Math RTI 2012: Scheller & Sprague
Copyright 2012. Pearson Education and
its Affiliates. All Rights Reserved. 1
SLD Identification in an RTI Framework with a Mathematics
Focus: Part 3
Adam Scheller, PhD, NCSP
Misty Sprague, M.A., Ed.S
2 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Agenda
• Operationalizing Tier 3
• What is Math LD?
• Case study
Disclosure: Please note that the presenters are employed by Pearson Clinical
Assessment. Pearson is the publisher of many RTI and comprehensive
Assessment tools, some of which will be discussed in this presentation.
3 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Strategic Interventions
for
Students at Risk of Academic Failure
Level 3: Intensive
Interventions For Low Performing
Students; Alter curriculum,
Add time, Support, resources…
Comprehensive Individual Assessment
Level 1: Benchmark Assessment and School Wide Interventions
(Universal Screening) for Students on Grade-level (benchmark) and
All Students (Effective Instructional Practices provided within the General Education Curriculum)
Level 2: Strategic and Targeted Interventions
For Students At–Risk for Failure Strategic Instruction, Increased Time and
Opportunity to Learn
(Adapted From PA
Training and
Technical Assistance Network, 2005)
Math RTI 2012: Scheller & Sprague
Copyright 2012. Pearson Education and
its Affiliates. All Rights Reserved. 2
4 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Tier/Level 3 – Intensive Assessment and Intervention
• Reserved for those students who have not responded to the assessments, interventions, and monitoring that has taken place in Levels 1 and 2. – allows for the fact that a small percentage of
students, despite interventions, will not keep pace with age-mates in physical, emotional, academic, and/or cognitive domains.
5 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Tier/Level 3-
• Draws upon the extensive information from Levels 1 and 2, to develop a customized individual assessment to provide additional information concerning cognitive, academic, social, behavioral, and/or emotional profile.
• Purpose: to obtain specialized data regarding the child’s functioning to develop a more effective educational plan.
• Immediate entry into Level 3 may also be appropriate in situations where a youngster’s needs dictate that it is the most appropriate course of action.
6 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved 6
As needs increase, what does Tier 3 look like?
• Instruction – becomes more differentiated and intense
• Assessment – individualized, comprehensive
• Continued Progress Monitoring
Math RTI 2012: Scheller & Sprague
Copyright 2012. Pearson Education and
its Affiliates. All Rights Reserved. 3
7 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Key Points Regarding Instruction and
Assessment
8 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Tier 3
• At Tier 3, efforts focus on the needs of individual students who are experiencing significant problems in academic, social, and/or behavioral domains. Thus, the process at this level must be more intensive and individualized than it is at other levels.
9 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Tier 3
• Instruction/Interventions - Interventions, accommodations and modifications for Tier III students are more intense than Tier II students. – Some Tier III students may have needs that
require special education teacher support. – Instructional decisions (e.g.,
modifying/changing instruction when student fails to progress) are based on continuous progress monitoring.
– When students fail to progress, after multiple documented and monitored attempts to address difficulties, a comprehensive multidisciplinary team evaluation (for initial referrals) or change of program should be considered
Math RTI 2012: Scheller & Sprague
Copyright 2012. Pearson Education and
its Affiliates. All Rights Reserved. 4
10 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Tier 3 Intervention
• Interventions delivered to very small groups of 2-3 students or individual students
• Interventions focused on narrowly defined skill areas identified from the results of frequent progress monitoring and previously gathered diagnostic assessment.
• Interventions implemented with integrity (e.g., number of minutes/day/week, materials used, progress monitoring implemented) tied to an individualized intervention plan
11 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Tier 3: Service Providers
• Use of trained support personnel to provide practice opportunities under the direction of the classroom teacher
• School teams, such as literacy team, grade level team, student study team to plan and support Tier 3 instruction
• Curriculum (i.e., reading/math) specialists, special education teacher, speech/language pathologists or other person qualified to teach the students who continue to struggle
• Encouragement of parent-school partnership
• Home practice and support
• Before and after school instructional program
– Professional development for school personnel
12 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Assessment at Tier 3
• Progress monitoring - High risk students are assessed on a weekly basis using progress monitoring ‘probes.’
• Diagnostic assessment - Assessments that help to refine the identification of student difficulties (e.g., language, phonological awareness, specific skill deficits, attention, behavioral/emotional difficulties).
• Parents informed of student progress on a regular basis
Math RTI 2012: Scheller & Sprague
Copyright 2012. Pearson Education and
its Affiliates. All Rights Reserved. 5
13 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Assessment at Tier/Level 3-
• Becomes more targeted & specialized within an RTI environment
• Systematic hypothesis testing to evaluate the underlying processes that impact academic, emotional, and behavioral functioning. – Careful, systematic observation of how an
individual solves problems, rather than a simple interpretation of overall scores
• Consistent with processing strengths and weaknesses approaches and IDEA regulations
What is Math LD?
15 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Math Disorders
• Prevalence on par with Reading LD?
