EDUC 5555: Assessment & Intervention Class #9 Response to Intervention IMPLEMENTING TIER 2: Supplemental Instruction

Mathematics = ALL Students Why do we care? According to recent survey data, What percent of the US population are unable to calculate a 10% tip on a lunch?

What percent of eighth-graders can not correctly shade 1/3 of a rectangle?

What percent of 8 th graders can not solve a word problem that required dividing fractions?

Class 9 Objectives Use M-CBM data to determine student groupings for Supplemental (Tier 2) instruction Learn how to use formative assessment data to determine student groupings for Supplemental instruction Share Small Group Intervention Strategies

Supplemental (Tier 2) Supports Key Characteristics: –Small group or individual instruction in addition to the core instruction –Research-based strategies/interventions –Regular progress monitoring for efficient changes as needed

Procedures & Features of Supplemental Intervention (1) Groupings: homogeneous grouping with students per group; 3-4 levels within in class or grade level (2) Lesson Design: sequential, scaffolded, stacked, scripted interventions; explicit, strategic, “think aloud;” error correction (3) Instruction: concrete, representational, abstract (4) Materials: number charts, 5- and 10-frames, counters, cubes, number lines (horizontal/vertical), base-ten materials, dot cards (5) Progress monitoring

Quick Math Try this: = 1 Make one move to create a true statement.

There’s more than one way to skin a cat… Important to acknowledge how individual students work and to continue to build on what we know so we can help students make gains. Working both systemically and systematically can help us achieve this.

Turn and Talk What systems are in place within your district, your school, your team to support mathematics?

How do we acquire the information necessary to make instructional decisions for our students? Assessment

Assessment data: What question are we trying to answer?

What Question are we trying to answer within an RtI Framework? *On-going assessments (e.g. formative, mastery, short-cycle, and informal assessments) are part of all three tiers and used in meaningful ways

Looking at our data: CSD Math RtI Workbook DRAFT Begin with page 19 in the CSD Math RtI Workbook Walk through pages either independently or with a partner using CSD data for your class and grade level (some of you may not have all of the data pieces required to complete this task… i.e. if your 2 nd and 3 rd graders did not take the MCAP, you wouldn’t be able to work through that portion of the workbook. Do what you can with what you have available to you right now.) There are 7 steps in all… this is a DRAFT version. It is not yet ready for wide/public consumption. Your feedback as you walk through this first draft document is welcomed.

Another look at Supplemental support: Formative Assessment Data What math formative assessments do you currently have in place –In your class? –In your grade level?

How can we use formative assessment to determine supplemental instruction? Grouping based on Enrichment, On-Level, and ReTeach Groupings based on mastery of standards Instruction based on CRA Instruction based on core standards

Another Example: Supplemental Instruction in Reading (based on 45 students: 2 classes) Teacher B (Multisyllabic Words) 5 Students Title 1 Teacher (Decoding) 5 Students Teacher A (Enrichment /Grade Level Group) 22 students Special Education Teacher (Phonemic Awareness) 3 students Teacher D (Comprehension) 5 Students Teacher C (Fluency) 5 Students

Break

Small Group Interventions What is your intervention strategy? How do you make time for small group intervention? How do you use assessment to create fluid groups and monitor progress within a small group setting?

Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has. Margaret Mead Margaret Mead US anthropologist ( ) Have a great week!