RTI for Mathematics Instruction

Title I Directors' Conference - March 10, 20091RTI for Mathematics InstructionTitle I Directors ConferenceMarch 10, 2009Morgantown, WVTitle I Directors' Conference - March 10, 2009John Ford, WVDE CoordinatorTitle I Mathematics

Lynn Baker, WVDE CoordinatorMath Science PartnershipTitle I Directors' Conference - March 10, 2009StudentsDescribe a student who presents a challenge to you as a teacher.

Use one of the Post-It notes to describe this child.

This slide is a break in the lecture and will provide participants an opportunity for active participation. In reporting out of characteristics of challenging students discussion can take place about how a tiered instructional model can address some of these challenges.4Essential Components of RTIHigh-quality, scientifically based classroom instruction.

On-going student assessment

Tiered Instruction

Parent InvolvementTitle I Directors' Conference - March 10, 2009High quality, scientifically based classroom instruction

Make sure all students receive high-quality, research-based instruction in the general education classroom.

Teach essential skills and strategies. Provide differentiated instruction based on assessment results and adapt instruction to meet students' needs assessment for learning. Provide explicit and systematic instruction with lots of practicewith and without teacher support and feedback, and including cumulative practice over time. Don't just "cover" critical content; be sure students learn itmonitor student progress regularly and reteach as necessary.

On-going assessment

Learn how progress measures can be used for screening to identify students at risk of school failure and for evaluating the impact of instructional changes.

Universal Screening A central component of RTI is early screening of all students to identify those at risk for academic and/or behavior difficulties. Response to Intervention (RTI) is a multi-tier instructional and service delivery approach designed to improve student learning by providing high-quality instruction, intervening early with students at risk for academic difficulty, allocating instructional resources according to students needs, and distinguishing between students whose academic difficulties stem from experiential and instructional deficits as opposed to a learning disability. A central component of all RTI models is early screening of all students to identify those at risk for academic difficulties.

Screening approaches should satisfy three criteria (Jenkins, 2003) This is research for reading, but the fundamental idea can be applied to mathematics instruction. First is classification accuracya good screen accurately classifies students as at risk or not at risk for academic failure. Second is efficiencybecause screening is universal, the procedure must not be too costly, time-consuming, and cumbersome to implement. Good screens can be administered, scored, and interpreted quickly and accurately. Third is consequential validityoverall, the net effect for students must be positive (Messick, 1989). This means students identified as at risk for failure must receive timely and effective intervention, and no students or groups should be shortchanged.

Progress MonitoringProgress measures can be used as regularly and as frequently as necessary throughout the school year.

With progress monitoring, teachers collect student performance data on a frequent basis: usually every week, but at least every month. The teacher graphs each students scores against days on the calendar and draws a line of best fit through the scores. This trend line, which represents weekly rate of improvement, is the rate at which the student is making progress toward achieving competence in the grade-level curriculum.

Data-Based Decision MakingWithin RTI, decisions about instruction and intervention are directed by student outcome data.

For schools implementing Response-to-Intervention (RTI) approaches, team meetings are a vital part of creating curricular improvements, designing interventions, and deciding which students will benefit from additional tiered instruction.1 RTI teams should use a problem-solving process to analyze data from school-wide universal screening at the Tier 1 level to assist teachers in planning and implementing instructional strategies that will differentiate on the basis of students varying skill levels (Kovaleski & Pedersen, 2008). The same type of teaming process should also be used for designing instruction and placing students into higher tiers (i.e., Tier 2 and Tier 3). Data analysis teams (DATs) are convened after benchmark screenings to review universal data, select students for tiered interventions, and discuss instructional strategies.

Tiered Instruction

Tier 1All students in Tier 1 receive high-quality, scientifically based instruction, differentiated to meet their needs, and are screened on a periodic basis to identify struggling learners who need additional support.

Tier 2In Tier 2, students not making adequate progress in the core curriculum are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress.

Tier 3At this level, students receive individualized, intensive interventions that targetthe students' skill deficits for the remediation of existing problems and the prevention of more severe problems.

