Mathematics
Response to
Intervention (RtI)
Guidelines
for Benchmarking, Grouping, Instruction,
& Progress Monitoring
Peoria Public School District 150
Curriculum & Instruction Department
Easy CBM Benchmark and Progress Monitoring
All students with Individualized Education Plans in grades 5-12 will be administered
Easy CBM for Reading and/or Math.
Math: Students in grades 3-8, use the flow map below:
Reading: Students in grades 5-8, use the flow map below:
All students in the above
mentioned
grades will take the
NWEA MAP Fall
Benchmark in Reading
and Math.
Review NWEA MAP
data. If students
percentile rank
is 0%-60%, administer the
Easy CBM Benchmark for
Reading and/or Math
3 times a year at grade level.
Use district guidelines to
begin Progress
Monitoring
at instructional level.
Review Easy CBM data.
Use Easy CBM data to
establish flexible groups for
Reading and/or Math.
Grade levels of progress
monitoring should
be adjusted based
on performance of student
after 3 data points.
Mathematics RTI
Step 1: Place students on the chart based on NWEA MAP data.
Teacher and Grade
Less than 25th Percentile
25th to 40th Percentile
41st to 49th Percentile
50th to 60th Percentile
61st to 80th Percentile
Greater than 80th Percentile
Students
Step 2: Follow these “next steps”
Grade
Next Steps After NWEA MAP Testing
K
Screen All Kindergarten Students using the MAP for Primary Screener of Early Numeracy
1
Screen All First and Second Grade Students who earn less than the 61st percentile on the Fall and/or
Winter MAP for Primary
2
*Students above the 60th percentile can be screened at the teacher’s discretion.
3rd Grade Students who earn less than the 25th percentile can be screened using the MAP for Primary
Screener to detail weaknesses with early numeracy skills.
3
Administer Easy CBM Common Core State Standards Math Fall and/or Winter Benchmark test to any
Student who earns less than the 61st percentile on the Fall and/or Winter NWEA MAP
*Students above the 60th percentile can be administered the Easy CBM benchmark test at the teacher’s
discretion.
4
5
6
7
Administer Easy CBM Common Core State Standards Math Fall and/or Winter Benchmark test to any
Student who earns less than the 61st percentile on the Fall and/or Winter NWEA MAP
*Students above the 60th percentile can be administered the Easy CBM benchmark test at the teacher’s
discretion.
8
Page 1 of 10
Step 3: Using the RTI Guide for Math, and your professional judgment,
place students into intervention/enrichment groups based on
the data gathered in steps 1 and 2.
Intensive
Interventions
Strategic to
Intensive
Interventions
Strategic
Support of
Weak Areas
Strategic
Support of
Weak Areas
On Target
Support and
Enrichment
Enrichment
Intensive
Interventions
Strategic to
Intensive
Interventions
Strategic
Support of
Weak Areas
Strategic
Support of
Weak Areas
On Target
Support and
Enrichment
Enrichment
Page 2 of 10
Easy CBM Math Benchmarking and Progress
Monitoring Guidelines
Benchmarking and Progress Monitoring for Grades 3 through 8 (MATH) should follow these
guidelines:




Once NWEA RIT scores have been obtained, determine those students who are in need of
further data points: Students who have earned an NWEA RIT score of 60th percentile or
below.
Administer the Easy CBM Benchmark at the student’s grade level for the 2014-2015 school
year.
Using the Easy CBM Benchmark Test data, determine the risk and proceed accordingly:
After benchmarking, assign progress monitors for the students using the following criteria:
1. If a student is some risk or high risk, provide instruction (differentiation and/or intervention)
and progress monitor accordingly.
2. If student is low risk, provide differentiation and instruction based on the NWEA RIT score.
These students will need some strategic interventions. Provide additional strategic support
using skills from the prerequisite section of the curriculum guide for each unit or use the
DesCarte Continuum of Learning to find specific skills that the student needs support with in
order to be successful in core.
3. Students may be benchmarked and progress monitored using Easy CBM at the discretion
of the classroom teacher.
All regular division students will use the Common Core State Standards Math Benchmark
Test.
Between benchmark testing windows, teachers select the most appropriate math measure (a single
focal point standard or CCSS math) to use for monitoring progress. The most appropriate measure
depends on the instruction being provided to the student, as well as the skill level of the student.

For students receiving instruction targeting a particular math domain (Operations and
Algebraic Thinking, Number and Operations, Ratios), the most appropriate measure might be
the general math measure corresponding to that domain.

