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A progression from Kindergarten to Fifth Grade
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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
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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
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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)
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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
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Use the four operations with whole number to solve problems
Use place value understanding and properties of operations to perform multi-digit arithmetic
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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.
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February 2, 2016
6:30 p.m.
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Mrs. Lisa Sell, Title I Reading Interventionist
Mrs. Kaiann Holt, Title I Math Interventionist
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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
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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).
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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
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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
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Math Components
Application
Computation
Research-based Interventions (examples)
Touch Math
Fastt Math
Reteach (Math in Focus concepts)
Math Steps
IXL
Moby Max
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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.
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Thank you for joining us this evening!