Parent Involvement

FamilyInvolvementCollaborate with parents to provide the best learning opportunities in school, at home, and in community settings. When families and schools work together, student outcomes are enhanced. RTI is an opportunity to bring about meaningful change in familyschool relationships, allowing for the creation of engaged partnerships between educators and families through collaborative, structured problem-solvingefforts.

Collaborative problem-solving will require that parents, educators, specialists, and administrators work together to determine appropriate resources and supports as well as specific information-sharing practices that facilitate parental engagement. An ongoing challenge for every educator is to develop and enhance skills that will offer students the best possible learning experiences and opportunities, in school at home and community settings. It is therefore essential that every effort be made to ensure that ongoing and effective communication and partnerships be established and maintained with parents.

5RTI and Public Law 108 446(Individuals with Disabilities Education Improvement Act)Section 614 (b)(6) SPECIFIC LEARNING DISABILITIES (A) IN GENERAL . . . a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability in mathematical calculation, or mathematical reasoning. (B) ADDITIONAL AUTHORITY. In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures described in paragraphs (2) and (3).

Title I Directors' Conference - March 10, 2009RTI has its origins in IDEIA (2004) as the process that determines if the child responds to scientific, research-based intervention; however, it turns out, using interventions to improve the achievement of students falling behind their peers as a screening process to identify students who have a learning disability, actually helps all students achieve.6IF RTI COMES FROM IDEA (2004), IS RTI A SPECIAL EDUCAITON PROGRAM?Absolutely Not!

The National Association of State Directors of Special Education (NASDSE) addresses this issue by exposing what it calls myths about RTI.Title I Directors' Conference - March 10, 2009RTI is a change for general education as well as special education.

7MYTH The outcome and intent of RTI is identification of special education students.There are two overarching goals of RTI:

To deliver research-based interventionsTo use students responses to those interventions to determine instructional needs and intensity.Title I Directors' Conference - March 10, 2009From: Myths About Response to Intervention (RTI) Implementation by Bill East, Executive Director of NASDSE.Assessment for learning.8MYTH RTI is only a prereferral service RTI is a comprehensive service delivery system requiring significant changes in how a school serves all students. The desired result of RTI is the integration of general education and special education services around the goal of enhanced outcomes for all students.Title I Directors' Conference - March 10, 2009From: Myths About Response to Intervention (RTI) Implementation by Bill East, Executive Director of NASDSE.9MYTH - Move slowly; the status quo is not that bad. Some tweaking is needed, but RTI can support the traditional but tweaked model.RTI is a dramatic redesign of general and special education; both need to change and the entire system needs reform if schools are going to make AYP targets and meet the needs of all students. Tweaking will not be sufficient.Title I Directors' Conference - March 10, 2009From: Myths About Response to Intervention (RTI) Implementation by Bill East, Executive Director of NASDSE.This is perhaps what is scary about RTI we have to change our model of what instruction looks like.10MYTH The research base for RTI is limited to beginning reading.Although there is less research in math and in secondary schools, it is not correct to indicate that there is no research. Title I Directors' Conference - March 10, 2009From: Myths About Response to Intervention (RTI) Implementation by Bill East, Executive Director of NASDSE.(Some research results follow)11Why worry about math?64% of US 4th graders are not proficient on National Assessment of Educational Progress (NAEP) measures. They lack facility in understanding whole numbers, fractions, and decimals.70% of US 8th graders are not proficient on the NAEP measures of mathematics. They do not understand fractions, percents, decimals, and other basic arithmetic concepts needed to solve practical problems.

