the math process: kansas mtss · strategic competence–ability to formulate ... mathematics...

www.ksdetasn.org/mtss

TheMathProcess:KansasMTSS

PaulaHough,KansasMTSSStateTrainer

KansasMTSSisfundedthroughPartBfundsadministeredbytheKansasStateDepartmentofEducation’sEarlyChildhood,SpecialEducationandTitleServices.KansasMTSSdoesnotdiscriminateonthebasisofrace,color,nationalorigin,sex,disability,orageinitsprogramsandactivities.Thefollowingpersonhasbeendesignatedtohandleinquiriesregardingthenon-discriminationpolicies:DeputyDirector,KeystoneLearningServices,500E.Sunflower,Ozawkie,KS66070,785-876-2214.


ObjectivesofSessionAttheendofthissession,participantswillhaveanunderstandingofthe:• Criticalconceptsandproficienciesinteachingmathematics

• Needforastrongcoreandevidencebasedinstructionalstrategies

• Purposeanduseofamathscreener,otherassessments,andinterventioncurricula

• KSMTSSgroupingprocess


KansasMTSS


MythsaboutMathematics• Noteveryoneiscapableoflearningmath.

• Mathissomethingyoudoalone.

• Mathisforboys.

• Mathisaboutmemorizationandspeed.


“Mathematicsisoneofhumanity’sgreatachievements. Byenhancingthecapabilitiesofthehumanmind,mathematicshasfacilitatedthedevelopmentofscience,technology,engineering,business,andgovernment. Mathematicsisalsoanintellectualachievementofgreatsophisticationandbeautythatepitomizesthepowerofdeductivereasoning. Forpeopletoparticipatefullyinsociety,theymustknowbasicmathematics. Citizenswhocannotreasonmathematicallyarecutofffromwholerealmsofhumanendeavor. Innumeracydeprivesthemnotonlyofopportunitybutalsoofcompetenceineverydaytasks.”

- NationalResearchCouncil(2001)


DemandforMath•80%ofUnitedStates’fastestgrowingcompaniesrequireproficiencyinmathematicsand/orscience.(Murray,2009)

•Lessthanhalfofboth4th gradeand8th gradestudentsachievedhighstandardsonthe2011TIMSS.(TIMMS,2011)

•STEMoccupations3xthegrowthofnon-STEMjobsfrom2002– 2012.(Murray,2013)

• U.S.ranked26/38inthe2012PISA.(OECD,2015)


CoreBeliefsofMathematics•AllStudentsCanbeMathematicallyProficient.

•AllStudentsNeedaHigh-QualityMathematicsProgram.

•EffectiveMathematicsProgramsMustTeachConceptualUnderstanding,ProceduralFluency,FactualKnowledge,andProblem-SolvingSkills.


CoreBeliefsofMathematics• EffectiveInstructionMattersandSignificantlyImpactsStudentLearning.

• TeachersuseaBalanceof“Student-Centered”and“Teacher-Directed”InstructionWithintheCore.


MathematicsCore

www.ksdetasn.org/mtss11

NumberandOperationsProgressionOperationsandAlgebraicThinking

ExpressionsandEquations

Algebra

→ →

NumberandOperations—BaseTen

→

TheNumberSystem

→

NumberandOperations—Fractions

→

K 1 2 3 4 5 6 7 8 HighSchoolhttp://achievethecore.org/page/399/introduction-to-the-math-shifts


MathematicalProficiencyStrands

AdaptiveReasoning

Strategic Competence

Conceptual Understanding

Productive Disposition

Procedural Fluency


StrandsofMathematicalProficiency❖ConceptualUnderstanding – comprehensionof

mathematicalconcepts,operations,andrelations

❖ProceduralFluency – skillincarryingoutproceduresflexibly,accurately,efficiently,andappropriately

❖StrategicCompetence – abilitytoformulate,represent,andsolvemathematicalproblems

❖AdaptiveReasoning – capacityforlogicalthought,reflection,explanation,andjustification

❖ProductiveDisposition – habitualinclinationtoseemathematicsassensible,useful,andworthwhile,coupledwithabeliefindiligenceandone’sownefficacy.


AdaptiveReasoningA BA

C D


ProductiveDisposition


TheCORE• 50– 60mineachday• Research/Evidencebasedcurriculum• Research/Evidencebasedinstructionalpractices• 10minofdifferentiatedcomputationalfluency• Ensurefidelitytotheprogram• ProfessionalDevelopment

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InstructionalStrategies• ExplicitInstruction• CRA--Concrete/Representational/Abstract• OpportunitiestoRespond•Scaffolding•ImmediateFeedback•SchemeBasedInstruction

PrinciplesofExplicitInstruction


AssessmentsType Who/Frequency Purpose

Universal Screener All students 3X a year - Health of students- Students making adequate

progress- Identification of students

for intervention

Progress Monitor Students not at benchmarkEvery 3-4 weeks

- Short, frequent skills based assessments

- Determine if instruction/interventions are improving student learning

Diagnostic Non-responding Students - More in depth and specific information/problem solving

Adapted from Response to Intervention (2010), Witzel and Ricommini

Data-based decision making should be ongoing. It provides information to improve instruction effectiveness and determine students’ need for more instruction.


