Instructional Services Update: Power Expectations and Electronic Learning Assessment Resource (ELAR)

Delta MathImplementation TeamTraining

January 9, 20148:30 a.m. to 12:00 p.m.IntroductionsWho are we?Mike KlavonOAISD Secondary Math ConsultantMichigans Integrated Mathematics Initiative (MI)2Joe McKenzieDelta Math Program Technician

Program support at www.deltamath.org

Please introduce yourselfEnter website and show Contact Us tab.Why are we here?What is Delta Math?Grade-level readiness screeners (Online)Data reports (Online)Progress monitoring resources (Paper-based)

How is Delta Math intended to be used?Screen all studentsIdentify each student who may not be ready to learn Measure and monitor student progress

Talking Points: Tier 2 intervention is focused on prior grade level standards.Training TopicsWhat?IES Recommendations for Implementing Math RtIDelta Math Readiness Screeners and Readiness StandardsHow To?Screen Students for ReadinessUse Delta Math DataPlan for Explicit and Systematic Tier 2 Interventions to include Monitoring Student ProgressPrepare Online Teacher AccountsExplore Online ReportsNext Steps

What?

IES Recommendations for Implementing Math RtIInstitute of Education Sciences

Written by researchers and practitionersProvides recommendations for implementing math RtITheory of ActionStudents struggling with mathematics may benefit from early interventions aimed at improving their mathematics ability and ultimately preventing subsequent failure. (Introduction, p. 4)

Purpose: To focus on researcher recommendations to prevent failure.

Talking Points:

Who has seen this document before?

Federally funded and available on the What Works Clearinghouse to provide recommendations for implementing math RtI.

Researchers believe that, If you identify struggling math students and respond to their specific needs, they are less likely to fail in the future.

There is no one way to do RtI, but Delta Math is dedicated to provide tools and protocols that support these recommendations.

This entire 104 page document is linked on the Delta Math PD page

For some people, this may be a cure for insomnia! (Ha, ha, ha!)

Todays Training FocusTier 1#1 Screen all students to identify those at riskTiers 2 and 3#2 Instruction should focus on whole numbers and fractions#3 Instruction should be explicit and systematic#7 Progress should be monitored#8 Instruction should include motivational strategies

IES Practice Guide, 2009Handouts: IES Pages 6, 11 and 12 (Checklist for carrying out the recommendations)

Purpose: To identify recommendations 1, 2, 7 and 8 as directly supported by using delta math resources.

Talking Points:Recommendations 1 and 2 Readiness Screeners that were intended for all students and specifically focus on whole numbers and fractions.

It is not physically possible to screen every student on every standardit would be too long and would provide too much information to realistically act upon.

Also, recent research found a significant correlation between understanding and computing with fractions and algebraic success with polynomial, rational, radical functions and conic sections.

3 Quick Checks are formative assessments to measure progress on individual readiness standards4 Growth Charts help students to chart their progress during tier 2 and 3 interventions.

Recommendations 3, 4, 5, and 6 are instructional in nature and can be supported through the selection and implementation of intervention resources from a research based core curriculum and will receive attention during section C this afternoon.

Read/DiscussRead and discuss the checklist for carrying out recommendations 1 and 2

Purpose: To explore the similarities and differences between the fall, winter and spring readiness screeners.

Talking Points:

As a team, discuss how are the fall, winter and spring Delta Math readiness screeners intended to be used?

What?

Readiness ScreenersandReadiness StandardsReadiness ScreenersWatch the video. Then, discuss each question about readiness screening.

When will each readiness screener be available?Who should be screened in the fall, winter and spring?What is the purpose for each readiness screener?

Reflect/DiscussWhen will each readiness screener be available?Who should be screened in the fall, winter and spring?What is the purpose for each readiness screener?Purpose: To explore the similarities and differences between the fall, winter and spring readiness screeners.

Talking Points:

As a team, discuss how are the fall, winter and spring Delta Math readiness screeners intended to be used?Readiness StandardsWatch the video. Then, discuss each question about the readiness standards.

How many questions are used to measure each readiness standard?What is the benchmark for each readiness standard?Read the Delta math readiness standards for your grade level and the next.Reflect/Discuss

How many questions are used to measure each readiness standard?What is the benchmark for each readiness standard?Read the Delta math readiness standards for your grade level and the next.Talking Points: Each grade level has its own set of readiness standards based on high priority, end-of-year benchmarks from the previous grade levels Common Core content standards.

