A progression from Kindergarten to Fifth Grade

Understand addition as putting together and adding to

Understand subtraction as taking apart and taking from

Work with numbers 11-19 to gain foundations for place value

Represent and solve problems involving addition and subtraction

Understand and apply properties of operations and the relationship between addition and subtraction (number bonds)

Add and subtract within 20

Use place value understanding and properties of operations to add and subtract

Represent an solve problems involving addition and subtraction

Add and subtract within 20

Understand and apply properties of operations and the relationship between addition and subtraction (bar models)

Represent and solve problems involving multiplication and division

Understand properties of multiplication and the relationship between multiplication and division

Multiply and divide within 100

Solve problems involving the four operations and identify patterns in arithmetic

Use the four operations with whole number to solve problems

Use place value understanding and properties of operations to perform multi-digit arithmetic

Perform operations with multi-digit whole numbers and decimals to hundredths

Apply and extend previous understanding of multiplication and division to multiply and divide fractions.

February 2, 2016

6:30 p.m.

Mrs. Lisa Sell, Title I Reading Interventionist

Mrs. Kaiann Holt, Title I Math Interventionist

Departments Title I Information

Federally funded financial assistance

Intended for purpose of providing supplemental services to help students reach performance expectations as outlined in the Illinois Common Core Standards

Three tiered system of support.

Tier I – 80% of students (core instruction)

Tier II – 10-15% of students (core + intervention)

Tier III – 5% of students (core + intensive intervention involving RtISchool Team)

Students are identified for Tier II support based upon STAR Math and Reading assessments (below 25th percentile), classroom performance, and standardized assessment (ISAT / PARCC).

Core classroom

-based curriculum

and instruction

Tier I

Targeted intervention

in the classroom

or intervention

support personnel

Tier II

More intense

targeted intervention

Tier III

IEP developed

Intensive intervention

in one or more areas

Special Education Services

Collaborative Problem-solvingAt the PLC level

RtI Team Collaborative

Problem Solving Meetings

Benchmark Strategic Monitor Progress Monitor Progress Monitor

Data-Based Decisions Result in Increased Student Achievement

Intensity of intervention, level of support, and data collection increases

Reading componentsResearch-based Interventions (some examples)

Phonemic Awareness (smallest parts of sound in the spoken word)

Phonics (predictable relationship between sounds and letters)

Vocabulary

Fluency

Comprehension

Wilson Fundations

Lexia

95% Group

Sight words

Fry Phrases

Read Naturally

Wilson Fluency

Wilson Just Words

Intervention by Design

Reading A-Z

Math Components

Application

Computation

Research-based Interventions (examples)

Touch Math

Fastt Math

Reteach (Math in Focus concepts)

Math Steps

IXL

Moby Max

Setting goals through STAR

Assessment tools

Schedule/ 6-8 week cycles

Trend lines

Continue, change or exit intervention

Title I staff document the number of interventions, dates, and times for all students to ensure integrity of implementation.

Thank you for joining us this evening!