– About 6%
• Differentiation with other disorders
– Co-morbid LDs
• RTI decision making
Math RTI 2012: Scheller & Sprague
Copyright 2012. Pearson Education and
its Affiliates. All Rights Reserved. 6
16 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Building Blocks of Math
• Piaget – Concrete Operations
– One to one correspondence, classification, seriation, and conservation
• Aligns to how math is taught
– Hierarchical instruction
– Proceduralized and builds on previous knowledge
17 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Cognitive Skills Associated with Math
• Visual-spatial processing, working memory, and language.
• Semantic and Procedural knowledge
– Syntax and Visual-Motor
• Planning and Problem Solving
• Cognitive Control (inhibition/disinhibition)
18 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Is Math LD Different across kids?
• Predicting Math LD
• Subtypes of Math LDs
• How do they solve problems?
• What errors are they committing?
Math RTI 2012: Scheller & Sprague
Copyright 2012. Pearson Education and
its Affiliates. All Rights Reserved. 7
19 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Math Error Patterns
• Math fact Error
• Operand Error
• Algorithm Error
• Place Value Error
• Regrouping Error
(Hale & Fiorello, 2004)
20 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Subtypes of Math LD
• Semantic Type
• Procedural Type
• Visual-Spatial Type
(Mazzocco, 2001)
21 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Examples of Assessments for Tier 3 Math Key Math 3 In depth assessment of math proficiency skills; includes alternate forms and optional intervention
materials and generates growth scores for K-12.
WIAT- III Wechsler Individual Achievement Test, Third Edition- In-depth assessment of early literacy, reading,
written expression, fluency, math and oral language skills for ages 4 to adult. Test software generates
error analysis, growth scores and intervention suggestions.
KTEA-II Kaufman Test of Education Achievement-II- In-depth assessment of early literacy, reading, written
expression, fluency, math and oral language skills for ages 4 to 25. Includes alternate forms, error
analysis, growth scores and intervention suggestions.
PAL-II Process Assessment of the Learner –II—Comprehensive, evidence based assessment and
intervention system used to evaluate and remediate the cognitive processes related to the acquisition
of reading, writing and math skills for grades K-6.
NEPSY-II NEPSY-II provides an in-depth assessment of key processing skills related to learning. A specific
battery evaluating abstract visual reasoning, memory, and executive functioning skills, for example,
is suggested for the evaluation of math skills.
WISC-IV
Integrated
WISC-IV Integrated: Provides assessment of cognitive skills relevant to learning. The WISC-IV
permits an analysis of critical reasoning and memory skills essential for mathematics.
Math RTI 2012: Scheller & Sprague
Copyright 2012. Pearson Education and
its Affiliates. All Rights Reserved. 8
22 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Case Study: Nick
23 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Background
• 4th grader
• Only child, living with both parents.
• English is only language
• Has asthma and occasional misses school
• Failing grades in math
• Parents report that he is easily frustrated with math
• Decline in motivation/increased frustration
• Attended math summer school 2nd and 3rd grades
• Below the 20th% on both MCAP and MCOMP
24 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Typical Math Class Observation and Interview Info • Nick appeared
engaged during lesson
• Did not volunteer to answer or ask questions
• Students were assigned 5 problems in 10 minutes
• Nick did not complete any of them
• He was not impulsive but was limited by the number of alternative strategies he used.
• He relied on verbal rehearsal to recall information
• He was unable to explain reasoning for strategies, even when response was correct.
Math RTI 2012: Scheller & Sprague
Copyright 2012. Pearson Education and
its Affiliates. All Rights Reserved. 9
25 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Assessment Questions at Tier 2:
• Why has Nick not shown adequate progress to Tier 1 Interventions?
• How do we make intervention more productive?
• Does he have specific needs/strengths that can the focus to improve skill acquisition?
26 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Tier 2 Standardized Testing
Domains Score Percentile
Rank Range
Basics Concepts 79 8th Below Average
Operations Score
78 7th Below Average
Applications Score
83 13th Below Average
Total Composite 79 8th Below Average
KeyMath 3 Diagnostic Assessment
27 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Why did Nick not shown adequate progress to Tier 1 Interventions?
• He was encouraged to ask questions or receive help for solving problems.
• However, math is NOT just problem solving skills.
– KeyMath 3 results show weaknesses across a broad range of math concepts and applications
Math RTI 2012: Scheller & Sprague
Copyright 2012. Pearson Education and
its Affiliates. All Rights Reserved. 10
28 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Linking Assessment to Intervention at Tier 2
• Assessment results answer a referral question, are interpreted within a context, and guide us to interventions
• How do we make intervention more productive?
• Does he have specific needs/strengths that can the focus to improve skill acquisition?
29 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
30 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Assessment Questions Driving Tier 3 Assessment:
• Why has Nick not shown adequate progress to Tier 1 and Tier 2 Interventions?
• Does he have specific needs that can be addressed to improve skill acquisition?
• Does he have a disability that may require more intensive intervention?