Focus on the required fluencies.They focus deeply on the major work* of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom. (Key Instructional Shifts of the Common Core State Standards for Mathematics, achievethecore.org)

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How to?

Screen Students

Screening StudentsWatch the video. Then, read and discuss page 5 in the readiness screening packet.Read/DiscussReadiness Screening Packet (Page 5)Script NotesMaterials Checklist

Open your grade level readiness screener at www.deltamath.orgPassword: ____________Read the script notes and turn to the examples provided in the notes?Familiarize yourself with your list of materials to screen students.Open www.deltamath.orgOpen your grade levelClick to

Create a table of similarities and differences:Which components are in all grade level packets?Which are only in some? (Timed facts script, timed facts master, work paper, independent

How To

Use Delta Math Data

Using Delta Math DataWatch each video segment. Then, discuss each question focused on data.

What data is displayed?How is the data recommended to be used?

Note: Generating each report will be the focus on a later training segment.

How to

Plan for Explicit and SystematicTier 2 Intervention that includes Monitoring Student Progress

Explicit InstructionThe National Mathematics Advisory Panel defines explicit instruction as follows (2008, p. 23):Teachers provide clear models for solving a problem type using an array of examples.Students receive extensive practice in use of newly learned strategies and skills.Students are provided with opportunities to think aloud (i.e., talk through the decisions they make and the steps they take).Students are provided with extensive feedback.IES Practice Guide, Assisting Struggling Students with Mathematics, p. 21

Explicit Lesson Design(Archer and Hughes)Instructional ComponentsPreviewWhy? When? Where?ReviewModeling (I do it)Guided Practice (We do it)Unprompted Practice (You do it) Clear, Consistent, ConciseInvolve StudentsMonitor PerformanceProvide Feedback http://miblsi.cenmi.org/LinkClick.aspx?fileticket=8SQEFkjDTPo%3d&tabid=1408

Systematic InstructionInstruction should gradually build proficiency by introducing concepts in a logical order.

For exampleprovide interventions on place value before providing interventions on adding and subtracting two digit numbers with regrouping.

IES Practice Guide, Assisting Struggling Students with Mathematics, p. 22 Systematic InstructionDelta Math grade level readiness standards are sequenced based on the analysis of multiple sources.

Intervention Cycle MastersOpen your Intervention Cycle Masters for your grade level at www.deltamath.org Password: ___________Each readiness standard is supported by: 3 Guided Reviews 4 Quick Checks 1 Growth Chart

Guided ReviewUse to introduce the learning target and begin an tier 2 intervention cycleIncludes each actual screener problemUse a think-aloud strategy to review each problemFocus on the most relevant details: content, vocabulary and/or format

Purpose: Each Guided Review is used to provide a learning target and review actual screener problems that were used to identify students as struggling.

Talking Points:Your first step is to use a guided review to introduce the specific learning target.

Next, the teacher can use a think aloud strategy to explore each problem from the screener.

Depending on the problem, the interventionist can focus on the most relevant details of content, vocabulary and/or format of each question.

Many students may meet the learning target as a result of the Guided Review.26

Quick Checks Forms A DUse to measure each students progress towards the learning targetStudents self-correct for instant feedbackSimilar to screener content, vocabulary, format and work time

Purpose: To illustrate Quick Check A as a formative assessment tool to be used for measuring each students progress towards a learning target.

Talking points:

Quick Check A is a formative assessment tool. It provides data to guide the interventionist for making instructional decisions. The quick checks are similar to the screeners in the content, vocabulary format and time allotments but they are different as they have 4 to 6 questions per learning target in the quick check that are designed to be more sensitive than the screener in order to measure short term progress.27

Growth ChartStudents use to chart their own progress and set learning goals.Students record the type of intervention they received with the date and Quick Check score in the table.Then, they visually chart their own progress to provide intrinsic motivation.

9/23/132Lesson 9, Activity 19/24/133Lesson 9, Activity 29/25/135Game: What Number Am I?9/26/135Game: What Number Am I?9/27/136Purpose: To Illustrate the Growth Chart and provide an overview of its purpose in charting progress to develop intrinsic motivation.

Talking Points:Growth charts are a great way to motivate students AND see their learning progress. Plotting growth data is a strategy supported by Recommendation 8 from the IES Practice Guide, to include motivational strategies in their 2 and tier 3 interventions.

