Planning Tier II Math Interventions Barbara Scierka, Ph.D. St. Croix River Education District...

Planning Tier II Math Interventions

Barbara Scierka, Ph.D.St. Croix River Education District

[email protected]://www.scred.k12.mn.us

mailto:[email protected]

Topics for Today

Making the Case for Doing Tier II Interventions - Let the Data Speak

How Can We Find the Time and Personnel What Do We Do With This Time How Do We Know It Is Working

Problem-Solving & Organization

Ass

essm

ent Instruction

SCRED Response to Intervention Model: Academics & Positive Behavior Support

Tier 1:

Universal / Core

80%

Tier 2: Strategic /

Supplemental15%

Tier 3:

Intensive

5%

Grade Level Team

Meetings

Problem Solving Teams

Problem Solving Teams

w/SPED

INT

EN

SIT

Y O

F P

RO

BLE

M

RESOURCES NEEDED

Making the Case for Tier II Interventions

Let the Data Do the Talking

Summary of Effectiveness

Jerry Silbert, Ph.D. - University of Oregon

Evaluates effectiveness of instruction for Core (Tier 1), Supplemental (Tier 2) and Intensive (Tier 3)

Compares student performance in Fall with Spring

Must use a reliable, valid, growth assessment

Fall Spring

Grade 2 Example

Fall Spring

What does color coding mean? Green = 75%

chance or better of passing the MCA-II

Yellow=50% chance

Red=at best a 25% chance

Scatterplot Comparing MAP and MCA-II Grade 6 2007-08

600

610

620

630

640

650

660

670

680

690

700

150 160 170 180 190 200 210 220 230 240 250 260

MAP RIT score

MCA-II

n=500 422 correct 78 incorrect 84% accuracy

Scatterplot Comparing MAP and MCA-II Grade 6 2007-08

600

610

620

630

640

650

660

670

680

690

700

150 160 170 180 190 200 210 220 230 240 250 260

MAP RIT score

MCA-II

Happy, but not surprised

Unhappy, but not surprised

Happy surprise

Unhappy surprise

n=500 422 correct 78 incorrect 84% accuracy

Fall Spring

38 students

Fall Spring

38 students

22 students

Fall Spring

38 students

22 students

3 students

Fall Spring

38 students

60%

22 students35%

3 students

5%

Fall Spring

38 students

60%

22 students35%

3 students

5%

Goal

80%

15%

5%

Fall Spring

38 students

22 students

3 students

35 of the 38 students continued to have a high probability of passing the MCA-II

Fall Spring

38 students

22 students

3 students


10 of the 22 students have a higher probability of passing the MCA-II

1 of 3 students

Fall Spring

38 students

22 students

3 students



1 of 3 students

92%

45%

33%

Lots of Percentages

Percentage of Students in Tiers

Likelihood of passing MCA-II

Effectiveness of Instruction

Tier 180%

75% or higher 95%

Tier 215%

50% 50%

Tier 35%

25% at bestNo Goal (good

examples around 30-33%)

Fall Spring

38 students

22 students

3 students



1 of 3 students

92%

45%

33%

60%

35%

5%

What Can Happen Over Time

Effectiveness Goals for Tiers

Tier 1 - Core Curriculum - 95%

Tier 2 - Supplemental Instruction - 50%

Tier 3 - Intensive Instruction

How to We Find the Time and Personnel

Build It into the Schedule

Options for Tier 2 Schedules• Assign personnel to work with each grade during Social Studies/Science/ Health/Unit Time