Title I Directors' Conference - March 10, 2009So, why worry about mathematics? As the statistics on this slide indicate, there is a need to address mathematics achievement across the United States. Take a close look at the mathematics skills that are most often cited as in need of improvement.12WESTEST 2008 Mathematics ProficiencyTitle I Directors' Conference - March 10, 2009Special Education3rd GradeSpecial Education5th GradeSpecial Education8th GradeSpecial Education10th Grade55.82%51.13%31.36%22.29%Low SES3rd GradeLow SES5th GradeLow SES8th GradeLow SES10th Grade68.29%74.59%63.08%57.02%All Students3rd GradeAll Students5th GradeAll Students8th GradeAll Students10th Grade75.37%80.79%72.63%67.98%This slide shows the 2008 WESTEST proficiency rates in mathematics for selected grade levels. These data for West Virginia students are consistent with the NAEP information on the last slide. 13Key research findings indicateMost students fail to meet minimal mathematics proficiency standards by the end of high school (U.S. Department of Education, 2003).Existing instructional tools and textbooks often do a poor job of adhering to important instructional principles for learning mathematics (National Mathematics Advisory Panel, 2008).Early mathematics intervention can repair deficits and prevent future deficits (Fuchs, Fuchs, & Karns, 2001; Sophian, 2004).Title I Directors' Conference - March 10, 2009Here are some additional findings. Please note the second statement that refers to mathematics resources and tools. Mathematics curricula is determined by the WV CSOs and its important to remember that the mathematics textbook is one of many resources that supports instruction. 14Key Research Findings IndicateProviding specific information on student performance to both teachers and students enhances mathematics achievementUsing peers as tutors or guides improves low achievers computational skills and may improve problem-solving skillsProviding specific feedback to parents on their students mathematics achievement is importantPrinciples of direct or explicit instruction are useful in teaching mathematical concepts and procedures(Baker, Gersten & Lee, 2002) Title I Directors' Conference - March 10, 2009Here are some additional findings that we use to guide our thinking about designing core instruction for all students and intervention for those who struggle in mathematics. 15Key Research Findings IndicateResults of a study comparing the effect of small group, explicit instruction on math problem solving for groups of third grade students identified as being NDR (no disability risk), MDR (math disability risk), RDR (reading disability risk) and MDR/RDR (math and reading disability risk), suggest MDR and RDR students derived benefits similar to their NDR peers. (Fuchs, L.S., Fuchs, D., and Prentice, K.,2005)

Title I Directors' Conference - March 10, 2009Good instruction is good for all students, those at risk for math disability and those not.16WV RTI Framework ComponentsThree Tier Instructional ModelUniversal ScreeningProgress MonitoringTeaming & CollaborationData-based Decision MakingProfessional Development

Title I Directors' Conference - March 10, 2009

These are the six components of the WV RTI process and represent core principles. Each is essential to successful RTI implementation and together they comprise the RTI framework. The process is predicated on the importance of prevention and early intervention and applies to reading, mathematics, and written language.

When these components are in place, a school can be assured that all students needs are being met and that a process for identifying and supporting students who struggle is established. 17Lessons Learned from the RTI Reading InitiativeInterventions demand integrityConsistent monitoring is criticalProfessional development facilitates the changeHold fast to RTI guidelines Collaboration is essential

Title I Directors' Conference - March 10, 200918RTI has been a work in progress in WV since the 2005-2006 school year. We began with reading and have learned some valuable lessons along the way.

Interventions must be delivered to struggling students as they were designed. The most important feature of an intervention is its explicitness. Research-based interventions have a high level of scaffolding, many opportunities for student practice, and a very systematic approach to skills instruction. Tinkering with a research-based intervention is most likely a recipe for its failure.As the saying goes, what gets monitored, gets done. Weve learned that students must monitor their own progress. Teachers must monitor student achievement and effectiveness of instruction. Principals must monitor classroom instruction and how the RTI framework is actually being implemented.We have also learned that continuous and embedded professional development is needed for both teachers and principals. When teachers participate in book studies together, use other methods for learning new information, and most importantly, apply new techniques then discuss effectiveness, instructional practice changes.Holding fast to the RTI guidelines is critical. This refers to the 6 components discussed on Slide #4. All components are of equal value and importance and careful monitoring of them is essential.And last, but certainly not least, is the importance of strong and meaningful collaboration. RTI is a school wide process and impacts the work of all teachers and the principal. Frequent communication regarding each of the six components helps the system run smoothly. Everyones insight, dedication, and hard work is needed for successful RTI implementation.

UniversalStrategicIntensiveRTI Continuum of Support for AllTitle I Directors' Conference - March 10, 2009So, what does the RTI model look like for mathematics? Just as in the reading model, we focus on a quality Tier 1 for all students, data-based targeted intervention for some students, and, for those few who struggle the most, intensive intervention.

