unknown facts deck, reads fact and answer, student repeats  Interventionist takes known fact and pairs it with the unknown fact, asks student to provide answers  If student errs or hesitates, interventionist provides answer, student repeats  Continue until all cards answered correctly within 2 seconds  Interventionist repeats sequence: adds another known fact after adding an unknown

Example of Progress Monitoring Chart John Doe 4 th Grade Math – multiplication fact fluency Facts Correct in 5 minutes ● ● ● x x x ● ● ● x x x ● ● ● x x x Baseline Data (Class and Student)Progress Monitoring Data (Class and Student) Cycle 1 Progress Monitoring Data (Class and Student) Cycle 2

Documenting Results of Interventions Increasing improvement (58/100 at end of 3 wks) Cover-Copy-Compare practice daily with 10 facts 15 min daily incremental rehearsal with adult (using flashcards) Weekly multiplication fact timed test (100 facts – 5 min.) Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33% Mathematics – multiplication fact fluency Minimal improvement: flat/plateaued trend line (19/100 at end of 3 wks)

 Team evaluates data and the impact of the intervention on student performance (based on Progress Monitoring chart).  In our example, the second intervention yielded a positive change in student performance.  Therefore, A-Team members would make the decision to continue the second intervention (Incremental Rehearsal). NOT  A referral to the Exceptional Children’s Department would NOT be considered at this time.  A-Team members date and sign form. Discussion and Decision Making

Summary of Intervention Outcomes and Team Decision 1st intervention (cover-copy-compare) resulted in little improvement – therefore discontinued; 2nd intervention (incremental rehearsal) resulted in moderate success – intervention will remain in place with continued progress monitoring of performance 1st intervention (cover-copy-compare) resulted in little improvement – therefore discontinued; 2nd intervention (incremental rehearsal) resulted in moderate success – intervention will remain in place with continued progress monitoring of performance X DATE SIGN

Now Your A-Team is U n s t o p p a b l e !

Concrete-Representational-Abstract  Instruction with hands-on representations.  Begins usually with objects.  Moves to semi-concrete representations with drawing or pictures.  Abstract presentations with integration of a mnemonic strategy such as STAR.  esources/CRA_Instructional_Approach.asp esources/CRA_Instructional_Approach.asp Research: rarely used past primary yet representational thinking often at fifth grade level.

Concrete-Representational Example

Metacognitive/Strategy Instruction as an Intervention  Mnemonics such as STAR Search the word problem Translate the word problem Answer the word problem Review the solution  Studies found that prior to instruction many students bypassed problem representation and start with problem solving.

Useful Links    nts/sped/mathvids/index.html nts/sped/mathvids/index.html   