how do students qualify for interventions grades, teacher recommendation, diagnostic test missing...
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The Results
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Q1: All school staff embraces a math intervention vision centered on achieving high levels of math success for ALL
students
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Q2: School-wide schedules are aligned to support deliv-ery of multiple levels of high quality instruction based on students' needs including maximum use of time for sup-
plemental interventions.
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Q3: All instructional staff understands how the math in-tervention framework is represented in the school (in-cluding implications for curricula, assessment, and or-
ganization)
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Q4: Collaboration around student data and instruction is built into school expectations, schedules, and calendar
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Q5: School-level leadership team meets regularly to oversee and evaluate the ongoing implementation of
school-wide math intervention
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Q6: School-wide math intervention actions and results are regularly communicated to all school staff
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Q7: The school has a plan to accelerate learning for all students receiving supplemental interventions so they
meet grade-level standards in 2-3 years
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Q8: School provides research-based interventions, based on multiple data points, and matched to the needs of
students not meeting grade-level benchmarks in math-ematics
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Q9: Parents/guardians are notified when their child begins a supplemental intervention and are provided
reports on their child's interventions, goals, and progress towards their goals
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Q10: The overall effectiveness of interventions for stu-dents, including sub-groups, receiving supplemental
interventions is regularly reviewed
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Q11: School uses valid and reliable diagnostic assess-ments to provide in-depth information about students
receiving supplemental and intensive interventions
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Q12: School uses valid and reliable tools to monitor the progress of students receiving supplemental and inten-
sive interventions
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Q13: Student-level progress-monitoring data and instruc-tional decisions are documented for students receiving
supplemental and intensive interventions
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Q14: There is a consistent process to guide grade level/content area team discussions and decisions
about supplemental intervention
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Q15: Multiply staff members in grade level/content area teams are involved when determining the appropriate type and level of intensity of interventions for students
in need of supplemental interventions or supports.
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Q16: Staff members in the grade level/content area/problem-solving teams include general education staff
and specialists
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Q17: School follows a data-based process to guide prob-lem-solving team decisions about the nature and level of
intensity of interventions for students in need of sup-ports.
HOW DO STUDENTS QUALIFY FOR INTERVENTIONS• Grades, Teacher recommendation, Diagnostic test• Missing work, low grades, test corrections• Placement test; standardized test performances, teacher recommendation• Testing and/or teacher recommendations• Based on work habits, assessment scores• Teacher recommendation and diagnostic testing• Screening assessments-AIMSweb/DIBELS and formative assessment results from
curriculum measures• We currently have no school wide ongoing assessment or intervention program for
math. Black Butte Union is very interested in starting a quality Math Assessment/Intervention Program
• We currently do not have a Math Intervention Program at our school site. Our focus has been solely ELA for this year
• Assessment scores (to include CAASPP next year), grades, teacher recommendation• Their test scores and homework begin to show they are struggling• A meeting between the RTI teacher and the regular education teacher• Parents are informed about concerns• A determination is made to seek the best resource for that student. le. Extra practice at
home, help in Afterschool, or time with the RTI teacher• Teacher recommendations and testing Page 1 of 2
• Teacher judgment, benchmark district assessment data, online diagnostic data from iREADY PT data, grades/scores on classwork, other class assessments, collaboration discussions with admin and teachers and site lits
• State wide assessments when available, teacher referral• Based on teacher input and assessment data• 30 percentile or lower on internal assessments• Data and teacher recommendation• Identified through the SST/RTI process• Urgent intervention, intervention, monitoring grouping based on screening• IEP and below grade level• Students are recommended for intervention based on their proficiency in the math
claims. (Teacher Recommendation)• Intervention is recommended by teachers and based on student assessments, formal
and non-formal• We are a 4.5 teacher school with less than 20 in each class. Student progress is closely
monitored. Deficits can be seen while working with the students. Assignments are recorded and reviewed with students, parents and intervention teacher. CBM is done periodically. We also do Trimester Aimsweb Testing.