Percentages have been intentionally removed19Questions to Think AboutWhat does it mean to be fluent in a language?What does it mean to be a fluent reader?What does it mean to be fluent in mathematics?

Title I Directors' Conference - March 10, 2009This slide provides another break in the lecture and provides an opportunity for self reflection and brief reporting.

Finally, lets discuss:

What it means to be fluent in mathematics?

When one is fluent in math, he understands the concepts and procedures and is able to apply these concepts in the real-world. He is able to communicate his understanding of mathematical concepts. The quick recall of math facts is but one small component a student learns in order to become fluent in mathematics. Quality instruction in mathematics focuses on developing the conceptual understanding of the mathematics along side the teaching of procedures. One does not exist independently of the other. Quality mathematics instruction includes both.20NCTM-Intervention Lenses

Title I Directors' Conference - March 10, 2009As we move from mathematics for all to mathematics for every student, NCTM, The National Council of Teachers of Mathematics, has identified several lenses for us to look through as we design instruction within the RTI model.

21NCTM-Intervention LensesLearning Significant MathematicsKnowing the MathematicsAssessment and Data GatheringQuality Planning and DeliveryAlignment

Title I Directors' Conference - March 10, 2009The first lens is

Learning Significant Mathematicsall students are entitled to learn significant mathematics. A few questions to ponder: What guarantees the learning of every student? What provides the mathematical power that every student should expect? This is the lens that determines the shape of the other lenses.

Knowing the Mathematics- Teachers need a deep understanding of the mathematics they teach, its form and structure, developmental nature and power in order to make informed decisions concerning the mathematics instruction of their students. Teachers make decisions daily as to the order concepts are taught, the scaffolding of concepts, instructional strategies used, which manipulatives or tools help students develop an understanding of the concepts, and when to incorporate technology to further a students understanding.

The third lens is:

Assessment and Data GatheringData driven instruction. This is the heart of RTI. How do we know the mathematical understanding each student brings to the classroom? What information determines the goal setting? It is important for teachers to make informed instructional decisions. We want to collect important data. Which pieces of data will give us the needed information to make informed decisions about the instructional process. It is not a good use of time to simply collect data for the sake of collecting data. What are you going to do with the data once you have gathered it. If it is going to be compiled into a large box, just in case you may need it, your time would be better spent with another learning task. Data should come from multiple sources including: summative tests (examples of which are the WESTEST and end of unit tests), benchmark tests (that may include Acuity or assessments developed by individual counties), screening tools, informal assessment tasks, performance tasks, and teacher observation. Teachers should be constantly assessing the progress of their students.

In relationship to RTI and mathematics, this is an area that is still emerging. In order to screen and monitor students progress, the tool must be aligned with the West Virginia Content Standards and Objectives. The coordinators at the West Virginia Department of Education are continuously reviewing material that is brought to our attention. As we find tools that support the West Virginia Content Standards and Objectives, we will share them with you. Your task will be to evaluate the appropriateness of the various tools and materials for your students.

As we study this area, you as a classroom teacher you will need to identify the resources you currently have available. This would include any materials that is available on the Teach 21 website or provided with your current text. Some texts provide an extensive assessment resource. Do not underestimate the importance of a teacher systematically recording her observations of student learning.

Quality Planning and DeliveryIs the planning and delivery transparent? Are the plans flexible enough to address the needs of every student? This is often assumed, but it can fall into the one-size-fits-all category. Teachers should be using research-based strategies to deliver instruction to their students.

The final lens is AlignmentThere are several components related to alignment: First (1) chronologythe intervention must be timely Second (2) curriculumintervention materials need to compliment the materials used in the classroom [If classroom instruction centers around patterns the intervention should be supporting the classroom instruction. The intervention instruction should not be focusing on an unrelated concepts.] In addition to supporting classroom instruction, Tier 2 and Tier 3 instruction will also reinforce the development of foundational concepts of mathematics. An example of a foundational concepts would be the understanding of the concept of multiplication. This is more than the memorization of multiplication facts. Third (3) pedagogystrategies for intervention must be based on specific needs and Fourth (4) standards and goalsintervention materials should reflect the nature and intent of the mathematical standards and goals.