Students who require progress monitoring in multiple areas should be assessed with the
CCSS math measures.
Math items that require reading come with a ‘read aloud’ option. Students can click on a speaker icon
and have the math item read aloud to them. The read aloud option cannot be turned off. This is
because research on Universal Design for Assessment suggests that having text read aloud to
students helps remove barriers that may otherwise preclude them from accessing the test and
demonstrating their mathematics competencies. In other words, without the read aloud option, there
is a higher possibility that students’ math scores would be unrepresentative of their true math ability.
For this reason, it is important that students have headphones available in the computer lab when
testing so they can use the read aloud option, if needed.
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Easy CBM Math Benchmarking and Progress Monitoring
Guidelines Continued…
Math measures are included at all grade levels (Kindergarten through Grade 8), with the content
varying by grade level, in keeping with content standards (either NCTM Focal Point Standards or
CCSS math standards). The Number and Operations measure is included at all grade levels and
addresses basic operations (addition, subtraction, multiplication, and division) appropriate for each
grade level. The test is untimed and can be administered via paper/pencil or online. The Progress
Monitoring tests typically take between 8 to 15 minutes.
There are 10 progress monitors per grade for the CCSS Math.
In addition to the CCSS Math measures, teachers may also use the Number and Operations
measures and the Algebra measures (K-5) and the Number and Operations, Algebra, and
Ratios measures for (6-8) to focus on specific areas of weakness. There are 10 progress
monitors per grade.
*Measures can be previewed by the teacher prior to selection. Once a measure is selected,
stay with it until the student is achieving at grade level.
PLEASE USE THIS GUIDE TO DETERMINE WHEN TO CHANGE A GRADE LEVEL FOR THE
PROGRESS MONITOR.

Grade levels of progress monitoring may be adjusted based on performance of child after 3 data
points.

If a child is not making growth based on progress monitoring (The student is achieving at less than
50% on three consecutive progress monitors):
o Compare with other data points (curriculum check points, classroom grades, attendance, behavior,
etc.)
o Look at core instruction for necessary adjustments
o Move progress monitoring to a grade level below

