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Delta Math RtI Program Exploration/Q

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Title: Assessing Michigan s Grade 3-8 Grade Level Content Expectations Author: Authorized User Last modified by: OAISD User Created Date: 3/26/2004 6:54:18 PM – PowerPoint PPT presentation

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Title: Delta Math RtI Program Exploration/Q


1
Delta Math RtI Program Exploration/Q A
Mike Klavon and Robyn Seifert deltamath_at_oaisd.or
g
2
Welcome
  • Mike Klavon
  • Math Consultant Ottawa Area ISD
  • Robyn Seifert
  • Math Consultant Ottawa Area ISD

3
Essential Questions
  • What is early intervention in math?
  • Why is Math RtI necessary for all students?
  • What is the Delta Math RtI Program?
  • How is the Delta Math RtI Program implemented?
  • Guiding Questions
  • Parking Lot

Handout
4
What is early intervention in math? (A.K.A. -
Math RtI)
5
Executive Summary
  • Purpose To help your teachers better understand
    the process of early intervention and math RtI.
  • National Association of State
    Directors of Special
    Education

6
Components of an RtI Model
  • Universal or school-wide screening measures
  • Multi-tiered service delivery for ALL students
  • Progress Monitoring
  • Data-based decision making
  • Response to Intervention in Mathematics
  • Executive Summary, p. 3, 4.

Handout
7
Universal Screening Resources
8
Multi-Tiered Support
Recommended for Tier 3 when student does not
respond to Tier 2 interventions.
Compare numbers to 30
Identify one more than a number from 2 to 10
Compose and decompose numbers from 2 to 10
Understand numbers to 30 as having groups of tens
and some ones
Relate s and quantities to 30
Count to 100 by tens
9
Progress Monitoring
4th Grade Quick Check
10
Data Based Decision Making
  • Building Intervention Groups
  • Who needs additional help for each learning
    target?
  • Determining Intervention Levels
  • Should an intervention be delivered to all
    students as a Tier 1 intervention, or to small
    Tier 2 intervention groups?
  • Progress Monitoring
  • Does a student need explicit instruction or
    targeted practice?
  • Core Instruction
  • What are the strengths and weaknesses of your
    math program?

11
Professional Development http//rtisupport.oaisd.o
rg/pd-resources/pd-spring-2011/
  • Purpose To help your buildings staff better
    understand the process of early intervention and
    math RtI.

12
Why is Math RtI necessary for all students?
13
What do Researchers Say?
  • Students struggling with mathematics may benefit
    from early interventions aimed at improving their
    mathematics ability and ultimately preventing
    subsequent failure.

Handout
14
Researcher Recommendations
  • Read and discuss the recommendations on page 6.

Handout
15
Professional Development http//rtisupport.oaisd.o
rg/pd-resources/pd-spring-2011/
16
Delta Math Mission
  • To provide schools with
  • tools to identify individual learning gaps
  • and
  • protocols for responding to targeted student
    needs.

Handout
17
Your Mission
  • To identify and respond to
  • individual learning gaps
  • so that all children come to class ready to
    learn.

Handout
18
What is the Delta Math RtI Program?
19
Program Resources
Handout
20
Why Use Readiness Screeners?
  • If approximately 85 of all children successfully
    meet each grade level benchmark.
  • Then, approximately 15 of the students begin the
    next grade level with learning gaps.

Tier 3 3-5
Tier 2 10-15
Tier 1 85
21
Focused Benchmarks
IES Practice Guide Recommendation 2, 2009
Handout
22
Aligned to MI GLCEs
23
Grade Level Benchmarks http//rtisupport.oaisd.org
/pd-resources/pd-spring-2011/
  • Explore the DELTA MATH grade level benchmarks
    that are appropriate to your classroom or
    building.
  • How would Tier 1 instruction be effected if all
    students were performing at benchmark?

Handout
24
How can you screen students?
25
Screener Purposes
26
Screener Resources
Handout
27
Program Guide 5
  • Why?
  • To understand the screening process at each grade
    level.
  • How?
  • Start the screener with Part 1 Computational
    Worksheets in your classroom and complete the
    screener with the Part 2 web-based portion in
    the computer lab.

Handout
28
Program Guide 5 Step 1
  • Follow the Script to ensure reliability of the
    screener data.
  • Provides time approximations
    for scheduling sessions.
  • Also provides explicit direction for screener
    administration.
  • What to say
  • What to doincludes wait time!

29
Program Guide 5 Step 2
  • Administer and collect the Part 1 -
    Computational Worksheets.
  • (1st Grade does not have this component.)
  • Provides a safe and familiar
    environment for all of the
    computational problems.
  • Also serves as written documentation.

30
Program Guide 5 Step 3
  • 2nd and 4th grade teachers correct the timed
    facts portion and record the number correct at
    the bottom of the page.
  • Grade 2
  • Addition and Subtraction
  • Benchmark is 10 Correct in 1 min.
  • Grade 4
  • Multiplication and Division
  • Benchmark is 10 Correct in 30 sec.

31
Program Guide 5 Step 4
  • Student answers new web-based questions for Part
    2 online
  • Teachers read each problem from the grade level
    script.

