crec spotlight on plainville: elementary srbi math maureen brummett – assistant superintendent tom...
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CRECCRECSpotlight Spotlight
on on Plainville:Plainville:
Elementary Elementary SRBI MathSRBI Math
Maureen Brummett – Assistant SuperintendentMaureen Brummett – Assistant SuperintendentTom Cannata – Math/Science Instructional LeaderTom Cannata – Math/Science Instructional Leader
December, 2011December, 2011
Factors That Impacted The Factors That Impacted The
Math Intervention ProcessMath Intervention Process Common Formative AssessmentsCommon Formative Assessments
Data Decision MakingData Decision Making
ISIP – Individualized Student Improvement PlanISIP – Individualized Student Improvement Plan
SRBI ResourcesSRBI Resources
SRBI Progress MonitoringSRBI Progress Monitoring
Grade Level Meetings / System of Care ProcessGrade Level Meetings / System of Care Process
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Common Formative Common Formative AssessmentsAssessments
Various assessments are used to measure student achievement and Various assessments are used to measure student achievement and monitor progress:monitor progress:
Basic Facts Assessment:Basic Facts Assessment: Benchmark assessments given 3x/yearBenchmark assessments given 3x/year Fall, Winter, SpringFall, Winter, Spring Grades 1–5Grades 1–5 Addition, Subtraction, Multiplication, DivisionAddition, Subtraction, Multiplication, Division
Basic Facts Incentive Program:Basic Facts Incentive Program: Monthly assessmentsMonthly assessments Students create mid-year and end-of-year goalsStudents create mid-year and end-of-year goals Grades 1-5Grades 1-5
Math Prompts – Strand 25 - Math ApplicationsMath Prompts – Strand 25 - Math Applications Analytic Rubric measures Understanding Analytic Rubric measures Understanding -- Communication - Accuracy Communication - Accuracy Grades 1-5 Grades 1-5
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Common Formative Common Formative Assessments – cont.Assessments – cont.
CREC Curriculum and Assessment ConsortiumCREC Curriculum and Assessment Consortium
Fall Universal Screen:Fall Universal Screen: Basic Numeracy StrandsBasic Numeracy Strands Used to identify risk levels (High Used to identify risk levels (High -- Medium - Low) Medium - Low) Grades 2–5Grades 2–5
Winter CREC Assessment:Winter CREC Assessment: CREC assessment that is correlated to CMTCREC assessment that is correlated to CMT Teachers meet by grade level to score open-ended problemsTeachers meet by grade level to score open-ended problems January PD – Teachers review reports and plan SRBI groupsJanuary PD – Teachers review reports and plan SRBI groups Grades 3-5Grades 3-5
Spring Universal Screen:Spring Universal Screen: CREC assessment – Session 1 – Numerical and Proportional CREC assessment – Session 1 – Numerical and Proportional
Reasoning strandsReasoning strands Grades 2-5 Grades 2-5
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DATA DECISION MAKING - DATA DECISION MAKING - ISIPISIP
Several data points are considered when Several data points are considered when identifying high risk math students:identifying high risk math students:
CMT resultsCMT results CREC Universal ScreenCREC Universal Screen Basic Facts Benchmark AssessmentsBasic Facts Benchmark Assessments Classroom performanceClassroom performance
ISIP – Individualized Student Improvement ISIP – Individualized Student Improvement PlanPlan
Teams meets to review data and determine Teams meets to review data and determine high risk studentshigh risk students
ISIP is written for each of these high risk ISIP is written for each of these high risk studentsstudents
SRBI plan is developed with specific SRBI plan is developed with specific instructional strategies and measurable goalsinstructional strategies and measurable goals
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ISIP SampleISIP Sample Assessment Data Assessment Data
CRECCREC Basic FactsBasic Facts CMTCMT Diagnostic DataDiagnostic Data
Focus of InterventionFocus of Intervention Intervention StrategiesIntervention Strategies Student Goals Student Goals
SMART GoalSMART Goal Baseline scoreBaseline score Target scoreTarget score Target DateTarget Date
Intervention LogisticsIntervention Logistics Intervention ScheduleIntervention Schedule Form of Progress Form of Progress
MonitoringMonitoring Frequency of Progress Frequency of Progress
MonitoringMonitoring6
SRBI RESOURCESSRBI RESOURCES
District purchased intervention resources District purchased intervention resources to provide explicit instructional to provide explicit instructional strategies and lessons:strategies and lessons:
Pinpoint Math – Tier 2Pinpoint Math – Tier 2
Math Connects – Strategic Intervention Math Connects – Strategic Intervention Guide – Tier 2Guide – Tier 2
Focus MATH – Tier 3Focus MATH – Tier 3
Math Triumphs – Tier 3Math Triumphs – Tier 3
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SRBI PROGRESS SRBI PROGRESS MONITORINGMONITORING
Progress monitoring tools that are used:Progress monitoring tools that are used:
AIMSweb – MCOMP and MCAP probesAIMSweb – MCOMP and MCAP probes
Progress monitoring assessments Progress monitoring assessments provided with RTI resources (Pinpoint provided with RTI resources (Pinpoint Math, Focus MATH, Math Triumphs, etc.)Math, Focus MATH, Math Triumphs, etc.)