If a child is making positive growth on progress monitoring (The student is achieving at 80% or more
on three consecutive progress monitors):
o Compare with other data points (curriculum check points, classroom grades, etc.)
o Move progress monitoring to a grade level above
If student is between 50% and 80%, remain at current level.
*As always, other factors can play a part in this determination
Teachers should also use their own assessments throughout the intervention process in
order to check specific skills/concepts.
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Math Differentiation/Intervention Time
Tier 2: Strategic Interventions
Academic and behavioral strategies, methodologies and practices designed for students not making
expected progress with the core curriculum. These students are at risk for academic failure without
appropriate interventions. This work supports the core-grade level content.
Tier 3: Intensive Interventions
Academic and behavioral strategies, methodologies and practices designed for students significantly
lagging behind established grade-level benchmarks in the standards aligned system. Tier 3 is in
addition to core and Tier 2 interventions.
In grades K through five, math differentiation/intervention time should focus intensely on in-depth
work with whole numbers and operations, while grades four through eight should address rational
numbers as well as topics involving whole number procedural fluency when necessary.
Interventions on solving word problems should include explicit instruction on the problem solving
strategies, the problem solving steps, and the structure of various problem types. Bar Models/tape
diagrams and number lines are excellent visual models that should be introduced to students at all
levels of understanding as these models can be used to solve problems involving whole numbers and
fractions (including decimal and percent representations). Arrays are another very powerful visual
model for working with multiplication and division. Developing computational fluency should be
addressed in the context of problem solving with a focus on different representations.
Teachers at all grade levels (K-8) should spend about ten minutes of each intervention session on
building fluency of basic arithmetic facts and CCSSM fluencies. This means learning efficient mental
strategies that they did not master in prior grades (counting on, making ten, properties, decomposing,
array thinking, and working with doubles). This does not include flash cards or time tests as this does
not develop understanding of the operations involved. Given additional opportunities to make sense
of the operations, students will then build fluent retrieval of basic facts.
Intervention instruction should be explicit and systematic, incorporating problem solving strategies,
mathematical discourse, guided practice, timely feedback, and frequent review. Students who are
struggling in math need to see the problem solving strategies in action. Teachers should model and
think aloud so that students understand the process. During guided practice, the teacher provides
support to enable students to successfully solve problems, gradually withdrawing support as students
master the strategies and steps for solving problems. Motivation is the key for students struggling
with math, so it is important to praise perseverance and engagement.
Progress monitoring for students in Tier 2 or Tier 3 should take place at least once every three
weeks. K-2 (and some 3) will use the NWEA MAP for Primary Screener and the Skills Checklist
Tests, The Flip Books associated with LFIN can also be used between the Skills Checklist to assess
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Math Differentiation/Intervention Time Continued…
very specific early numeracy skills. Easy CMBs are available for all 3-8 students to be used as a
progress monitoring tool.
Resources: There is a Math Interventions Folder for each grade level of Pinpoint from Kindergarten
through Algebra 1. There, teachers will find the Moving the Learner Forward materials as well as
many other intervention units. Depending on the grade level, teachers may need to look down to
another grade level to find the intervention units that suit their need-especially 3rd through 8th grade.
Materials include Tier II Supplemental Mathematics Intervention Materials from
The Meadows Center: University of Texas at Austin.
Kindergarten: The following mathematical concepts and skills are taught in the kindergarten Tier 2
lessons:
Number Sense
Number Building
First Grade: The following mathematical concepts and skills are taught in the first grade Tier 2
lessons:
Addition/Subtraction Combinations
Word Problem Solving
Number Sequences
Relationships of Ten
Magnitude Comparisons
Second Grade: The following mathematical concepts and skills are taught in the second grade Tier 2
lessons:
Addition/Subtraction Combinations
Word Problem Solving
Number Sequences
Place Value
Magnitude Comparisons
Second Grade: The Tier 3 booster lessons teach the following concepts and skills:
Addition/Subtraction Combinations
Place Value
Magnitude Comparison
Number Sequences
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Math Differentiation/Intervention Time Continued…
Tier 2 Units for 3rd and 4th Grade include:
Place Value
Addition and Subtraction of Whole Numbers
Multiplication and Division Relationships
Fraction Models
Multiplication and Division Fact Strategies
Multiplication and Division of Whole Numbers
Building, Comparing, and Ordering Fractions
Fraction and Decimal Relationships
Problem Solving and the Common Core
Addition/Subtraction Situations (CCSSM)
Multiplication/Division Situations (CCSSM)
**Teachers should be developing problems that require students to work in all of these situations
during CORE. During intervention time, work should be done helping students see the structure of
these situations as well as modeling solutions with tape diagrams/bar model or other visual models.
We need to move away from teaching key words as a strategy for solving problems. Instead students
must work to understand the situations and model them with visual and numeric representationsmaking the connection to the computation method used.
There is an RTI Intervention Unit for Problem Solving for grades 1 – 5 that is written using the I
Do…We Do…You Do model, which is very appropriate for differentiation time.
5th through 8th Grade Intervention Materials
Inside Math (Jeff Frykholm, PhD)
• Develops foundational concepts necessary for middle school success
• Focuses on the number strand
• Addresses whole numbers, fractions, decimals, and percent
Inside Math is a supplemental program designed to strengthen students’ understanding of
fundamental middle school math concepts. This program develops powerful mathematical models,
such as number lines and ratio tables, to teach foundational concepts necessary for success in
Algebra 1.
Focusing only on the number strand, the program develops the concepts and computational skills for
both whole numbers and rational numbers, including fractions, decimals, and percents. The lessons
are designed to be flexible, allowing for various forms of implementation. Each extended lesson
begins with a brief discussion and teacher modeling, followed by opportunities for students to work
problems, share their approaches, and discuss the problems as a class.
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Math Differentiation/Intervention Time Continued…
This program is designed to fill gaps in the learner’s knowledge in order to build a strong foundation
for success with future math experiences. The focus is on underlying mathematical concepts. Multiple
representation and manipulatives are used to ensure student understanding. The program is modular
in design, allowing the teacher to pick and choose which modules need to be completed by which
students on an independent basis. The Teacher’s Edition also includes teacher notes for each lesson
to help guide the seasoned professional or the new teacher with classroom discussion. Bloom’s
Taxonomy is applied as activities require students go from basic to true conceptual understanding.
Assessments are included in the student edition of the module. Each book has at least two
assessments in addition to the end of module assessment. Teacher’s assessment guide has specific
rubrics for each assessment item.
In addition to the Inside Math materials, the following Units are available:
Rational Numbers
Ratios and Proportions
Expressions
Proportionality
Equivalent Fractions
Integers
Equations and Inequalities
Linear Models
Linear Non-Linear Relationships
Powers
Slope and Linear Functions
Teachers at all grade levels can use the resource in Pinpoint for interventions. The Engage NY
problem sets and assessments from a lower grade are available to help students develop a deeper
understanding of concepts and skills through a guided practice model during the intervention period.
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