Title I Directors' Conference - March 10, 2009
Title I Directors’ Conference
March 10, 2009
Morgantown, WV
Title I Directors' Conference - March 10, 2009
John Ford, WVDE Coordinator
Title I Mathematics
Lynn Baker, WVDE Coordinator
Math Science Partnership
Title I Directors' Conference - March 10, 2009
Students
Describe a student
who presents a
challenge to you
as a teacher.
Essential Components of RTI
 High-quality, scientifically based classroom
instruction.
 On-going student assessment
 Tiered Instruction
 Parent Involvement
Title I Directors' Conference - March 10, 2009
RTI and Public Law 108 – 446
(Individuals with Disabilities Education Improvement Act)
Section 614 (b)
(6) SPECIFIC LEARNING DISABILITIES
(A) IN GENERAL . . . a local educational agency shall not
be required to take into consideration whether a child has a
severe discrepancy between achievement and intellectual
ability in … mathematical calculation, or mathematical
reasoning.
(B) ADDITIONAL AUTHORITY. – In determining whether
a child has a specific learning disability, a local educational
agency may use a process that determines if the child
responds to scientific, research-based intervention as a part
of the evaluation procedures described in paragraphs (2)
and (3).
Title I Directors' Conference - March 10, 2009
IF RTI COMES FROM IDEA (2004), IS RTI A
SPECIAL EDUCAITON PROGRAM?
Absolutely Not!
The National Association of State Directors of Special
Education (NASDSE) addresses this issue by exposing
what it calls “myths” about RTI.
Title I Directors' Conference - March 10, 2009
MYTH – The outcome and intent of RTI is
identification of special education students.
There are two overarching goals of RTI:
 To deliver research-based interventions
 To use students’ responses to those interventions to
determine instructional needs and intensity.
From: “Myths About Response to Intervention (RTI) Implementation” by Bill East,
Executive Director of NASDSE.
Title I Directors' Conference - March 10, 2009
MYTH – RTI is only a prereferral
service
 RTI is a comprehensive service delivery system
requiring significant changes in how a school serves all
students.
 The desired result of RTI is the integration of
general education and special education services
around the goal of enhanced outcomes for all students.
From: “Myths About Response to Intervention (RTI) Implementation” by Bill East,
Executive Director of NASDSE.
Title I Directors' Conference - March 10, 2009
MYTH -
Move slowly; the status quo is
not that bad. Some tweaking is needed, but RTI
can support the “traditional but tweaked” model.
RTI is a dramatic redesign of general and special
education; both need to change and the entire system
needs reform if schools are going to make AYP targets
and meet the needs of all students. Tweaking will not
be sufficient.
From: “Myths About Response to Intervention (RTI) Implementation” by Bill East,
Executive Director of NASDSE.
Title I Directors' Conference - March 10, 2009
MYTH – The research base for RTI
is limited to beginning reading.
Although there is less research in math and in
secondary schools, it is not correct to indicate that
there is no research.
From: “Myths About Response to Intervention (RTI) Implementation” by Bill East,
Executive Director of NASDSE.
Title I Directors' Conference - March 10, 2009
Why worry about math?
 64% of US 4th graders are not proficient on
National Assessment of Educational Progress
(NAEP) measures. They lack facility in
understanding whole numbers, fractions, and
decimals.
 70% of US 8th graders are not proficient on the
NAEP measures of mathematics. They do not
understand fractions, percents, decimals, and
other basic arithmetic concepts needed to solve
practical problems.
Title I Directors' Conference - March 10, 2009
WESTEST 2008 Mathematics
Proficiency
All Students
3rd Grade
All Students
5th Grade
All Students
8th Grade
All Students
10th Grade
75.37%
80.79%
72.63%
67.98%
Special
Education
3rd Grade
Special
Education
5th Grade
Special
Education
8th Grade
Special
Education
10th Grade
55.82%
51.13%
31.36%
22.29%
Low SES
3rd Grade
Low SES
5th Grade
Low SES
8th Grade
Low SES
10th Grade
68.29%
74.59%
63.08%
57.02%
Title I Directors' Conference - March 10, 2009
Key research findings indicate…
 Most students fail to meet minimal mathematics
proficiency standards by the end of high school
(U.S. Department of Education, 2003).
 Existing instructional tools and textbooks often do
a poor job of adhering to important instructional
principles for learning mathematics (National
Mathematics Advisory Panel, 2008).
 Early mathematics intervention can repair deficits
and prevent future deficits (Fuchs, Fuchs, & Karns,
2001; Sophian, 2004).