These lenses should be used not only to frame classroom instruction in Tier I, but should be used to impact all components of the RTI process.22Tier 1: Core InstructionTitle I Directors' Conference - March 10, 2009DefinitionCore instruction based on West Virginia CSOsFocusAll studentsProgramStandards-based mathematics instruction and curriculumKey Features of InstructionActive engagement; research-based mathematics practices; differentiated instructionInterventionistGeneral education teacherSettingGeneral education classroomGroupingWhole group and small group for differentiationTimePolicy 2510 requirementsAssessmentUniversal screening (fall, winter & spring)Lets take a look at the characteristics of each tier. Tier 1 refers to core mathematics instruction based on WV CSOs. It is provided to all students by the general education teacher within a standards-based curriculum. Lets look closely now at the key features of Tier 1 instruction for mathematics.

Using a wide range of teaching strategies to teach mathematical concepts and skills helps ensure that all students make the necessary math connections. Strategies include: modeling with manipulatives, interacting with mathematical concepts through literature, engaging in discussion of math concepts, playing math games, and viewing and creating visual representations. Each of these strategies helps students strengthen and deepen their math knowledge, understanding, and skills.

Also, grouping students within core instruction is essential for differentiation.

Finally, the universal assessment piece of the RTI for Mathematics framework is currently under investigation. A place to begin is with your core math program which should include benchmark assessments. There are many commercial products as well and as schools in West Virginia begin to implement their RTI for mathematics processes, we will be able to share more information regarding effective universal screening tools. 23The strength and quality of Tier 1 instruction determines the number of students who need Tier 2 intervention

Title I Directors' Conference - March 10, 2009The strength and quality of Tier 1 instruction determines the number of students who need Tier 2This is an important concept within the RTI model. Improving general classroom instruction is the first and important aspect of implementing the RTI process. RTI practices are based on the assumption and belief that all children can learn. It is our responsibility, then, to identify the curricular, instructional and environmental conditions that enable learning for all. Differentiated instruction is a key factor in the delivery of quality general classroom instruction. Likewise, when teachers use research-based instructional strategies, including classroom assessments for and of learning, most students will benefit from the core program, only some will need Tier 2 (strategic support) and just a few will need the intensive supports of Tier 3.24Tier 2: Targeted InterventionDefinitionPrograms and procedures to support Tier 1 and target specific skillsFocusStudents identified with marked difficulties and insufficient response to Tier 1ProgramResearch-based interventionsKey Features of InstructionAdditional practice opportunities; explicit, scaffolded instruction; error correction; identification of misconceptions; peer interaction and collaborationInterventionistPersonnel designated by schoolSettingLearning space designated by schoolGroupingSmall groups with sufficient numbers of students to facilitate group interactionsTime20-30 minute sessions, 3 times/weekAssessmentProgress monitoring twice monthly on target skillsTitle I Directors' Conference - March 10, 2009Lets move on to Tier II. This slide emphasizes the key features of Tier II intervention.

The distinguishing characteristic of Tier II instruction is its explicit nature. Explicit instruction in mathematics includes:Teacher demonstrates and models how to solve problems or perform skills;Teacher guides students to understand and articulate relationships;Students are provided time for extensive practice and timely feedbackTeachers encourage students to verbalize their thinking; andTeachers help students make connections between mathematics experiences and the concepts and skills

Student interaction is critical. Time must be provided for students to explain their mathematics ideas to others. Interactions help students clarify and evaluate their own thinking processes. Mathematics is not just about getting the right answers. Its also about how to get the answers.Practice must be meaningful and based on conceptual understanding, number sense, and connected to previously taught skills. Games, group activities, and computer software enhance student engagement for practice.Teaching vocabulary and the language of mathematics is another important aspect of instruction. Teaching students correct language gives them tools to articulate their mathematical thinking. Research shows that direct instruction of math vocabulary supports problem solving proficiency.Next, identifying and correcting students misconceptions about mathematics, both concepts and procedures, is an important intervention component. Students own their misconceptions and the teachers role is to listen to how students articulate mathematical concepts or watch them as they perform operations to identify where thinking goes awry. Once these misconceptions are identified, the teacher can help the student unlearn the incorrect concept and replace it with a legitimate one.Finally, group size is important. Research in this area indicates that larger group sizes facilitate the collaborative processes needed. As noted on this chart, you need small groups with sufficient numbers of students. When students can work in pairs or small groups to solve problems, articulate math concepts and procedures, play games, and complete projects together, learning is enhanced.

