assistance team training * math * iredell statesville schools august 18, 2010 presenters: robert...

Assistance Team Training* Math *

Iredell Statesville Schools

August 18, 2010

Presenters: Robert Locke and Steve Tedone, School Psychologists

Snakes and Heights and Math, OH MY!

Math is right up there with snakes, public speaking and heights.

Burns, M. (1996). Math: Facing an American Phobia. New York: Math Solutions Publications

Objectives Presenting the rationale for the process. Assessing the student’s current

performance and areas of skill deficit. The shaky foundations of math difficulties. Choosing interventions that meet legal

and educational standards. Progress monitoring and steps in the

process. Interpreting the data and evaluating for

next steps.

Heard this one before? DATA!!

“data that demonstrate that … the child was provided appropriate instruction…by qualified personnel … repeated assessment of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction…provided to the child’s parents.”

A Standard to Live By

“…measurable, observable and that it should assess the student’s status at the beginning, intermediately and at the end of the interventions.”

But, measure what?

Identify the Skill Deficit for Progress Monitoring Fast facts of a particular type. Problem solving proficiency for specific

problem types (i.e. two-step mixed operations, solving for area or volume, solving a single variable algebraic expression).

Word problems of a particular type. Use probes or class work to analyze the

specific errors being made.

Aids to Data Collection

Considerations Consistency of measurement. Measure comparison group, usually the

class. Use what you have when you have it. Comparison to group within context of

clientele.

Foundations of Math Failure Memory Language deficits Passive learners Attention/impulsivity Organizational skills Anxiety Processing problems/filtering

Hey! It’s Not Just Me! Rapid spiral of curriculum. Insufficiently supported explanations and

activities. Insufficient practice and feedback. Inflexible instructional practices.

Seemed like a good idea at the time!

Accommodations are not interventions. Interventions are instructional. Interventions follow from curriculum and

classroom based assessments

Identifying Intervention Options From DPI: “Research-based interventions are

strategies, teaching methodologies and supports that have been shown through one or more valid research studies to help a student improve academic, behavioral/emotional or functional skills. The interventions…must be designed to address the skill deficiency of the particular individual student.”

The consensus in Iredell-Statesville Schools: An intervention must involve direct instruction. It CAN (and probably should) contain strategies as well, but there must be an instructional component.

Excerpted from DPI website.”

No!

Modified seating. Working with peer or in a group. Extended time. Praise, attention. Renaming or relabeling. More, not different.

Yes! Change in instructional strategy using

specific research based methods targeted to the needs of a particular student.

Clearly delineated format for an external interventionist.

Teaching a versatile strategy in the context of instruction as an individually developed intervention.

Research Based Components of Effective Math Instruction Concrete-Representational-Abstract Direct/explicit instruction with modeling Instructional Variables Computer Assisted Instruction/Teacher Led

or Monitored Strategy Instruction http://www.k8accesscenter.org/

Decision MakingDecision Making Data trends drive the decision making. Don’t place too much emphasis on

meeting the class average. Focus on the intervention and data, not on

the how many weeks have passed. Consider the client context. Your school psychologist can help

determine if data patterns suggest a referral for evaluation is appropriate.

Specific Strategy Instruction as an Individually Developed Intervention Modeling – Visually/Verbally Structured worksheets Patterns of Instruction

Advance Organizer Teacher modeling of strategy steps Guided practice Feedback – immediate with reteach Generalization: Frequent replays

What makes these interventions?

How does this work with the new ISS A-Team forms?

Let’s take a look…

Some Areas of Mathematic Deficit Computation Math fact fluency (speed and/or accuracy) Number sense/place value Problem solving Order of operations Algebraic reasoning Data analysis Geometry Measurement

Identifying a Specific Academic or

Behavioral Area of Concern

Mathematics – multiplication fact fluency

Determining Current Level of Functioning in

Area of Concern


Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3rd Gr. 1.03: 33%

How can we measure the student’s

“current level of functioning”? Weekly PDSA scores (class or individual)

Predictive Assessment score on target objective

Baseline Assessment score on target objective

Classroom assessments

Previous EOG performance

Relevant Information for A-Team DiscussionDiscussion

Sleeps in class

Attendance/tardiness problems

Comes to class without materials

Inconsistent homework

Inattentive

Misbehavior

Not engaged in subject or topic

Home/family issues

Observations/input from parents

Observations/input from other school personnel (previous teachers, special areas, counselor, etc.)

