Planning Tier II Math Interventions

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Planning Tier II Math Interventions

• Barbara Scierka, Ph.D.
• St. Croix River Education District
• bscierka_at_scred.k12.mn.us
• http//www.scred.k12.mn.us

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Topics for Today

• Making the Case for Doing Tier II Interventions -
  Let the Data Speak
• How Can We Find the Time and Personnel
• What Do We Do With This Time
• How Do We Know It Is Working

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SCRED Response to Intervention Model Academics
Positive Behavior Support
Tier 3 Intensive 5
Tier 2 Strategic / Supplemental 15
Assessment
Instruction
Tier 1 Universal / Core 80
Problem-Solving Organization
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Problem Solving Teams w/SPED
Problem Solving Teams
Grade Level Team Meetings
INTENSITY OF PROBLEM
RESOURCES NEEDED
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Making the Case for Tier II Interventions

• Let the Data Do the Talking

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Summary of Effectiveness

• Jerry Silbert, Ph.D. - University of Oregon
• Evaluates effectiveness of instruction for Core
  (Tier 1), Supplemental (Tier 2) and Intensive
  (Tier 3)
• Compares student performance in Fall with Spring
• Must use a reliable, valid, growth assessment

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Fall
Spring
Grade 2 Example
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Fall
Spring
What does color coding mean?
Green 75 chance or better of passing the
MCA-II Yellow50 chance Redat best a 25 chance
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Fall
Spring
38 students
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Fall
Spring
38 students
22 students
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Fall
Spring
38 students
22 students
3 students
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Fall
Spring
38 students 60
22 students 35
3 students 5
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Fall
Spring
Goal 80 15 5
38 students 60
22 students 35
3 students 5
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Fall
Spring
35 of the 38 students continued to have a high
probability of passing the MCA-II
38 students
22 students
3 students
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Fall
Spring
35 of the 38 students continued to have a high
probability of passing the MCA-II
38 students
10 of the 22 students have a higher probability
of passing the MCA-II
22 students
3 students
1 of 3 students
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Fall
Spring
35 of the 38 students continued to have a high
probability of passing the MCA-II
38 students
92
10 of the 22 students have a higher probability
of passing the MCA-II
22 students
45
3 students
33
1 of 3 students
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Lots of Percentages
Percentage of Students in Tiers Likelihood of passing MCA-II Effectiveness of Instruction
Tier 1 80 75 or higher 95
Tier 2 15 50 50
Tier 3 5 25 at best No Goal (good examples around 30-33)
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Fall
Spring
35 of the 38 students continued to have a high
probability of passing the MCA-II
38 students
92
60
10 of the 22 students have a higher probability
of passing the MCA-II
35
22 students
45
5
3 students
33
1 of 3 students
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What Can Happen Over Time
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What Can Happen Over Time
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What Can Happen Over Time
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What Can Happen Over Time
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What Can Happen Over Time
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Effectiveness Goals for Tiers

• Tier 1 - Core Curriculum - 95
• Tier 2 - Supplemental Instruction - 50
• Tier 3 - Intensive Instruction

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How to We Find the Time and Personnel

• Build It into the Schedule

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Options for Tier 2 Schedules

• Assign personnel to work with each grade during
  Social Studies/Science/ Health/Unit Time

Time Grade Level Schedule Para/Title Teacher/ASP Teacher
800-850 4th Gr. has Social Studies 4th Gr Supplemental Rdg and Math 25 min. each
850-940 3rd Gr. has Social Studies 3rd Gr Supplemental Rdg and Math
940-1030 2nd Gr. has Unit time 2nd Gr. Supplemental Rdg and Math
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Scheduling Time for Supplemental Interventions
Kindergarten-pink 1st Grade-tan 2nd Grade-light
yellow 3rd Grade-green 4th Grade-blue 5th
Grade-purple Bright yellow-specialists Black
outline-lunch Red outline-playground

• Start with whats currently happening
• Prioritize what you want to work on
• Core
• Supplemental
• Intensive

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Options for Tier 2 Schedules

• During Social Studies/Science time, redistribute
  students across classrooms to free up teacher to
  deliver Tier 2 instruction

