Seward Public Schools Journey

Moving Math into the Intervention MixJosh Fields Seward Public SchoolsBrittany Hajek Seward Public SchoolsLenny VerMaas ESU #6 http://lvermaas.wikispaces.com/Math+RTI

What We Learned From ReadingLessons from ReadingIt does not happen quicklyNeed to be reading at grade levelNeed to be ready for algebra in 9th grade. 2 year to complete first year algebra in HS will not workHave to commit time for math instruction. 45 minutes will not work.Need to have a program of support (strategies classes)Must be different not more of the sameMust be more than helping with homeworkWhat is in this class is not well defined or available in a text book or website.

Student/Math Talk

The Questions

WhoWhatWhenStudentTeacher

Seward Public Schools Journey

Where are you at on the train track?My school or district is systematically delivering math interventions using data.

10- We have been on track and are traveling at high rate of speed.5- Some of us are on the train while others are still at the train station.1- I am still trying to buy a ticket on the train.

Fold Up What are you currently doing or where would you like to go in the area of math interventions?

Where do we need to go?Awareness PLCData rich information poorWhat was our thresh-hold?

All aboard How do you get buy in?Obstacles?Time-FrameCreating the track for the train to follow

Where do we go from here? Identified struggling math studentsNeeded more diagnostic math dataWhen would these students get support Follow the RTI model

What do we need to get the train moving?Logistics Tier II intervention- Scripted Teacher training in the intervention Who is going to deliver When is it going to be delivered Progress monitoring

Stops along the wayParent communicationFidelity checklist Movement within STAMS and CAMS7th grade differentiated math classes Resistance along the way Student Goal setting

Two trains headed on parallel tracks to the same destinationElementary-Middle vs. High SchoolCourse offerings Research of other schoolsPLCIntervention vs. support curriculum

Results Turn to a neighbor- How do would you determine success?

First year- NeSA math Fall-winter diagnostic NWEAImprovement from teacher comments

We are still headed down the trackWe have to work on earlier intervention Tier III MathRaising the bar Implementation of math supports at the high school.

VocabularyUniversal screenerDiagnostic assessmentProgress monitoringDecision RulesCore programTier 1 80-85%, Tier 2 10-15%, Tier 3 5-10%

The Questions

WhoWhatWhenStudentTeacher PLC NeSA reviewWhoMAPWhatNot all computationOther resources available (on website)When-studentsStrategies classesExtra quarter classDuring common access timeWhen-teachersNeSA ReviewL to JC4LSharing Time

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