Birth date

Transient family

Identifying Progress Monitoring Options What is Progress Monitoring?

“Progress monitoring is a scientifically based practice that is used to assess students' academic performance and evaluate the effectiveness of instruction.”

Involves repeated measures using a consistent assessment at regular intervals (usually weekly).

As student progress is measured, instructional techniques are adjusted to meet the individual student’s learning needs.

For Assistance Team data collection, the use of the ISS Progress Monitoring chart is not required, but a visual representation (graph or chart) of your data IS required.

Excerpt from the National Center on Student Progress Monitoring.

Identifying Progress Monitoring Options

Mathematics – multiplication fact fluencyWeekly multiplication fact timed test (100

facts – 5 min.) Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3rd Gr. 1.03: 33%

A measurable, consistent A measurable, consistent example…example…

Identifying Progress

Monitoring Options

Weekly multiplication fact timed test (100 facts – 5 min.)



Example of Progress Monitoring Chart

John Doe4th Grade

Math – multiplication fact fluency

100

6050

40

3020

10

0

9080

70

Facts

Corr

ect

in 5

Facts

Corr

ect

in 5

m

inu

tes

min

ute

s

9 9 1

0

9 16 1

0

9 23 1

0●●●

xxxx xx

Baseline Data (Class and Student)

Progress Monitoring Data

(Class and Student)

Cycle 1


(Class and Student)

Cycle 2

Identifying Intervention Options From DPI: “Research-based interventions are

strategies, teaching methodologies and supports that have been shown through one or more valid research studies to help a student improve academic, behavioral/emotional or functional skills. The interventions…must be designed to address the skill deficiency of the particular individual student.”

The consensus in Iredell-Statesville Schools: An intervention must involve direct instruction. It CAN (and probably should) contain strategies as well, but there must be an instructional component.

Excerpted from DPI website.”

Identifying Intervention Options

Cover-Copy-Cover-Copy-Compare practice Compare practice daily with 10 factsdaily with 10 facts




What is that example intervention?

Cover-Copy-Compare Teacher prepares

worksheets for the student to use (can be generated on Intervention Central)

Computation problems with answers appear on left side; same problems appear on right side, unsolved

Student looks at left “solved side”

Student covers left “solved side” with index card, and computes the answers on the right “unsolved side”

Student uncovers left side and checks own work “Cover-Copy-Compare”, on

www.interventioncentral.org

4 4

X 5 X 5

20

3 3X 2 X 2 6

6 6X 4 X 4 24

4 4X 3 X 3 12

The first intervention is agreed upon.

A team member is assigned to implement intervention, monitor progress, and track data.

A-Team members date and sign form.

At the End of the First Meeting…

Review of Cycle 1 Interventions and Development of Cycle 2 Interventions

SignaturesDate:________

_________________________________Position___________________________________________________Position___________________________________________________Position___________________________________________________Position__________________

_________________________________Position___________________________________________________Position___________________________________________________Position_____________________________________________________________________Parent(s)

Date of Next Meeting to Review Progress _________________________

A-Team members set a date for next meeting.


John Doe4th Grade


100

6050

40

3020

10

0

9080

70

Facts

Corr

ect

in 5

Facts

Corr

ect

in 5

m

inu

tes

min

ute

s

9 9 1

0

9 16 1

0

9 23 1

0●●●

xxxx xx

9 30 1

0

10 7 1

0

10 14 1

0● ● ●

xxxx

xx



(Class and Student)

Cycle 1


(Class and Student)

Cycle 2

Documenting Results of Interventions

Cover-Copy-Compare practice daily with 10 facts




Minimal improvement:Minimal improvement:flat/plateaued trend flat/plateaued trend line line (19/100 at end of 3 (19/100 at end of 3 wks)wks)

Team evaluates data and the impact of the intervention on student performance (based on Progress Monitoring chart).

In our example, the first intervention yielded no change in student performance.

Therefore, A-Team members would make the decision to discontinue the initial intervention (Cover-Copy-Compare).

The Cycle 2 Intervention would then be implemented. Student and class data is tracked for adequate data comparison.