Teacher A Math
Teacher B Math
Teacher C Math
Teacher C Supplemental
Teacher A Social Studies
Teacher B Social Studies
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Options for Tier 2 Schedules

• Half hour during the day for enrichment - some
  students will get Tier 2 instruction
• Each teacher selects a topic/skill for their
  group
• Some would be enrichment, some supplemental

Teacher A Enrichment
Teacher B Enrichment
Teacher C Enrichment
Teacher D Enrichment
Teacher E Enrichment
Teacher F Supplemental - Concept of Fractions
Teacher G supplemental -Multiplication of
Multi-digits
Teacher H Supplemental -Subtraction w/Regrouping
Teacher I Supplemental -Addition with multi-digits
Intensive
Intensive
Intensive
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Options for Tier 2 Schedules

• After-school program
• Late start for some teachers?
• Catch-up At Lunch
• Service Bursts
• Back Table Time - Small group Supplemental work
  as remainder of students work independently
• St. Cloud example Swimming Along, Mellow Yellow,
  Stuck in the Mud groups

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Determining Tier 2 Interventions

• Decide on a Standard Treatment Protocol
• Could be a supplemental curriculum
• Could be using supplemental pieces of your core
  curriculum
• Standardize - For all students who are not
  performing adequately, they will get

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Ideal Math RtI System

• Core math curriculum that has independent
  research demonstrating its effectiveness
• Maximize effectiveness of core math (95 of
  students stay green)
• Grade Level Teams that are Professional Learning
  Communities
• School-wide Problem-Solving Teams
• Schedule and structure that allows time and
  personnel for Tier 2 and 3 interventions

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Grade Level Teams/PLCs

• Usual kinds of adjustments teachers make
• Adjust the kind and size of numbers within your
  lessons
• Short Cycle Assessments
• Lesson Study
• The focus is on maximizing the effectiveness of
  your core math curriculum and identifying who
  needs additional help, and designing standard
  treatment protocol for those students.

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Standard Treatment Protocol

• Grade Level Team design
• First Choice - use the supplemental components of
  your core curriculum
• If you use another program, be sure it is an easy
  transition with core curriculum.
• Time needs to be substantial to have effect -
  recommend three 20 minutes sessions per week.
• Balancing Act - need to give intervention time to
  work but dont want to waste time on ineffective
  intervention.

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Problem Solving Team

• Members Principal, school psychologist, several
  general ed teachers from variety of grades,
  special ed teacher, etc.
• Investigate students who are not learning under
  the standard treatment protocol.
• Intervention design is more specific to student
  and smaller groups.

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Problem Solving Team

• There isnt a mandatory number of interventions
  that should be tried.
• Rather its a team of professionals that have
  designed the best instruction that can be
  delivered to the student and if student is not
  learning still, team may consider special
  education.
• Special education offers Due Process and
  additional staff, but the problem remains of
  trying to design instruction that will help the
  student learn.

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Math Resource Room/Math Labs

• Secondary settings
• Students at-risk for not passing Math GRAD
• Extra math class
• Middle School - credit is not an issue
• High School - more problematic, elective credit
• 3 of 4 settings - daily, 1 setting - every other
  day

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Purpose of Math Resource Rm.

• Fill in the gaps
• Address areas of weakness
• Can assist with other math class work, but not
  primary purpose

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Staffing Math Resource Rooms

• Site 1 - Paraprofessional with teacher oversight
• Site 2 - Paraprofessional with teachers support
  during some periods
• Sites 3 4 - Teachers support students

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Instructional Materials

• Site 1 - Accelerated Math
• Site 2 - Passing the MN Basic Skills Test, Study
  Island, Odyssey
• Site 3 - Odyssey, other math course materials
• Site 4 - Odyssey

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Site 2 Data
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How Do We Know Its Working?

• Summary of Effectiveness Charts
• By Grade Level
• By Teacher
• By Intervention

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3rd Grade Example
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2nd Grade Example
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4th Grade Example
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Grade 5 Example Summary of Effectiveness Core
92 (36/39) Supplemental 48
(19/40) Intensive 35 (11/31)
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• Barb Scierka
• St. Croix River Education District
• bscierka_at_scred.k12.mn.us
• www.scred.k12.mn.us
• Staff Development
• Teacher Resources
• Math Resources
• One-Click Reports