Time Grade Level Schedule

Para/Title Teacher/ASP

Teacher

8:00-8:50 4th Gr. has Social Studies

4th Gr Supplemental Rdg and Math 25 min. each

8:50-9:40 3rd Gr. has Social Studies

3rd Gr Supplemental Rdg and Math

9:40-10:30 2nd Gr. has Unit time

2nd Gr. Supplemental Rdg and Math

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79808182838485

A B C D E F G H I J K

Kinder 1st 2nd 3rd 4th 5th RtI Teacher

#1RtI Teacher

#2RtI Teacher

#3

8:05 8:05

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1:00 1:00

1:05 1:05

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2:55 2:55

3:00 3:00

LUNCH 11:40-12:10

LUNCH 11:40-12:10

Kindergarten 12:10-12:35


1st Grade Math12:35-

1:05


1:05

5th Grade Reading 1:05-

1:35

Special 1:15-2:05

3rd Math 12:35-1:55

4th Math 12:50-2:10

Special 2:05-2:55

Special 11:55-12:45

Lunch 12:05-12:25

2nd Grade Reading 1:35-

2:00

Kdg Math 1:10-2:10

3rd Grade Reading 9:40-

10:55

1st Grade Math 10:00-

11:00

2nd Grade Math10:30-

11:30

Playground

Playground

Playground

Kindergarten Reading 8:30-

10:00

1st Grade Reading 8:30-

10:00


10:00


Lunch 11:45-12:05Lunch 11:50-

12:10

Lunch 11:15-11:35 Lunch 11:20-

11:40


8:40


9:10

2nd Grade Math 10:00-

10:30

LUNCH 11:40-12:10

PREP

5th Grade Math11:15-

11:40


Interventions

Lunch 11:05-11:25

Special 10:00-10:50

5th Grade Math 11:15-

11:40


3:00

3rd Grade Math 2:00-2:30


2:00

PREP


8:40

Early Childhood 9:10-

10:20


9:10

Interventions 10:20-10:50


8:40

Interventions 10:30-10:50

PREP

2nd Grade Math 10:00-

10:30


9:10

4th Grade Math 9:10-9:40

4th Grade Math 9:10-9:40

5th Math 1:35-2:55

PREP


1:05


1:35



3:00


3:00

PREP

3rd Grade Math 2:00-2:30

Special

Playground

Playground

Playground


10:55


10:55

Special 10:55-11:45

Scheduling Time for Supplemental Interventions

• Start with what’s currently happening

• Prioritize what you want to work on

•Core

•Supplemental

•Intensive

Kindergarten-pink

1st Grade-tan

2nd Grade-light yellow

3rd Grade-green

4th Grade-blue

5th Grade-purple

Bright yellow-specialists

Black outline-lunch

Red outline-playground

Options for Tier 2 Schedules During Social Studies/Science time,

redistribute students across classrooms to free up teacher to deliver Tier 2 instruction

Teacher AMath

Teacher BMath

Teacher CMath

Teacher ASocial Studies

Teacher CSupplemental

Teacher BSocial Studies

Options for Tier 2 Schedules Half hour during the day for enrichment -

some students will get Tier 2 instruction– Each teacher selects a topic/skill for their group– Some would be enrichment, some supplemental

Teacher A Enrichment

Teacher B Enrichment

Teacher C Enrichment

Teacher D Enrichment

Teacher E Enrichment

Teacher F Supplemental -

Concept of Fractions

Teacher G supplemental -Multiplication of

Multi-digits

Teacher H Supplemental -

Subtraction w/Regrouping

Teacher I Supplemental -Addition with multi-digits

IntensiveIntensiveIntensive

Options for Tier 2 Schedules After-school program

– Late start for some teachers? Catch-up At Lunch Service Bursts Back Table Time - Small group Supplemental

work as remainder of students work independently

St. Cloud example: Swimming Along, Mellow Yellow, Stuck in the Mud groups

Determining Tier 2 Interventions

Decide on a Standard Treatment Protocol– Could be a supplemental curriculum– Could be using supplemental pieces of

your core curriculum ‘Standardize’ - For all students who are

not performing adequately, they will get …

Ideal Math RtI System

Core math curriculum that has independent research demonstrating it’s effectiveness

Maximize effectiveness of core math (95% of students stay green)

Grade Level Teams that are Professional Learning Communities

School-wide Problem-Solving Teams Schedule and structure that allows time and

personnel for Tier 2 and 3 interventions

Grade Level Teams/PLCs Usual kinds of adjustments teachers make Adjust the kind and size of numbers within

your lessons Short Cycle Assessments Lesson Study The focus is on maximizing the effectiveness

of your core math curriculum and identifying who needs additional help, and designing standard treatment protocol for those students.

Standard Treatment Protocol Grade Level Team design First Choice - use the supplemental

components of your core curriculum If you use another program, be sure it is an

easy transition with core curriculum. Time needs to be substantial to have effect -

recommend three 20 minutes sessions per week.

Balancing Act - need to give intervention time to work but don’t want to waste time on ineffective intervention.

Problem Solving Team

Members: Principal, school psychologist, several general ed teachers from variety of grades, special ed teacher, etc.

Investigate students who are not learning under the standard treatment protocol.

Intervention design is more specific to student and smaller groups.

Problem Solving Team There isn’t a mandatory number of

interventions that should be tried. Rather it’s a team of professionals that have

designed the best instruction that can be delivered to the student and if student is not learning still, team may consider special education.

Special education offers Due Process and additional staff, but the problem remains of trying to design instruction that will help the student learn.

Math Resource Room/Math Labs Secondary settings Students at-risk for not passing Math

GRAD Extra math class Middle School - credit is not an issue High School - more problematic,

elective credit 3 of 4 settings - daily, 1 setting - every

other day

Purpose of Math Resource Rm.

Fill in the gaps Address areas of weakness Can assist with other math class work,

but not primary purpose

Staffing Math Resource Rooms

Site 1 - Paraprofessional with teacher oversight

Site 2 - Paraprofessional with teachers’ support during some periods

Sites 3 & 4 - Teachers support students

Instructional Materials

Site 1 - Accelerated Math Site 2 - Passing the MN Basic Skills

Test, Study Island, Odyssey Site 3 - Odyssey, other math course

materials Site 4 - Odyssey

Site 2 Data

How Do We Know It’s Working?

Summary of Effectiveness Charts–By Grade Level

–By Teacher–By Intervention

3rd Grade Example

2nd Grade Example

4th Grade Example

Grade 5 Example

Summary of Effectiveness

Core 92 % (36/39)

Supplemental 48% (19/40)

Intensive 35% (11/31)

Barb ScierkaSt. Croix River Education [email protected]

www.scred.k12.mn.us•Staff Development

•Teacher Resources•Math Resources•One-Click Reports

mailto:[email protected]

http://www.scred.k12.mn.us/

Planning Tier II Math Interventions Barbara Scierka, Ph.D. St. Croix River Education District...

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