• Performing below grade level• State test scores, benchmark tests, IEPs• From district assessments with cut points
HOW DO STUDENTS QUALIFY FOR INTERVENTIONS
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WHAT TOOLS ARE BEING USED TO MONITOR STUDENT PROGRESS TO DETERMINE INTERVENTION?• Khan Academy, grades, missing work, types of test questions missed• Frequent formative and summative assessments• Personal contact during intervention, new assessment scores• Catch up math• AIMSweb, DISBELS MATH, Go math assessments, catch up math
assessment data• We are currently using the formative assessment from the publisher• We do not currently have an assessment tool that I am aware of for
determining intervention eligibility other than curriculum unit tests• assessment scores, grades• Benchmark tests, class work, homework• Progress monitoring and assessment data• Embedded assessments, STAR math• STAR Math, math assessments• I-Ready Diagnostics, KTEA
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WHAT TOOLS ARE BEING USED TO MONITOR STUDENT PROGRESS TO DETERMINE INTERVENTION?• Curriculum-based measures, regular administration of STAR Math
Diagnostic• Class assessments, benchmarks and STAR math, reflex math reports• Performance on weekly assessments. Students are assigned to either a
“front loading” intervention or a “remedial” intervention• topic tests and benchmark assessments• Homework accuracy• Sumdog• Edicity• Xtramath• Mobymax• CBM, AIMsweb and testing by the intervention staff• District assessments• Benchmark tests, other teacher tests• Curriculum based and district assessments Page 2 of 2
HOW DO YOU MANAGE AN INTERVENTION SCHEDULE• Schedule in a separate class in place of elective. Period built into the school day for tutoring• after school two days a week, but now both my math teachers are coaching golf and tennis,
so we will not have it after school. Teachers plan to have students come to their advisory class which happens daily
• Achievement period• During RTI Period• Students who are not at grade level are placed in an additional period of math to work on
specific skills they are lacking• ½ elementary classes go to PE creating a smaller group to work independently while teacher
provides intervention. For grades 6-8 a math lab in the afternoon provides support• at the 6-8 level we have a dedicated instructional period for math intervention. However,
students are not monitored and/or assessed adequately• We currently do not offer mathematics intervention at our school site• Not Easily! We have different levels of interventions, including supplant and supplemental.
We also have after-school tutoring. Our day is short and we don’t have enough staff for lots of flexibility, so it’s really challenging
• The RTI teacher coordinates with the classroom teachers• RSP/RTI teacher creates a schedule and collaborates with the general ed teachers regarding
scheduling conflicts then adjusts as neededPage 1 of 3
HOW DO YOU MANAGE AN INTERVENTION SCHEDULE• Our language arts intervention is very strong and managed in collaboration of teachers and
our special resource teacher. Math intervention has taken a long time to get rolling. Unfortunately, it did not start for my class until last month, however, it has been discussed for much longer.
• We are a very small school and intervention management happens daily. Consultation between intervention teacher, classroom teacher, principal and paraprofessionals happens on a weekly to daily basis for all students
• This is the question! Within a 6th period day, we provide one elective. Currently, we have reading intervention for grades 6-8. Due to the required course work of CORE, Math, Science, and PE, were do we place math? Students who need reading also need math intervention. Research shows focus on the reading every other subject area goes up. If we focus on reading how do we focus on math, too? How do we provide intervention within the middle school that is provided for by a credentialed math teacher when we employ just enough math teachers to provide the required math core classes? If we did have one period a day for math core classes? If we have one period a day for math intervention due to schedule availability, how do you provide intervention for grades 6-8 that is direct and meaningful and not just a Study Hall to complete homework (which is a band-aid on the problem)?
• For the most part, our RSP teacher implements the intervention schedule, based upon teacher recommendations and benchmark testing. The RSP teacher works in conjunction with the general ed teachers to determine needs, etc.
• Individual support in class and after school Page 2 of 3
HOW DO YOU MANAGE AN INTERVENTION SCHEDULE• We are currently in the process of developing a schedule and intervention process to
support math• Site lits help grade level teams determine the schedules• Thirty minutes each day set aside for tier 2 and 3• Schedule and review• Before school intervention is offered to all students performing below the 30 percentile from
7:40-8:15 M-F• Grade level teams create a schedule based on grade level needs• In class and learning lab• Students who require intervention are assigned during the last period of the school day.
Students who are on level participate in “Duolingo”• Our language arts intervention is very strong and managed in collaboration of teachers and
our special resource teacher. Math intervention has taken a long time to get rolling. Unfortunately, it did not start for my class until last month, however, it has been discussed for much longer.
• This is the first year that a school-wide intervention program has been in place. The focus this year was only on ELA. We are adding math support time into the schedule for K-2 during the spring semester
• Students who require intervention are assigned during the last period of the school day. Students who are on level participate in “Duolingo”
• We added lab times to our master schedule Page 3 of 3
WHAT OTHER QUESTIONS DO YOU HAVE OR INFORMATION ABOUT MATH INTERVENTIONS DO YOU NEED?
• Better diagnostic tools, better support/intervention software that is in line with Common Core standards and Integrated Math curriculum
• What are others doing and what is their success rate?• Like to know what other schools are implementing• Effective Common Core screenings others are using. Interventions K-8 using iPad as platform• I would like to hear what math assessment/intervention program(s) other schools/districts are
currently using and the effectiveness of those programs• I’d like to know about what tests are out there to help identify students who would benefit
from intervention, and how to monitor student progress• Once we have our math programs fully adopted and in place next year, it will be much easier
to design coherent programs and monitor progress. The multiple piloting we’ve been doing has made it extremely difficult this year and last year
• I would like to gain knowledge on what data based programs other schools are using for their math interventions and have any of those programs really stood out as being successful
• We are interested in alternative programs/intervention materials• Tier three math intervention programs• We need a better researched based interventions for Math• Our district is planning on providing two weeks of paid time for teachers to develop
interventions and assessments this summer. If the county is working on this, should we hold off? We currently have not implemented viable assessments, nor research based interventions
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