Boyd County High School UDL and RTI

1
Boyd County High SchoolUDL and RTI

• Algebra I and Transitions to Algebra

2
Completing a challenging mathematics curriculum
is essential to being prepared for postsecondary
education. As more states increase their high
school graduation requirements in mathematics and
as the number of students in these states who
cannot pass the state algebra course increases,
more students will not receive high school
diplomas. Algebra I is the key -and the barrier
- to students ability to complete a challenging
mathematics curriculum in high school. Greater
percentages of high school graduates are
enrolling in postsecondary education programs
that require completion of higher levels for
graduation. According to Southern Regional
Education Board (SREB) Benchmark 2000 series, in
every SREB state more than 20 percent of students
entering two year colleges needed remedial
courses in mathematics. The highest remediation
rate was more than 70 percent.
3
Goals

• To create a mathematics classroom learning
  environments that allow students with widely
  varying abilities and backgrounds the opportunity
  to access the general Algebra I curriculum and
  achieve the academic content standards that have
  been established for all students
• To develop learning environments that utilizes
  technology and multiple intelligences for
  delivery of research-based instructional
  strategies in Algebra I
• To document the successes and challenges of
  technology integration with research-based
  instructional strategies in mathematics
• To observe and document the increase in student
  achievement when technology tools and research
  based practices are employed to change the
  learning experiences of the students in high
  school Algebra.

4

• Freshmen students entering Algebra I from
  Boyd County Middle School were assessed in Spring
  2008 using the GMADE (Group Mathematics
  Assessment and Diagnostic Evaluation), a
  norm-referenced group diagnostic mathematics test
  that measures individual skills in the main areas
  of math. Data collection provided a baseline
  data for evaluation of the RTI plan
  implementation. Using a triangulation of
  assessment data, students were placed in the
  appropriate course, Honors Algebra I, Algebra I,
  and or Algebra I Math Lab.

5
Algebra Math Lab

• The Algebra Math Lab (Transitions to Algebra) is
  an instructional program was designed using a
  model presented at the 2008 High Schools That
  Work conference. This class will provide a block
  course of intensive, supportive instruction
  during the first semester for struggling
  students. Coursework in the Algebra Math lab is
  based on the Southern Regional Educational Board
  17 readiness indicators for Algebra I. Students
  will be placed in an Algebra I block during the
  second semester, allowing them to continue
  advancing at the same pace as their peers.

6
Collaborative Algebra I

• Boyd County High School incorporates
  collaborative settings for mathematics
  instruction for special needs students. Special
  Education students in the collaborative Algebra I
  course will receive frequent assessment in the
  form of math probes, support and assistance
  aligned with the Pyramid of Intervention. All
  students will be formally assessed mid-year and
  again in the spring of 2009 to modify RTI
  activities and for final evaluation of the
  project design.

7
Instructional Sequence
Concrete. In the concrete stage, the teacher
begins instruction by modeling each mathematical
concept with concrete materials (e.g., a variety
of manipulatives) Representational. In this
stage, the teacher transforms the concrete model
into a representational level, which may involve
drawing graphic representations using circles,
dots, and tallies etc. Abstract. At this stage,
the teacher models the mathematics concept at a
symbolic level, using only numbers, notation, and
mathematical symbols to represent the number of
circles or groups of circles. The teacher uses
operation symbols..
8
Kentucky Educational Development Corporation
Response to Intervention Professional Development
Series
Participation of district level staff will lead
our district team through a discovery process
about the essential components of RTI with an
expected outcome that our district team will
systematically share information and lead the
development of an instructional intervention
system to meet the needs of our students. Teams
will develop district action plans for
exploration, capacity building, and
implementation steps. The RTI Guide Developing
and Implementing a Model in Your School by John
McCook, Ed. D. and the NASDSE publication
Response to Intervention Policy Considerations
and Implementation are resources which will be
used in this work. Two grant participants
attended the initial training in Lexington,
Thursday and Friday, September 4 and 5.
9