Title I Directors' Conference - March 10, 2009
Key Research Findings Indicate…
 Providing specific information on student
performance to both teachers and students
enhances mathematics achievement
 Using peers as tutors or guides improves low
achievers’ computational skills and may improve
problem-solving skills
 Providing specific feedback to parents on their
students’ mathematics achievement is important
 Principles of direct or explicit instruction are useful
in teaching mathematical concepts and procedures
(Baker, Gersten & Lee, 2002)
Title I Directors' Conference - March 10, 2009
Key Research Findings Indicate…
Results of a study comparing the effect of small group,
explicit instruction on math problem solving for groups
of third grade students identified as being NDR (no
disability risk), MDR (math disability risk), RDR
(reading disability risk) and MDR/RDR (math and
reading disability risk), suggest MDR and RDR students
derived benefits similar to their NDR peers.
(Fuchs, L.S., Fuchs, D., and Prentice, K.,2005)
Title I Directors' Conference - March 10, 2009
WV RTI Framework Components
1.
2.
3.
4.
5.
6.
Three Tier
Instructional Model
Universal Screening
Progress Monitoring
Teaming &
Collaboration
Data-based Decision
Making
Professional
Development
Title I Directors' Conference - March 10, 2009
Lessons Learned from the RTI
Reading Initiative
 Interventions demand
integrity
 Consistent monitoring is
critical
 Professional development
facilitates the change
 Hold fast to RTI guidelines
 Collaboration is essential
Title I Directors' Conference - March 10, 2009
Intensive
Strategic
Universal
Title I Directors' Conference - March 10, 2009
RTI
Continuum
of Support
for All
Questions to Think About
What does it mean to be
fluent in a language?
What does it mean to
be a fluent reader?
What does it mean to be
fluent in mathematics?
Title I Directors' Conference - March 10, 2009
NCTM-Intervention Lenses
Title I Directors' Conference - March 10, 2009
NCTM-Intervention Lenses
 Learning Significant Mathematics
 Knowing the Mathematics
 Assessment and Data Gathering
 Quality Planning and Delivery
 Alignment
Title I Directors' Conference - March 10, 2009
Tier 1: Core Instruction
Definition
Core instruction based on West Virginia CSOs
Focus
All students
Program
Standards-based mathematics instruction and
curriculum
Key Features of
Instruction
Active engagement; research-based mathematics
practices; differentiated instruction
Interventionist
General education teacher
Setting
General education classroom
Grouping
Whole group and small group for differentiation
Time
Policy 2510 requirements
Assessment
Universal screening (fall, winter & spring)
Title I Directors' Conference - March 10, 2009
The strength and quality of
Tier 1 instruction
determines the number of
students who need Tier 2
intervention…
Title I Directors' Conference - March 10, 2009
Tier 2: Targeted Intervention
Definition
Programs and procedures to support Tier 1 and target
specific skills
Focus
Students identified with marked difficulties and
insufficient response to Tier 1
Program
Research-based interventions
Key Features of
Instruction
Additional practice opportunities; explicit, scaffolded
instruction; error correction; identification of
misconceptions; peer interaction and collaboration
Interventionist
Personnel designated by school
Setting
Learning space designated by school
Grouping
Small groups with sufficient numbers of students to
facilitate group interactions
Time
20-30 minute sessions, 3 times/week
Assessment
Progress monitoring twice monthly on target skills
Title I Directors' Conference - March 10, 2009
Key Features of Tier 2 Intervention
Additional
practice
opportunities
Explicit,
scaffolded
instruction
Identification
of
misconceptions
Error correction
Peer interaction
and
collaboration
Title I Directors' Conference - March 10, 2009
Six Instructional Principles for Tier 2
Intervention in Mathematics
 Instructional explicitness
 Instructional design that eases the learning
challenge
 A strong conceptual basis for procedures that
are taught
 Sufficient, engaging, and meaningful practice
 Cumulative review
 Motivators to help students regulate their
attention and behavior
(Fuchs, 2008)
Title I Directors' Conference - March 10, 2009
Tier 3: Intensive Intervention
Definition
Customized instruction beyond Tiers 1 and 2
Focus
Students with significant difficulties who have
not responded to Tier 1 and Tier 2
Program
Replacement program that provides intense
intervention
Key Features of Instruction
More explicit and intense than Tier 2
Interventionist
Personnel designated by school
Setting
Learning space designated by school
Grouping
Small groups with sufficient numbers of
students to facilitate group interactions
Time
Sufficient to provide replacement program
instruction
Assessment
Progress monitoring weekly on target skills to
assess response to intervention
Title I Directors' Conference - March 10, 2009
References
Baker, S., Gersten, R., & Lee, D. (2002). A synthesis of empirical
research on teaching mathematics to low achieving students.
The Elementary School Journal, 103, 51-73.
Fuchs, L.S., Compton,D. L., Fuchs, D., Paulsen, K., Bryant, J. &
Hamlett, C. L. (2005). Responsiveness to intervention:
Preventing and identifying mathematics disability. Teaching
Exceptional Children, Mar/Apr, 60-63.