Note the time for mathematics intervention. It is significantly less than the time recommended for early reading instruction. Again, the importance of effective Tier 1 is very important. When most students benefit from Tier 1, general classroom mathematics instruction that includes the components discussed earlier, fewer students will be in need of more intensive (Tier 2) support.

25Key Features of Tier 2 InterventionTitle I Directors' Conference - March 10, 2009This slide is a snapshot of the key features of Tier II mathematics intervention.26Six Instructional Principles for Tier 2 Intervention in MathematicsTitle I Directors' Conference - March 10, 2009Instructional explicitnessInstructional design that eases the learning challengeA strong conceptual basis for procedures that are taughtSufficient, engaging, and meaningful practiceCumulative reviewMotivators to help students regulate their attention and behavior(Fuchs, 2008)As teachers establish Tier II interventions, it will be important to keep these instructional guidelines in mind. (Allow time to read slide.)27Tier 3: Intensive InterventionDefinitionCustomized instruction beyond Tiers 1 and 2FocusStudents with significant difficulties who have not responded to Tier 1 and Tier 2ProgramReplacement program that provides intense interventionKey Features of InstructionMore explicit and intense than Tier 2InterventionistPersonnel designated by schoolSettingLearning space designated by schoolGroupingSmall groups with sufficient numbers of students to facilitate group interactionsTimeSufficient to provide replacement program instructionAssessmentProgress monitoring weekly on target skills to assess response to interventionTitle I Directors' Conference - March 10, 2009Finally, this chart summarizes the components of Tier III. Notice the commonalities between Tiers 2 and 3. One of the distinguishing characteristics of Tier 3 is the possible use of a replacement program that addresses severe gaps in a students mathematics performance. These students are significantly below grade level and need to acquire skills not typically taught in their current grade placement.

Please note the grouping recommendation just as in Tier 2, sufficient numbers of students is a recommended practice. It supports the concept discussed earlier about the importance of peer interaction and collaborative learning in mathematics.28ReferencesTitle I Directors' Conference - March 10, 2009Baker, S., Gersten, R., & Lee, D. (2002). A synthesis of empirical research on teaching mathematics to low achieving students. The Elementary School Journal, 103, 51-73.Fuchs, L.S., Compton,D. L., Fuchs, D., Paulsen, K., Bryant, J. & Hamlett, C. L. (2005). Responsiveness to intervention: Preventing and identifying mathematics disability. Teaching Exceptional Children, Mar/Apr, 60-63.Fuchs, L.S., Fuchs, D., & Prentice, K. (2005). Responsiveness to mathematical problem-solving instruction: Comparing students at risk of mathematics disability with and without risk of reading disability. Journal of Learning Disabilities 37(4), 293-306. VanDerHeyden, A. (2008). Using RTI to improve learning in mathematics. Retrieved August 16, 2008 from http://www.rtinetwork.org/index2.php?option=com_content&task=view&id=325&pop29RTI and WVBE PolicyTitle I Directors' Conference - March 10, 2009WV Policy 2419: Regulations for the Education of Students with ExceptionalitiesResponse to Intervention Model replaces the IQ-achievement discrepancy model.Title I Directors' Conference - March 10, 2009Effective Dates:July 1, 200910 Elementary SchoolJuly 1, 201011 Middle SchoolJuly 1, 201112 High School(Changes to be presented to WVBE)31Policy 2419: Regulations for the Education of Students with Exceptionalities has been revised in accordance with the reauthorization of the Individuals with Disabilities Education Improvement Act of 2004. Effective dates for full implementation of RTI as a means of determining specific learning disabilities are noted on the slide. The changes in the dates, delaying each grade spans implementation by 1 year, are being presented to WVBE at this months meeting.Policy 2510 RequirementsChart II: Primary Elementary (K-2)In k-2 classrooms, the given content areas are taught daily. It is required, in accordance with scientifically based reading research, that, at a minimum, a daily-uninterrupted 90 minute reading/English language arts blockbe scheduled during which students are actively engaged in learning through whole group, small group and reading center activities. A minimum of 60 minutes of daily mathematics instruction is required.