• Pairing research-based instructional
  strategies in Algebra I instruction with UDL
  design will allow us to improve how we create a
  manageable system for differentiating mathematics
  instruction and assessment using learning styles
  and multiple intelligences. Boyd County High
  School is committed through district and school
  improvement plans and current funding structures
  to change classroom cultures by providing
  teachers with high-quality professional
  development around best practices and
  technological integration. Currently, Boyd
  County High School Math teachers are involved in
  professional trainings including the Committee
  for Mathematics Achievement Kentucky Center for
  Mathematics and the Partnership Institute for
  Math and Science Education Reform (PIMSER) at the
  University of Kentucky.

10
Success in Algebra

• Boyd County School district has committed to
  support the design and refinement of a Pyramid of
  Intervention specifically designed for Algebra I
  and Transition to Algebra students through
  participation in the Response to Intervention
  Professional Development Series The instructional
  intervention system will be designed to support
  and meet the needs of the students in our
  district.

11
Our initial Algebra I Pyramid of Interventions
(below) which includes technology requested
through our UDL grant proposal will be explored,
refined, improved and implemented.
Tier 3 Targeted students participate in
leearning that is in addition to Tier 1 and 2.
Special Education Testing/ Modifications and
Adaptations Referral to Boyd County Central
Alternative Placement Summer School
Greater Frequency of Progress Monitoring Behavior
Interventions Intense Focus on addressing
Multiple Intellligences in Algebra
Tier 2 Targeted students participate in learning
that is in addition to Tier 1
AVID Class Course
Extended School Services Peer Tutoring
Math Lab Course
Successmaker Math Intervention
Formative Assessments Common Assessments Instru
ction based on Multiple Intelligences Electronic
Access to Textbook Resources
Instructional Use of Document Camera Online
demonstrations Use of TI Calculators and TI
Navigator system Scientific/Research Based
Instruction
Frequent Progress Monitoring Freshman Academy
Team Structure GMADE Assessment Teacher
Website Block Scheduling
Tier 1 All Students participate in general
education learning based on the Ky. Mathematics
Core Content Standards and Program of Studies
that includes
12
Everyone Passes Algebra Training
The district plans are to schedule training in a
multi-faceted approach to teaching Algebra   We
know that success in Algebra I is essential to
prevent dropouts and allow students to be
successful in the increasing math requirements. 
The link above describes the summer program,
however, the option we plan to use during the
school year involves 3 days of training for the
8th grade math teachers, regular Algebra I,
Transition to Algebra I, Algebra I and SPED
collaborating teachers.  There are follow-up
onsite visits that will take place after that. 

13
TI-NavigatorThe TI-Navigator system creates a
connection between students and educator
wirelessly networking each students graphing
calculator to the classroom computer. Research
shows that effective use of the TI-Navigator
system and graphing calculators improves student
engagement, understanding and performance.
Educators can Track the progress of
individual students or the class in real time
View student coursework, check problem solving
techniques and guide performance Use instant
feedback to create a dynamic learning environment
proven by research to increase student
success
TI-Navigator system's integrated approach is
based on Instruction that becomes more dynamic,
intimate and intuitive in a more connected and
collaborative classroom Assessment of student
comprehension that can be performed at any point
to monitor progress and instantly adjust
instruction Content that is standards-based,
fast and easy to deliver, and designed to promote
an engaging, interactive classroom
14
Successmaker Math
District funding will purchase subscriptions to
Successmaker Math, a online differentiated
mathematics intervention course which enables
teachers to give one-to-one support to a wide
spectrum of students who have difficulty with
grade-level math concepts. Targeted students will
participate in the computer-based program during
after-school ESS, and as part of classroom
individualized instruction. Experts in the field
of mathematics instruction advised Pearson on the
design of the program to ensure its structure,
scope, and sequence align with current research
and the program is aligned to the standards of
NCTM.