TypicalScreenerTopicsforEarlyChildhood

• Timedassessmentsin:– Oralcounting– 1to1correspondencecounting– Numbernaming– Quantitycomparison

*ENskillsareapredictorforbothreadingandmath


TypicalScreenerTopicsforGradesK-1

• Timedassessmentsin:– Numberidentification– Quantitydiscrimination– Strategiccounting

•Missingnumber•Matchquantity•Decomposing•Numbersequence


TypicalScreenerTopicsforGrades2-8+

• Computation(process)• Conceptsandapplications• Automaticity• Focalpoints/domains• Doesnotrequireindividualadministration


GroupingProcess


Tier 1

Tier 2

Tier 3

K-12MathGroupingProcess

MathGroupingProcess


EnrichmentBrief


IdentifyingaPlacementTest

•Shouldbeininterventioncurriculum

Ifnot…•Lookforincorecurriculum•Ifnoplacementtestexists,lookatuniversalscreenerinstructionalplanningreport


MathGroupingProcess


StepsforDeterminingInstructionalLevelforTier3Support

1. Administerprobesfrompreviousgrade2. ContinuepreviousprobesuntilallSpring

targetscoresareachieved3. Instructionallevelisonegradeabove

thatlevel

BackwardsTestingWorksheet


Practice

4th graderMasonscoresreflectneedforTier3Support…Whatnow?

36


Practice

4th graderMasonscoresreflectneedforTier3Support…

3rdGradeProbes...MCAP=12MCOMP=50

37



M-Comp 50 M-CAP 12


Practice

4th graderMasonscoresreflectneedforTier3Support…

2ndGradeProbes...MCAP=22MCOMP=40

39



M-Comp 40 M-CAP 22


K-12MathGroupingProcess


Dibels- BackwardsTesting

Withapartner…Completethe3rdGradeMiddleofYearDataAnalysis


WhatisIntervention?• Processofprovidingearly,systematic,researchbasedandappropriatelyintensiveassistancetochildrenwhoareatriskfororarealreadyunderperformingascomparedtoappropriategrade- orage-levelstandards.


MathematicsInterventionis:• SmallgroupinstructioninadditiontotheCore

–Recommended30-45min4+days/week• More opportunitiesforresponseandfeedback• Evidencebasedprogramsandcurriculum• DataDriven• Comprehensive&focusedoncriticalconcepts•Proceduralandconceptual


•Studentsaregroupedbyinstructionalneednot,chronologicalageorgrade

•Evidencebasedprogramsandcurriculum

Interventions


WhatInterventionisNOT

• Re-teaching• Stand-alonetricks• SlowerandLouder• BasedonwhatisbeingcurrentlytaughtintheCore

• Onlyprocedures• Intendedtofillthegapquicklyandmoveforward


8AspectsofEffectiveIntervention


KeyStructuresofInterventionCurriculum

•Meetallinstructionallevelsofthestudents•Placementtesttoestablishtheentrypointforthestudentathand

•Frequentpre/posttestingtoensurethestudentisprogressingthroughthecurriculumadequately

•Explicitlystructuredlessons

49


InterventionGoal:AccelerateLearning

•Ifaccelerationisnothappening,theinterventionneedsadjusted.

•Collaborativeteamsneedtobetaughtto:– Analyzestudents’progress–Makeadjustmentstoinstruction–UtilizetheSelf-CorrectingFeedbackLoopforcommunication.


ComprehensiveIntervention

•Comprehensivecoverageofcrucialdomainsorprogressionsofmathematics

•Addressandbuildproficiencyofproceduralandconceptualaspects

–Adequatelybalancethetwofacetsofmathematicaldevelopment

–Beginatmostremedialneedstoavoidrogueproceduralknowledge

51


School: Wayside ElementaryGrade: Third GradeYear: 2016-2017Class: Mrs. Gorf

*FollowCurriculumRecommendationsfirst!

*


Examplewaystoaccommodateinterventiongroups

Elementary• Allstudentswalktointerventionmodel

• Classroominterventionmodel

• Co-teachingmodel

Secondary• Additionalcourse/skinnies

• Advisoryorseminartime• Additional20min.flashclass– i.e.afterlunchinMiddle

schools2xaweek


StaffMemberAStudentswhoareBenchmarkandBeyond

StaffMemberBStudentswhoareBenchmarkandBeyond

StaffMemberCStudentsreceivingInterventionatgradelevel.

StaffMemberCStudentsreceivingInterventionoffgradelevel

21

4

6

22

SampleWalk-ToMath

Intervention


InstituteofEducationScienceInterventionRecommendations

forMath1. Screenall2. Materialincludewholenumbersandrationalnumbers3. Explicit&Systematicinstruction4. Wordproblems5. Visualrepresentation6. Spend10min.buildingfluencyofbasicfacts7. Progressmonitoring8. Motivationalstrategies


Pre/PostTesting&ProgressMonitoringPre/PostTestsMeasure(unit/chapterbased):

• Studentgrowthwithinaspecificprogram,or• Whetherastudenthasmasteredspecificskills

Progressmonitoringmeasures(monthly):• Whethergrowthisoccurringoncriticalskills• Whethersufficientgrowthisoccurringforstudentstoclosethegap


BenefitsofProgressMonitoring:• Acceleratedlearningbecausestudentsarereceivingamoreappropriateinstruction;

• moreinformedinstructionaldecisions;• Documentationofstudentprogressforaccountabilitypurposes;

• Moreefficientcommunicationwithfamiliesandcolleaguesaboutstudentprogress;

• And,higherexpectationsforstudentsbyteachers


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the math process: kansas mtss · strategic competence–ability to formulate ... mathematics...

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