Title I Directors' Conference - March 10, 2009It is important to keep State policy requirements in mind as you begin to plan for your mathematics implementation.

In the primary grades, K-3, please note the section of the requirement in red a minimum of 60 minutes of daily mathematics instruction is required.32Policy 2510 RequirementsChart III: Intermediate Elementary (3-4)Intermediate elementary students will be taught the given content areas. It is required, in accordance with scientifically based reading research, that, at a minimum, 90 minutes of reading and English language arts instruction be provided through whole group, small group and reading center activities as a block or throughout the school day. A minimum of 60 minutes of daily mathematics instruction is required. Sufficient emphasis must be placed on the following content areas to ensure that students master content knowledge and skills as specified in the 21st century content standards and objectives for each subject.Title I Directors' Conference - March 10, 2009The same time requirement is in place for intermediate grades 3 and 4.33Policy 2510 RequirementsChart IV: Middle Level Education (Grades 5-8) These required core courses shall be taught daily by a team of qualified teachers. An intervention component will ensure mastery of the rigorous content standards and objectives at each grade level. The core courses (Reading and English/Language Arts, Mathematics/Algebra I, Science and Social Studies) will be offered within a block of time no less than 180 minutes. The principal and a team of teachers will determine time allocations that provide adequate time to achieve mastery of the West Virginia content standards and objectives for each of the required courses and effectively address the academic needs of students who are below mastery in the basic skills of reading, writing and mathematics.

Title I Directors' Conference - March 10, 2009For middle school, the time requirements are a bit different. Note that the principal and a team of teachers may use student achievement data to determine time allocations for core subjects, including mathematics. Also note that an intervention component will be in place. Although RTI is not the only possible intervention component, it is the one that will be required by 2419 in 2011.34Response to Interventionis a Process Not a ProductTitle I Directors' Conference - March 10, 2009Before we move on, I want to take a moment and emphasize the following:

Response to Intervention is a Process of using data to make instructional decisions. It is not a PRODUCT.

I frequently receive e-mails concerning products that are available for RTI in mathematics. I also believe this is an area where there will be an increase in product development.

I want to CAUTION you at this point, to review all materials through the previously mentioned lenses. First, it is possible to provide quality instruction and intervention without commercial materials. As we proceed down this RTI path, we will be developing guidelines you should consider as you review materials. In the mean time BEWARE of promises and quick fixes. Teaching is demanding. Use your expertise as you design instruction for your students.

With this being said, as material becomes available that supports mathematics instruction in our state, we will share this information with you.35First StepsTitle I Directors' Conference - March 10, 2009So the question is, Where do we begin in the process of implementing RTI in the context of mathematics? If RTI is to be successful we must systematically work to establish each of the components.

While we may want to jump to the intervention components, we must begin by building a solid foundation.

Beginning with quality instruction in Tier I.36Tier 1 Universal InstructionQuality Lesson DesignWV CSOs/AssessmentLaunchExploreSummarize

Research-based StrategiesVocabulary InstructionFormative AssessmentDifferentiation Strategies

Title I Directors' Conference - March 10, 2009As teachers plan their daily lesson, they should always be thinking about quality lesson design. Many of the National Science Foundation curricula follow this form. Within each of these sections we need to continually focus on research-based instructional strategies, vocabulary instruction should be a part of every lesson, formative assessment (Which problems will give you incite into students thinking? and differentiate instruction strategies are a must?) We are designing lessons so that each student in our classrooms will have access to significant mathematics.37Tier 2 Targeted Instruction WV CSOs/AssessmentIntroduction/Concept DevelopmentPractice/ApplicationReflections

Identification of misconceptionsExplicit, scaffolded instructionError correctionMeaningful practicePeer interaction and collaboration