Fuchs, L.S., Fuchs, D., & Prentice, K. (2005). Responsiveness to
mathematical problem-solving instruction: Comparing students
at risk of mathematics disability with and without risk of reading
disability. Journal of Learning Disabilities 37(4), 293-306.
VanDerHeyden, A. (2008). Using RTI to improve learning in
mathematics. Retrieved August 16, 2008 from
http://www.rtinetwork.org/index2.php?option=com_content&ta
sk=view&id=325&pop
Title I Directors' Conference - March 10, 2009
Title I Directors' Conference - March 10, 2009
WV Policy 2419: Regulations for the Education
of Students with Exceptionalities
Response to Intervention Model replaces the IQachievement discrepancy model.
Effective Dates:
July 1, 200910 – Elementary School
July 1, 201011 – Middle School
July 1, 201112 – High School
(Changes to be presented to WVBE)
Title I Directors' Conference - March 10, 2009
Policy 2510 Requirements
Chart II: Primary Elementary (K-2)
In k-2 classrooms, the given content areas are taught
daily. It is required, in accordance with scientifically
based reading research, that, at a minimum, a dailyuninterrupted 90 minute reading/English language arts
block be scheduled during which students are actively
engaged in learning through whole group, small group
and reading center activities. A minimum of 60
minutes of daily mathematics instruction is
required.
Title I Directors' Conference - March 10, 2009
Policy 2510 Requirements
Chart III: Intermediate Elementary (3-4)
Intermediate elementary students will be taught the given
content areas. It is required, in accordance with
scientifically based reading research, that, at a minimum,
90 minutes of reading and English language arts
instruction be provided through whole group, small group
and reading center activities as a block or throughout the
school day. A minimum of 60 minutes of daily
mathematics instruction is required. Sufficient
emphasis must be placed on the following content areas to
ensure that students master content knowledge and skills
as specified in the 21st century content standards and
objectives for each subject.
Title I Directors' Conference - March 10, 2009
Policy 2510 Requirements
Chart IV: Middle Level Education (Grades 5-8)
These required core courses shall be taught daily by a team
of qualified teachers. An intervention component will
ensure mastery of the rigorous content standards and
objectives at each grade level. The core courses (Reading
and English/Language Arts, Mathematics/Algebra I,
Science and Social Studies) will be offered within a block of
time no less than 180 minutes. The principal and a team
of teachers will determine time allocations that
provide adequate time to achieve mastery of the West
Virginia content standards and objectives for each of
the required courses and effectively address the academic
needs of students who are below mastery in the basic skills
of reading, writing and mathematics.
Title I Directors' Conference - March 10, 2009
Title I Directors' Conference - March 10, 2009
Title I Directors' Conference - March 10, 2009
Tier 1 Universal Instruction
Quality Lesson Design
 WV CSOs/Assessment
 Launch
 Explore
 Summarize




Research-based Strategies
Vocabulary Instruction
Formative Assessment
Differentiation Strategies
Title I Directors' Conference - March 10, 2009
Tier 2 Targeted Instruction
 WV CSOs/Assessment
 Introduction/Concept Development
 Practice/Application
 Reflections
 Identification of misconceptions
 Explicit, scaffolded instruction
 Error correction
 Meaningful practice
 Peer interaction and collaboration
Title I Directors' Conference - March 10, 2009
School-level Planning
Title I Directors' Conference - March 10, 2009
Initiate Discussion about Mathematics
Instruction in Your School
 Based on your achievement data for mathematics,
what are your goals for mathematics instruction?
 Do all students in your school have the opportunity
to learn significant mathematics?
 How does your current mathematics instruction
align with the description of quality Tier 1
instruction provided in this webinar?
 Within your school, which teachers provide
leadership in mathematics?
Title I Directors' Conference - March 10, 2009
Initiate Discussion about Mathematics
Instruction at Your School (continued)
 What resources are available?
 Personnel
 Instructional
materials
 Time
 Assessments
 Professional
development
 Funding
Title I Directors' Conference - March 10, 2009
Title I Directors' Conference - March 10, 2009
Teach21 – RTI Site
Title I Directors' Conference - March 10, 2009
Informal Math Assessment
Title I Directors' Conference - March 10, 2009
Quantiles
Title I Directors' Conference - March 10, 2009
Contact Information
John Ford, Coordinator
Title I, Mathematics
jford@access.k12.wv.us
Lynn Baker, Coordinator
Office of Instruction
lhbaker@access.k12.wv.us
Title I Directors' Conference - March 10, 2009
“Adopting an RTI model is about adopting
best professional practice, insisting that we
do what is best and necessary for all
students in our schools, and , finally, rising
to the challenge of doing that which is
socially just. That is why we must adopt an
RTI model and implement it with integrity
in every school throughout the nation.”
– David P. Prasse,
Loyola University, Chicago
Title I Directors' Conference - March 10, 2009