Discussion and Decision Making

Review of Cycle 1 Interventions and Development of Cycle 2 Interventions

SignaturesDate:________

_________________________________Position___________________________________________________Position___________________________________________________Position___________________________________________________Position__________________

_________________________________Position___________________________________________________Position___________________________________________________Position_____________________________________________________________________Parent(s)

Date of Next Meeting to Review Progress _________________________

Identifying Intervention Options

15 min. daily 15 min. daily incremental incremental rehearsal with adult rehearsal with adult (using flashcards)(using flashcards)




Cover-Copy-Cover-Copy-Compare practice Compare practice daily with 10 factsdaily with 10 facts



Incremental Rehearsal “Builds student fluency in basic math facts

by pairing unknown computation items with a steadily increasing collection of known items.”

“…makes use of concentrated practice to promote fluency and guarantees that the student will experience a high rate of success”

Excerpts from “Math Computation: Promote Mastery of Math Facts Through Incremental Rehearsal”, by Jim Wright. Found on

www.interventioncentral.org


Incremental Rehearsal – Example:

Interventionist works through a set of fact flashcards with student, sorting into known (2 second recall) & unknown facts

Interventionist randomly selects 9 “known” facts to use as the “known facts deck” for this intervention

All unknown facts go into “unknown facts deck” for this intervention


Incremental Rehearsal – Example:

Interventionist takes single card from unknown facts deck, reads fact and answer, student repeats

Interventionist takes known fact and pairs it with the unknown fact, asks student to provide answers

If student errs or hesitates, interventionist provides answer, student repeats

Continue until all cards answered correctly within 2 seconds

Interventionist repeats sequence: adds another known fact after adding an unknown


John Doe4th Grade


100

6050

40

3020

10

0

9080

70

Facts

Corr

ect

in 5

Facts

Corr

ect

in 5

m

inu

tes

min

ute

s

9 9 1

0

9 16 1

0

9 23 1

0●●●

xxxx xx

9 30 1

0

10 7 1

0

10 14 1

0● ● ●

xxxx

xx

10 21 1

0

10 28 1

0

11 4 1

0

●●

●

xxxxxx



(Class and Student)

Cycle 1


(Class and Student)

Cycle 2

Documenting Results of Interventions

Increasing Increasing improvement improvement (58/100 at end of 3 (58/100 at end of 3 wks)wks)

Cover-Copy-Compare practice daily with 10 facts15 min daily incremental rehearsal with adult (using flashcards)





Team evaluates data and the impact of the intervention on student performance (based on Progress Monitoring chart).

In our example, the second intervention yielded a positive change in student performance.

Therefore, A-Team members would make the decision to continue the second intervention (Incremental Rehearsal).

A referral to the Exceptional Children’s Department would NOTNOT be considered at this time.


Discussion and Decision Making

Summary of Intervention Outcomes

and Team Decision

1st intervention (cover-copy-compare) 1st intervention (cover-copy-compare) resulted in little improvement – therefore discontinued; 2nd intervention resulted in little improvement – therefore discontinued; 2nd intervention (incremental rehearsal) resulted in moderate success – intervention will (incremental rehearsal) resulted in moderate success – intervention will remain in place with continued progress monitoring of performanceremain in place with continued progress monitoring of performanceXX

DATE SIGN SIGN

Now Your A-Team is Unstoppable!

Unstoppable!

Concrete-Representational-Abstract Instruction with hands-on representations. Begins usually with objects. Moves to semi-concrete representations

with drawing or pictures. Abstract presentations with integration of a

mnemonic strategy such as STAR. http://www.k8accesscenter.org/training_res

ources/CRA_Instructional_Approach.asp Research: rarely used past primary yet representational

thinking often at fifth grade level.

Concrete-Representational Example

Metacognitive/Strategy Instruction as an Intervention Mnemonics such as STAR

Search the word problem Translate the word problem Answer the word problem Review the solution

Studies found that prior to instruction many students bypassed problem representation and start with problem solving.

Useful Links http://www.interventioncentral.com/ http://www.k8accesscenter.org/ http://www.coedu.usf.edu/main/departmen

ts/sped/mathvids/index.html

http://mathforum.org/t2t/ http://www.unl.edu/csi/math.shtml http://www.gosbr.net/

assistance team training * math * iredell statesville schools august 18, 2010 presenters: robert...

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