Title I Directors' Conference - March 10, 2009Tier 2 Instruction is designed for targeted students. These are recommended components for tier 2 Instruction.38Next StepsSchool-level PlanningTitle I Directors' Conference - March 10, 2009As a school begins to develop a plan for their implementation of the RTI model in mathematics, there are several questions they should consider?39Initiate Discussion about Mathematics Instruction in Your SchoolBased on your achievement data for mathematics, what are your goals for mathematics instruction?Do all students in your school have the opportunity to learn significant mathematics?How does your current mathematics instruction align with the description of quality Tier 1 instruction provided in this webinar?Within your school, which teachers provide leadership in mathematics?Title I Directors' Conference - March 10, 2009RTI Is a data driven decision making process. A school needs to begin the process, by looking at their achievement data for mathematics? Based on their needs, the school needs to set goals for mathematics instruction in their school.

Do all students in your school have the opportunity to learn significant mathematics?

Schools also need to assess the mathematics instruction in Tier I. What are the strengths of your current Tier 1 instruction?

Teacher leaders can play an important role in the instructional process of your school. Who are the teacher leaders in your school in relationship to mathematics?

40Initiate Discussion about Mathematics Instruction at Your School (continued)What resources are available?PersonnelInstructional materialsTimeAssessmentsProfessional developmentFundingTitle I Directors' Conference - March 10, 2009Each school has resources that are unique to their school. Each school needs to identify the resources that are available and match them to the instructional needs of the students. These include but are not limited to: personnel, instructional materials, time, assessments, professional development and funding.

A discussion guide is available for downloading. A school may use this guide as they initiate their discussion about mathematics and RTI.

41RESOURCESTitle I Directors' Conference - March 10, 2009As I mentioned earlier, there are numerous resources available to educators for RTI. New resources for mathematics come to our attention almost on a daily basis. During each webinar and PD session, we will take a few moments and share a few of these resources with you.42Teach21 RTI SiteTitle I Directors' Conference - March 10, 2009

Teach 21 site43Informal Math Assessment

Title I Directors' Conference - March 10, 2009The West Virginia Informal Math Assessment is located on the Teach 21 site under Assessment. This site provides K-3 teachers with assessment prompts correlated to the new CSOs. These tasks are intended to be used throughout the school year to guide the teachers as they plan instruction for their students. You may notice that Inform is written in red. It may be said the goal of the IMA is to inform teachers about the progress of their students. There is also a student record sheet provided. Each CSO has multiple opportunities for the teacher record the students progress during the year. 44Quantiles

Title I Directors' Conference - March 10, 2009Beginning with WESTEST2, students in the 3rd grade and above will also have a Quantile Score reported.

The Quantile Framework for Mathematics takes the guesswork out of mathematics instruction. It uses a common, developmental scale to measure student mathematics achievement, the difficulty of mathematical skills and concepts, and the materials for teaching mathematics.

Quantiles enable educators to predict which mathematical skills and concepts a student is ready to learn and those that will require additional instruction.

With Quantiles, teachers have a proven measure of student mathematics achievement to target instruction, monitor student progress and forecast performance on high-stakes tests.

During the past month the RTI specialists and the County Math Leadership Teams received training on the Quantile Framework. In the future, educators will be looking at Quantiles and the relationship between Quantiles and RTI. Im sure the Quantile Framework will be a valuable tool for teachers to use as they plan instruction and interventions.

45Contact InformationTitle I Directors' Conference - March 10, 2009John Ford, CoordinatorTitle I, Mathematicsjford@access.k12.wv.us

Lynn Baker, CoordinatorOffice of Instructionlhbaker@access.k12.wv.us

Thank you for joining us today. If you have any questions about the information you heard today, please contact either or both of us at the email addresses noted on the slide. Again, thank you and we look forward to sharing more information about RTI for mathematics in the future.46Adopting an RTI model is about adopting best professional practice, insisting that we do what is best and necessary for all students in our schools, and , finally, rising to the challenge of doing that which is socially just. That is why we must adopt an RTI model and implement it with integrity in every school throughout the nation.

David P. Prasse, Loyola University, ChicagoTitle I Directors' Conference - March 10, 200947