Math RTI 2012: Scheller & Sprague
Copyright 2012. Pearson Education and
its Affiliates. All Rights Reserved. 11
31 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Based on what you know right now, plan next steps for continued work
with Nick at Tier 3:
1. What tools would you use?
2. What information are you looking for?
32 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Tier 3 Assessments
• WIAT-III
• WISC-IV (Select Integrated Subtests)
• NEPSY-II
• PAL-II Math
33 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
WIAT–III Results
Subtest Standard Score Percentile
Math Problem Solving
76 5th
Numerical Operations
79 8th
Math Fluency 68 2nd
Math RTI 2012: Scheller & Sprague
Copyright 2012. Pearson Education and
its Affiliates. All Rights Reserved. 12
34 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
WISC-IV
Domain Standard
Score Percentile
Rank
Verbal Comprehension (VCI)
1. Similarities = 9
2. Comprehension =10
3. Vocabulary = 11
99 47th
35 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
WISC-IV
Domain Standard
Score Percentile
Rank
Nonverbal Reasoning (PRI)
1. Block Design = 8
2. Picture Concepts = 7
3. Matrix Reasoning = 8
86 18th
36 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
WISC-IV
Domain Standard
Score Percentile
Rank
Working Memory (WMI)
1. Digit Span = 7
1. Forward 5 digits
2. Reverse 3 digits
2. L/N Seq. = 8
1. Longest Span 3
86 18th
Math RTI 2012: Scheller & Sprague
Copyright 2012. Pearson Education and
its Affiliates. All Rights Reserved. 13
37 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
WISC-IV and WISC-IV Integrated
Domain Scaled Score
Digit Span Forward (WISC)
8
Digit Span Backward (WISC)
7
Domain
WISC-Integ.
Scaled Score
Visual Digit Span
7
Spatial Span Forward
6
Spatial Span Backward
6
38 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
WISC-IV
Domain Standard
Score Percentile
Rank
Processing Speed (PSI)
1. Coding = 7
2. Symbol Search = 8
3. Cancellation = 7
85 16th
39 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Why Give the NEPSY-II?
• Remember cognitive skills associated with Math learning
• More info overall on Nick’s learning and memory
Math RTI 2012: Scheller & Sprague
Copyright 2012. Pearson Education and
its Affiliates. All Rights Reserved. 14
40 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
NEPSY-II
Subtest Classification
Memory for Designs Borderline range:
≤ 25 %
Design Copying Borderline
Picture Puzzles Average
Geometric Puzzles Average
41 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
PAL-II Math
• Part-Whole Relationships
• Finding the Bug
• Quantitative Working Memory
• Spatial Working Memory
• Rapid Automatic Switching
What does this all mean
with relation to Nick’s
Math difficulties?
42 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Nick’s Assessment Summary
• Strengths: verbal fluid reasoning, lexical and semantic knowledge, and oral expression
• Needs:
1. General cognitive weaknesses
2. Math-related processing deficits
3. Math-specific skill deficits
4. Behavior impacting math performance
• Error patterns
Math RTI 2012: Scheller & Sprague
Copyright 2012. Pearson Education and
its Affiliates. All Rights Reserved. 15
43 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Questions to Answer from Assessments at Tier 3
• Why has Nick not shown adequate progress with intervention to date?
• Does he have specific needs that can be addressed to improve skill acquisition?
• Does Nick have a disability that may require more intensive intervention?
44 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Next steps
• Nick has compelling evidence to meet the criteria for Specific Learning Disability.
• He needs…?
– Increased intensity/frequency of intervention
– Additional Instructional Recommendations
45 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Intervention Recommendations
• Account for Working Memory & Processing Speed
• Enhance Mental Arithmetic
• Improve Visual Imagery and Organization
• Problem Solving Strategies, Sequencing, and Self-Monitoring
• Calculator Use
Math RTI 2012: Scheller & Sprague
Copyright 2012. Pearson Education and
its Affiliates. All Rights Reserved. 16
46 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Our RTI and comprehensive assessment process supports a data-based decision making model
• Information collected:
– Multiple domains
– Multiple environments
– Across time
– Multiple methods
– Multiple sources of information
– Multiple disciplines
47 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
What are keys to success?
• Focus on the Student
• Fidelity in Assessment and Intervention
• Follow-up and Teamwork
• Monitoring and changing your team’s approach, as appropriate
48 | Copyright 2012. Pearson Education and its Affiliates. All rights reserved
Key References
• Hale, J.B & Fiorello, C.A. (2004). School Neuropsychology: A Practitioner’s Handbook. The Guildford Press: New York, NY.
• Mazzocco, M.M. (2001). Math learning disability and math LD subtypes: Evidence from studies of Turner syndrome, fragile X syndrome, and neurofibromatosis type 1. Journal of Learning Disabilities, 34, 520-533.
• VanDerHeyden, A. RTI and Math Instruction. Retrieved April 6, 2012, from the RTI Action Network website: http://www.rtinetwork.org
Math RTI 2012: Scheller & Sprague
Copyright 2012. Pearson Education and
its Affiliates. All Rights Reserved. 17
Pearson Customer Service
1-800-627-7271 (USA) 1-866-335-8418 (Canada)
Specific Webinar-Related Comments or Questions
Top Related