RTI for Math & Writing: Grades K-8 Jim Wright interventioncentral
University of Hawaii Math RTI Team presentation
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Transcript of University of Hawaii Math RTI Team presentation
University of Hawai’i Team:
Mathematics Education Hannah Slovin, Fay Zenigami
Special Education Kavita Rao, Rhonda Black
A Mathematics & Special Education Collaboration: Strategies For Inclusive Mathematics Instruction
Overview of project • Conducted classroom observations of 1st grade and 6th grade classes at the University Laboratory School (ULS)
• Examined how needs of struggling learners are addressed within the instructional approaches
Curriculum & Instructional Approach
• have a discovery-‐ and problem-‐based approach to mathematics
• concepts are not explicitly explained but emerge from problem-‐solving and discussion
1st grade: Measure Up (MU) 6th grade: Reshaping Mathematics for Understanding (RMU)
Research Question:
The curricula are centered on the construction and negotiation of shared meanings.
In such an environment, what are the needs and challenges of the struggling learner?
Timeline Phase I: April-‐May 2011
• Whole class observations to determine RQ
Phase II: August-‐Dec 2011 • Whole class observations with specific questions • Discussed observation data as a team • Developed categories based on observation data • Selected individual target students to observe
Phase III: Jan-‐March 2012 • Observed target students • Analyzed data and discussed as a team • Identified Tier 1 and Tier 2 supports to assist struggling learners
Phase I
• Trying to find shared protocols for observation • Started with UDL Educator’s Checklist for coding observation notes
Info from the following slides can be found at:
www.bit.ly/mathhandout
Phase II:
Based on observations in first phase, derived themes and categories
Identified “Dilemmas”: 1. Conceptual development 2. Rich content 3. Verbalization skills 4. Multiple points of view 5. Fluid protocol 6. Learning goal
Phase II: Came up with categories for instructional events, related Dilemmas, and potential challenges/supports
Phase III: Data Collection & Analysis
• Observed target students on consecutive days for two cycles (3-‐4 days each)
• Categorized data from observations by mapping them with Dilemmas, Supports and Challenges that had been discussed as a team
• Discussed emerging ideas with classroom teachers
Analysis -‐ Emerging Ideas
Measure Up (MU): 1st grade: • Several ideas for Tier 2 supports emerged during observation and analysis • Gaps in content understanding are minimal, but students need to learn “how to learn” and “how to ask questions” • Tier 2 will need behavioral and social strategy instruction in addition to academic support
Analysis-‐ Emerging Ideas
Reshaping Mathematics for Understanding (RMU): 6th grade: • Several ideas for Tier 1 supports emerged during observation and analysis phases • Some students needed supports with instructional strategies to access the method of learning • Several questions emerged from observation of whole class instruction and interaction. • See handout at www.bit.ly/mathhandout (for specific questions)
Next Steps
1st grade Measure Up • Code data according to themes
6th grade Reshaping Mathematical Understanding • Discuss additional strategies to support struggling learners for Tier 1 whole class • Discuss feasibility of implementing strategies with teacher
Question and Comments at
roundtable discussion