Basic Facts AssessmentsBasic Facts Assessments
CBM Probes – created from CREC Test CBM Probes – created from CREC Test ItemsItems
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SRBI Intervention Group SRBI Intervention Group LogLog
Weekly log that is used to record specific details Weekly log that is used to record specific details about the interventions and to note any concerns about the interventions and to note any concerns about student progress and fidelity of intervention about student progress and fidelity of intervention (i.e. absenteeism, engagement level, etc.)(i.e. absenteeism, engagement level, etc.)
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SYSTEM OF CARE / SYSTEM OF CARE / GRADE LEVEL MEETINGSGRADE LEVEL MEETINGS
Review ISIP plans, SMART goals, and data relative to Review ISIP plans, SMART goals, and data relative to instructional focusinstructional focus
Decide whether adequate progress is being madeDecide whether adequate progress is being made
If yes, set new goals or possibly discontinue Tier 2 and If yes, set new goals or possibly discontinue Tier 2 and monitor Tier 1 performancemonitor Tier 1 performance
If limited progress and goal not met, develop plan of action If limited progress and goal not met, develop plan of action (i.e. modify frequency, instructional emphasis, goals, shift to (i.e. modify frequency, instructional emphasis, goals, shift to Tier 3)Tier 3)
BENEFITS:BENEFITS:
Multiple perspectives that allow for a comprehensive review Multiple perspectives that allow for a comprehensive review of progress and goal settingof progress and goal setting
Reinforcement of data and decisions based on dataReinforcement of data and decisions based on data
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DATA MANAGEMENTDATA MANAGEMENT
Performance Pathways data management system Performance Pathways data management system recently implemented in the districtrecently implemented in the district
This is being used to track all of the state, district, This is being used to track all of the state, district, and local assessment data (CMT, CREC, DRP, Basic and local assessment data (CMT, CREC, DRP, Basic Facts, etc.)Facts, etc.)
Shows student performance in various measurement Shows student performance in various measurement areas over several years areas over several years
Also used to track SRBI interventions – progress Also used to track SRBI interventions – progress monitoring monitoring
Graphs student progress in SRBIGraphs student progress in SRBI
Various stakeholders are able to view SRBI progress Various stakeholders are able to view SRBI progress monitoring results and trendsmonitoring results and trends
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IMPACT ON ACHIEVEMENTIMPACT ON ACHIEVEMENT
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RESEARCHRESEARCHAssisting Students Struggling with Mathematics: RTI for Assisting Students Struggling with Mathematics: RTI for
Elementary and Middle Schools (Elementary and Middle Schools (Includes checklist, Includes checklist, suggested approaches, potential roadblocks and suggested approaches, potential roadblocks and solutions)solutions)
Summary of recommendations: Summary of recommendations: 1.1. Screen all students to identify those at riskScreen all students to identify those at risk2.2. SRBI materials should focus intensely on whole numbersSRBI materials should focus intensely on whole numbers3.3. Instruction should be explicit and systematicInstruction should be explicit and systematic4.4. Focus on solving word problemsFocus on solving word problems5.5. Intervention materials should include visual Intervention materials should include visual
representations of math ideasrepresentations of math ideas6.6. Interventions should build on fluent retrieval of basic Interventions should build on fluent retrieval of basic
factsfacts7.7. Monitor progress of students at riskMonitor progress of students at risk8.8. Include motivational strategies in interventionsInclude motivational strategies in interventions
What Works Clearinghouse – What Works Clearinghouse – www.ies.ed.gov13
QUESTIONSQUESTIONS
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