Kentucky Valley Educational Cooperative Math Child Find Intervention Tool | |||
The Math Intervention Tool will provide you with strategies and resources to address deficits in the areas of math. This instrument provides a continuum of interventions for math calculation and math reasoning and application. | |||
Kentucky Multi-Tiered System of Supports | |||
Tier 1 The foundational or universal level of support. All students receive high-quality, evidence-based instruction aligned to grade-level standards, school wide behavioral expectations and key social-emotional competencies. In sustainable systems, at least 80% of students have their needs met through this universal level of support. Impacts everyone across all settings. Regular, proactive support that emphasizes teaching core learning.. (Whole Group), High Quality Core Instruction GUIDELINES FOR MATH INSTRUCTION
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Tier 2 Practices and systems that provide targeted support for students who are not successful with Tier 1 supports alone. The targeted or supplemental level of support is intended for some students who require more opportunities for practice and feedback or enrichment beyond Tier 1. In sustainable systems, 10-15% of students access this level of support in addition to the universal level. Tier 2 supports are often provided to groups of students with similar targeted needs. Frequency and duration will increase while group size will decrease. *Tier 2 is in addition to Tier 1. Example: A small group (0.47) of 5 students receives an intensive intervention twice a week for 20 minutes in addition to Tier | |||
Tier 3 The most intensive level of support.Practices and strategies that are more intensive and individualized implemented to improve academic needs of students who have not responded to Tier 1 or Tier 2 strategies. It is intended for students with the most significant and persistent needs extending well beyond the reach of the Tier 1 level. In effective systems, 1-5% of students need access to this level of support. Tier 3 is characterized by increased intensity and individualization of instruction and targeted supports. Frequency and duration will increase while group size will decrease. *These strategies are in addition to Tier 1 and Tier 2 strategies. Example: A group of 2 students receives intensive intervention 4 days a week for 30 minutes in addition to Tier 1 and Tier 2 supports. | |||
Mathematics Calculation The knowledge and retrieval of mathematical facts and the application of procedural knowledge in computation. | |||
Problem or Concern Measurable, observable, and objective – see it, count it, describe it | Tier 1, Tier 2, Tier 3 Intervention Strategies Intervention/strategy must address the discrete skill deficit. Note: If interventions are not showing improvement, then change the intervention - look at multiple data points *Hattie Effect Size | Evidence What will the staff do to ensure the intervention is being implemented? What tools do staff need to implement strategy? | Student Data Collection Method of Measurement identifies how data will be gathered to measure progress.
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Math Reasoning and Application The ability to apply mathematical concepts and understandings to real-world situations through word problems. It is the functional combination of computation knowledge and application knowledge, and involves the use of mathematical computation skills and fluency, language, reasoning, reading, and visual-spatial skills in solving problems. It is applying mathematical knowledge at the conceptual level. | |||
Problem or Concern Measurable, observable, and objective – see it, count it, describe it | Tier 1, Tier 2, Tier 3 Intervention Strategies Intervention/strategy must address the discrete skill deficit. | Evidence What will the staff do to ensure the intervention is being implemented? What tools do staff need to implement strategy? | Student Data Collection Method of Measurement identifies how data will be gathered to measure progress. |
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Mathematics The following problems and concerns are found in both areas of Math Calculation and Math Reasoning. | |||
Problem or Concern Measurable, observable, and objective – see it, count it, describe it | Tier 1, Tier 2, Tier 3 Intervention Strategies Intervention/strategy must address the discrete skill deficit. | Evidence What will the staff do to ensure the intervention is being implemented. What tools do staff need to implement strategy? | Student Data Collection Method of Measurement identifies how data will be gathered to measure progress. |
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Resources | |||
Additional Resources: www.kyabri.com/math - resources and strategies to develop effective intervention strategies and systemic interventions with fidelity. www.interventioncentral.org - Provides teachers, schools and districts with free resources to help struggling learners and implement RTI and attain the Common Core State Standards. KVEC EC Google site managed by KVEC special education consultants that provides resources/trainings in Math, ELA, Behavior, Due Process, and HI/VI. IRISThe IRIS Center offers a wide variety of resources and services to suit a diverse set of instructional needs and circumstances. In this section, you will learn more about those services and resources, including how they are created and disseminated to IRIS users and educational programs in the United States and around the world. Kentucky Numeracy Project - Homepage for the Kentucky Numeracy Project High Logic Math Evidence Based Practice -Evidence Based Math Teaching Practice for teaching and the Evidence strength. The source for them. RTI Processing and Planning RTI document Full Text.pdf - Georgia Department of Education - This document helps with bridging behavioral and mathematics gaps. Georgia Numeracy Project - Developing a plan for RTI for students - Implementation Resources http://www.rtinetwork.org/toolkit - planning tool and resources for implementation of RTI http://www.rtinetwork.org/essential/tieredinstruction/tier2/mathintervention - Mathematics Intervention at the Secondary Prevention Level of a Multi-Tier Prevention System: Six Key Principles Numeracy and Consultants: Numbers are all we do - Free Math Intervention Program and Resources Designing and Delivering Intensive Interventions Toolkits - Texas designed toolkit provides activities and resources to assist practitioners in designing and delivering intensive interventions in reading and mathematics for K–12 students with significant learning difficulties and disabilities. Screeners and Assessment Universal Screeners for Number Sense - Forefront K-5 Universal Screeners for Number Sense Acadience Math Materials Download - Acadience Learning- Math Hub for Assessment, Benchmarks and Progress Monitoring materials for grades k-6 MATH U SEE - Math placement test for grades -12 Math Mammoth - These free diagnostic tests help you discover your student’s level in math, and to find out exactly where they have gaps in any. LifePAC - Diagnostic testing for math 1-8 grades North Carolina Skill Based Assessments - Assessments for grades k-5 Activities, Games, and Instruction https://elemath.hallco.org/web/interventions-progress-monitoring/ - Resources for instruction, math content, and RTI Numeracy Project Tasks and Activities by Stageracy Project - Georgia Department of Education Activities designed to improve fluency. National Center on Intensive Intervention - Series of Mathematics Lessons, Strategies, and Activities, to supplement mathematics intervention. Tier 2 & 3 Math Resource Toolkit for all Grade levels in math instruction Inclusive Practices in Math -These free materials contain 23 modules that are focused on different mathematics content and are designed for grades 2 through 8. Standards and Supports Integrating SEAD with KAS for Mathematics Grade Levels - KDE Support for Social, Emotional and Academic Development with Kentucky Standards LDs in Mathematics: Evidence - Based Interventions, Strategies, and Resources - Interventions and SDI for students struggling in Mathematics IEP and Lesson Plan Development Handbook - This page contains guidance documents for the development and creation of Individualized Education Programs. Articles Encouraging Girls in Math and Science - Institute of Education Sciences - Article for Engaging Girls 6 Research Backed Ways to Close the COVID Learning Gap What Works Clearinghouse: Teaching Math to Young Children What Works Clearinghouse: Developing Effective Fractions Instruction for K- 8th grade What Works Clearinghouse: Improving Mathematical Problems Solving in Grades K-8 Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students | |||