32
Program Guide 5 Step 5
  • Teachers hand back the completed Part 1 for
    students to transfer their answers.

.
33
Program Guide 5 Step 6
  • Students Submit their data for instant analysis.

34
Time to Explore
  • Go to our support website and follow along.
  • http//rtisupport.oaisd.org/
  • Note Directions are included in your handouts.

Handout
Sample Scripts
35
What are the Delta Math data reports? How are
they used?
36
Data Reports
37
Intervention Group Report
  • What is it?
  • Identifies students for Tier 2 intervention
    groups for each Learning Target
  • Benchmark is 66 or above
  • Screener questions are worth 10 points each

Handout
38
Intervention Group Report
  • What is it used for?
  • Create flexible groups for targeted intervention
  • Choose intervention tiers for delivering targeted
    interventions

39
Student Performance Report
  • What is it?
  • Student performance is shown numerically and
    graphically for each Learning Target
  • Learning Target data within each grade-level is
    stacked for comparison
  • Includes GLCE code and descriptive text
  • Screener questions are worth 10 points each.
  • Timed facts performance is reported as 0 or 100.

Handout
40
Student Performance Report
  • What is it used for?
  • To communicate student performance data during
    parent/teacher conference, child study teams,
    IEPs

41
Interactive Item Analysis Report
  • What is it?
  • Identifies the percent of students in each grade
    level who chose the correct answer for each item
    on the screener.

Handout
42
Interactive Item Analysis Report
  • What is it used for?
  • To identify strengths and weaknesses in the core
    curriculum
  • To supports misconception analysis on multiple
    choice items

43
Interactive Item Analysis Report
44
How can you determine each students need for
explicit instruction or targeted practice?
45
Progress Monitoring Resources
Handout
46
Program Guide 19
  • Why?
  • Students need to understand what benchmark they
    did not meet and have an opportunity to review
    the problems. New data should be used to regroup
    students based on their needs.
  • How?
  • Teachers introduce the learning target, review,
    reflect and progress monitor each student.
    Teachers use the Quick Check data to determine
    the individual needs for each student.

Handout
47
Program Guide 19 Step 1
  • Use the Guided Review to introduce the learning
    target for the benchmark and review the screener
    problems as a small group.

4th Grade Guided Review
48
Program Guide 19 Step 2
  • Ask students to reflect on what they remembered
    from last year and what they learned today.

49
Program Guide 19 Step 3
  • Use a Quick Check to have each student
    demonstrate what they know and can do after the
    Guided Review and reflection

50
Program Guide 19 Step 4
  • Score each Quick Check, fill out the bottom of
    the Growth Chart for each student and sort them
    into two groups
  • Students who need explicit instruction (scored 2
    or more points below the learning goal) and
    students who only need targeted practice (1 point
    below, or met the learning goal).

2/23/10
2/25/10
3/2/10
3/4/10
3/9/10
Guided Review and Reflection
2/23/10
2
Lesson 11-1 Activity 1
2/25/10
3
Lesson 11-1 Activity 3
3/2/10
4
Activity Card 11-1 Fill All Four
3/4/10
4
5
Online Practice Naming Fractions Quiz
3/9/10
51
What can targeted intervention look like after
regrouping students?
52
Program Guide 20
  • Why?
  • Targeted intervention should include motivational
    strategies and continue only as long as
    necessary.
  • How?
  • Students plot their score in the graph, receive
    explicit instruction or targeted practice and
    then reflect as a group. Use a Quick Check to
    document growth, regroup students or discontinue
    the intervention.

53
Where can you find resources for targeted
intervention?
54
Recycling Resources
  • Simply reteaching using the same approach may not
    be too inventive, but it can be effective for
    some students.
  • If your re-explanation doesnt work, then it is
    time to search for a new angle.
  • Elements of Highly Effective Math Programs.
    Educational Research Service (2007 ).

55
Targeted Lesson Alignment http//rtisupport.oaisd
.org/pd-resources/pd-spring-2011/
  • Identify the most essential targeted lessons and
    practice from your core curriculum resources.
  • Be selective
  • Note Each grade level has to organize for
    approximately 10 learning targets.

56
How is the Delta Math RtI Program initially
implemented?
57
Implementation Team Training
  • Implementation Teams are trained to support
    initial implementation and sustain the DELTA MATH
    RtI Program within their individual school
    building.
  • Teams consist of 2 to 6 participants and must
    include the building principal.
  • http//rtisupport.oaisd.org/information/training-a
    pplication/

58
Current Participation
  • 140 Buildings
  • gt 40,000 students
  • Key
  • OAISD
  • Non-OAISD

59
Initial Implementation
  • It is highly suggested to fully train one grade
    level and have them complete a full screening
    cycle before training other grade levels.
  • This grade level will be responsible to train the
    other grade levels on the following topics
  • Screening Students
  • Analyzing Data Reports
  • Supporting Students
  • Organizing the grade level intervention resources
  • Supporting students with targeted interventions

60
How is the Delta Math RtI Program implementation
supported?
61
Program Supports
  • Provides a one page summary of critical action
    steps.

Handout
62
Program Supports (Cont.)
  • Support Website (http//rtisupport.oaisd.org)
  • Email Updates
  • Affiliate Meetings

63
Thank You!
  • Questions/Comments
  • Contact Information
  • deltamath_at_oaisd.org
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