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

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

Transcript of EDUC 5555: Assessment & Intervention Class #9 Response to Intervention IMPLEMENTING TIER 2:...

Page 1: EDUC 5555: Assessment & Intervention Class #9 Response to Intervention IMPLEMENTING TIER 2: Supplemental Instruction.

EDUC 5555: Assessment & Intervention

Class #9

Response to Intervention

IMPLEMENTING TIER 2:

Supplemental Instruction

Page 2: 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?

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

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

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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

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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

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Procedures & Features of Supplemental Intervention

(1) Groupings: homogeneous grouping with 2 - 5 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

Page 8: EDUC 5555: Assessment & Intervention Class #9 Response to Intervention IMPLEMENTING TIER 2: Supplemental Instruction.

Quick Math

Try this:

101 - 102 = 1

Make one move to create

a true statement.

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

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.

Page 10: EDUC 5555: Assessment & Intervention Class #9 Response to Intervention IMPLEMENTING TIER 2: Supplemental Instruction.

Turn and Talk

What systems are in place within

• your district,

• your school,

• your team

to support mathematics?

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

Assessment

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Assessment data:What question are we trying to answer?

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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

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Looking at our data: CSD Math RtI Workbook DRAFT

• Begin with page 19 in the CSD Math RtI Workbook

• Walk through pages 19 - 41 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 2nd and 3rd 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.

Email: [email protected]

mailto:[email protected]
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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?

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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

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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

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Break

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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?

Page 20: EDUC 5555: Assessment & Intervention Class #9 Response to Intervention IMPLEMENTING TIER 2: Supplemental Instruction.

Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.

Margaret MeadUS anthropologist (1901 - 1978)

Have a great week!

http://www.quotationspage.com/quotes/Margaret_Mead/

Parts of Speech 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 Common

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What’s in a Word 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 Can You.

What’s in a Word 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 Can You.

Family & Household 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 Individual.

Family & Household 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 Individual.

Topic 1 Topic 2Topic 3Topic 4Topic 5 5555 5555 5555 5555 5555 10 15 25 50.

Topic 1 Topic 2Topic 3Topic 4Topic 5 5555 5555 5555 5555 5555 10 15 25 50.

EDUC 5555: Assessment & Intervention

EDUC 5555: Assessment & Intervention

Government 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 Economics South.

Government 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 Economics South.

Graphing Systems 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 Substitution.

Graphing Systems 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 Substitution.

EDUC 5555: Assessment and Intervention Class 2. HW article Inside the Black Box: Raising Standards Through Classroom Assessment Summary sheet Review independently.

EDUC 5555: Assessment and Intervention Class 2. HW article Inside the Black Box: Raising Standards Through Classroom Assessment Summary sheet Review independently.

RtI Response to Intervention EDUC – 503 Session VIII.

RtI Response to Intervention EDUC – 503 Session VIII.

Latin American Governments 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555.

Latin American Governments 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555.

RtI Response to Intervention EDUC – 503 11.08.11.

RtI Response to Intervention EDUC – 503 11.08.11.

Crisis intervention educ 600 b03 pkn2.0 (1).3

Crisis intervention educ 600 b03 pkn2.0 (1).3

EDUC 5555 Assessment & Intervention

EDUC 5555 Assessment & Intervention

Unit 1. Microscope History 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555.

Unit 1. Microscope History 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555.

5 C’s of Arizona Ag 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 State.

5 C’s of Arizona Ag 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 State.

Vocab 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 Heat Transfer Phase.

Vocab 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 Heat Transfer Phase.

Mi Origins & Geography 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555.

Mi Origins & Geography 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555.

Jeopardy Stem- changers 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555.

Jeopardy Stem- changers 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555.

Vocab Cap 10 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 Vocab Cap 11.

Vocab Cap 10 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 Vocab Cap 11.

Safety 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 Metrics Measurement.

Safety 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 1111 3333 2222 4444 5555 Metrics Measurement.