Special Education Secondary Math Intervention Committee

2009-2010

Information for Curriculum Council8/17/10

• Summarize the need and selection process used to identify a secondary math intervention program for special education students.

• Share information with the curriculum council about TransMath

• Get feedback from the curriculum council

Goal for Today

• Not a comprehensive Tier 1 curriculum recommendation, but instead a Tier 3 targeted intervention intended to support access to our high school math requirements.

• Response to the expectation the curriculums address issues related to diversity, inclusion, differentiation

• Response to achievement gap between students with disabilities and non-disabled peers.

Intent of Recommendation

Identify Need

• Achievement gap exists between SWD and non-disabled peers

• Inconsistent resources for SWD at the secondary level

• Special education staff requested additional math resources

• Parents supported secondary math resources as a priority for stimulus money

Committee Formation and Goals

• Committee: Two special education math teacher volunteers per secondary building

• Meetings held throughout the school year• GOALS: Successful completion of general

education algebra and geometry• Locate an evidence-based, tier 3 replacement

curriculum that would target essential skills needed for algebra for students 2 or more years below grade level

Procedures• Reviewed state and district grade-level standards, MAP and WKCE

results

• Identified critical student needs and strengths and weaknesses of current resources/programs

• Located sources to identify evidence-based programs and best practices for low-achieving students and students with disabilities (e.g. What Works Clearinghouse, National Math Advisory Panel (2008)- Dept. of Education, Institute for Educ. Sciences, NCTM, NCTM Focal Points, journal articles, research studies, webinars, professors, CESA, DPI, vendors/reps of various programs)

Procedures, continued

• Math Interventions-newer RtI area; many new programs; few tier 3 core replacement programs

• More scientific research is needed • Pilots and other programs previewed lacked

some critical features needed for students with disabilities

Final Selection Process

• NCTM Rubric was utilized for evaluation of final interventions under consideration

• Reps presented programs; question-answer sessions; discussion among teachers; unanimous agreement; WI districts using TransMath were contacted for input

• TransMath: Cambium Learning/Voyager/Sopris West-specialize in low-achieving students and students with disabilities

TransMath, 2010

• Tier 3 intervention program for students two or more years below grade level who lack foundational skills needed for algebra

• Fewer topics taught in greater depth, targeted instruction and acceleration of skills in the proper learning sequence

• 3 volumes, grades 5-8: Developing Number Sense, Making Sense of Rational Numbers, Understanding Algebraic Expressions

Trans Math, continued

• Two topics per lesson break learning into smaller parts, avoiding cognitive overload and increasing

engagement: Part l - Conceptual Learning; Part 2- Problem-Solving Applications

• Varied visual representations• Distributed practice • Ongoing communication throughout lessons• Frequent assessments; online assessment system:

records, tracks, reports test results for individual, class, building, district.

Research

• Two studies demonstrated greater increases in math achievement in low achieving students and students with disabilities than comparison group, including positive attitude towards math

• TransMath was cited a number of times by the Task Group on Instructional Practices on the National Advisory Panel’s Final Report (2008)

Cost and Training

• Program Costs, including supplemental fact fluency program and additional student replacement sets for 2011: $37,117.00

• 2 days professional on-site training: $5,000• Potential to network with other districts using

TransMath to defray costs of training