Students can correct their own Quick Check and record their progress in their Growth Chart. The table below provides the opportunity for students to connect actions to results. The graph above provides the opportunity to chart individual progress and provide intrinsic motivation for many students.

Each student can record the type of intervention, date and score in the table below and then plot their score in the graph above.

28Tier 2 Intervention Cycle

8 Sessions30 Minutes per SessionPaper-based resources provided for session 18 sessions longEach session provides Quick Check data to determine the appropriate level of support for each student.Once a student meets the learning goal once, he/she is ready for independent practice.After they meet the learning goal 2 more times, the student is ready to be exited from the targeted intervention group. Session 1

The next 5 slides will describe each action step in session 1Resources for session 1 are provided to review, reflect, assess and chart progress.Each session provides Quick Check data to determine if students need explicit instruction or independent practice.

ReviewExplore the Guided Review for readiness standard 1 with the targeted tier 2 intervention group.Introduce the learning target and why it is important for future learning.Use a think-aloud strategy to review each problem.Invite students to share.

Ask students to reflect on their learning today.Reflection can be either verbal or written and may include the following question prompts:Reflect

Students individually complete Quick Check Form A for readiness standard 1 during the recommended time allowed.Guide students to self-correct their Quick Check Form A and write their score at the top of the page.Note: If time is limited, Quick Checks can be corrected by an adult.Assess

Hand out the Growth Chart for readiness standard 1.Guide students to record their progress in their Growth Chart:The type of intervention support provided.Their score in the table and chart.Collect student papers.

9/25/122Chart ProgressSetting goals and charting progress on a graph promotesintrinsic motivation.

Create Sub-GroupsSort the students Growth Charts based on Quick Check data:Students who score below the learning goal are recommended to receive explicit instructionStudents who score at or above the learning goal are recommended to receive targeted practice

9/25/122Read/Discuss

Resources for session 1 are provided to review, reflect, assess and chart progress.Each session provides Quick Check data to determine if students need explicit instruction or independent practice.

Sessions 2 through 8

Begin with all studentsEnd with all studentsSeparate into 2 GroupsTeach (I do, We do)Practice (You do)Exit students who meet the learning goal 3 times.Resources for sessions 2 through 8 can be located within your districts current instructional resources from the prior grade level.A lesson plan is provided to help begin the sessions as one group, break off into two groups for explicit instruction or targeted practice based on their prior Quick Check score and then come back together as one group to reflect, assess and chart their progress.

Read/Discuss

Resources for sessions 2 through 8 can be located within your districts current instructional resources from the prior grade level.A lesson plan is provided to help begin the sessions as one group, break off into two groups for explicit instruction or targeted practice based on their prior Quick Check score and then come back together as one group to reflect, assess and chart their progress.Organizing Resources Create one set of targeted tier 2 intervention resources and keep them in a central location.3 folders per readiness standardIntervention Cycle Masters (Folder 1)Lessons (Folder 2)Practice (Folder 3)Intervention cycle masters are available at www.deltamath.org.Lesson and practice resources can be located within the previous grade levels district adopted curriculum.

Online Account PreparationTraining Mode SimulationSign-in using your username and passwordEnter the Training ModeWatch the videoFollow the directions on page 3 from the readiness screening packetYou will simulate the online preparation forErin Smith to screen Training Course 2 using the TM Winter Grade 1 readiness screenerExplore Online ReportsTraining Mode SimulationWatch the demonstrationReset your Training ModeExplore the Reports and Dashboard tab

Other Support Videos

Implementation Team Planning Current Models of Support

School wide to classroom modelsTime of day, frequency and durationMultiple small groups to whole classroomsWho provides the intervention?Implementation ChecklistBegin planning for:AwarenessPreparationInitial ImplementationSustaining

45Learning from ExperienceBuild capacity without overwhelming your staff.Develop experts, provide opportunities to share and stay focused on the missionAnd rememberA student can hit any target they can seeand that holds still!

(Rick Stiggins, formative assessment expert)Thank You!The Delta Math RtI Program was developed by the Ottawa Area Intermediate School District (OAISD).

(The opinions expressed herein do not necessarily reflect the position or policy of the Michigan Department of Education, the Michigan State Board of Education, or the U.S. Department of Education, and no endorsement is inferred.)

This document was produced and distributed through Michigan's Integrated Mathematics Initiative (MI) 2, a Mandated Activities Project (MAP), funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education, Office of Special Education. The facilitator manual was produced by EDC, Inc. in Waltham, MA.