High Quality Core Instruction Tier 1 Math Resources A Multi-Level Prevention System RTI in Math Multi-level prevention system includes three levels of intensity or prevention. The primary prevention level includes high quality core instruction. The secondary level includes evidence-based intervention(s) of moderate intensity. The tertiary prevention level includes individualized intervention(s) of increased intensity for students who show minimal response to secondary prevention. At all levels, attention should be on fidelity of implementation, with consideration for cultural and linguistic responsiveness and recognition of student strengths. Scott Foresman Primary textbook resource that includes limited ideas for intervention/differentiation within daily lessons. Scott Foresman has numerous supplementary resources that could be utilized for intervention/differentiation. Most of the supplementary materials do not provide an alternative approach to instruction or an alternative strategy for students to make sense of the math. This is truly a primary core resource. Whole group core Small group core Individual student core Use in IFG would not be recommended. Problem solving experience could be utilized in IFG but cognitive demand would need to be determined to be at the appropriate level Investigations Copyright 2008 or IDS 2 And Copyright 2004 IDS 1 Primary textbook resource that includes intervention/differentiation within daily lessons for use within core instruction. Investigations contain limited supplemental resources. This is truly a primary core resource. Whole group core Small group core Individual student core Interventions and extensions within core instructional resource could be utilized within the IFG setting.
High Quality Core Instruction Tier 1 Math Resources Fosnot Replacement Replacement units are considered core resources Units and would not necessarily work within an IFG setting. Peer Assisted Learning Strategies (PALS) Kathy Richardson Supplementary units on specific core content that are presented in a unit format with real world connection to problem solving. Intervention/differentiation is seamless through group work and peer to peer learning. Specific computational practice in the form of number strings is presented as walk-ins throughout each unit. Each number string builds on students abilities to look at the relationship between and within numbers in order to mentally solve computational problems. Number strings assist with practice and extension of students problem solving and mental math capabilities. Specific intervention/differentiation materials are not included. Differentiation occurs naturally through student to student interactions and number string work. Supplementary resource for elementary math. PALS is a version of class wide peer tutoring. Teachers identify which children require help on specific skills and who the most appropriate children are to help other children learn those skills. Using this information, teachers pair students in the class, so that partners work simultaneously and productively on different activities that address the problems they are experiencing. Supplementary resources for elementary math. Richardson s Developing Number Concepts Books 1, 2, and 3 are available at each school site. The Richardson books are additional support for teachers to make mathematics understandable to children and will assist teachers in building a child s mathematics foundation. This is a teacher resource and will assist with content knowledge, suggestions for teaching specific concepts and questions to guide teachers observations. PALS could be utilized whole group, small group, peer to peer group in an IFG setting. Teacher resource to guide instructional design in CORE or IFG. planning and making planning
Evidence Based Intervention Tier 2 Math Resources Differentiation and The Differentiation and Intervention Guide for Investigations 2 connects to specific sessions within each Investigations 2 Lessons are designed to work in a 20-30 minute setting. Intervention unit. Grades 1-5, these Guides provide support Could be utilized within IFG Guide for for each Investigation, including: settings. Lessons could be utilized whole or small group task analysis of Investigations information about the important mathematics, and setting with teacher or student work, making 2 help determining whether students understand, Instructional Aide as (only available partially understand, or do not yet understand it; facilitator. to Grades 1,2 an Extension, Practice, and Intervention activity, each and grades 3-5 with support for teaching English Language Learners; at certain blackline masters, including an optional quiz schools that have adopted Samples at each grade level are available online at: new Invest. 2) http://investigations.terc.edu/components/dig/ Building Computational Fluency Grades 1-6 Building Computational Fluency is a set of backlines designed specifically to build computation fluency. Following a baseline assessment, instruction unfolds through whole group, small group, and individual work using activities, games, worksheets, and follow-up assessments. Visual models such as tile, 10-frames, base ten pieces, arrays, hundreds grids, and other mathematical tools are embedded in activities throughout the materials. The regular use of fact strategies helps students develop conceptual understanding and gain fluency. Recommended timing and frequency is approximately 20 minutes, two to three times per week. Computational Fluency can be utilized in IFG groups for work with any small group of students on developing conceptual understanding to gain fluency in computation. Fosnot Mini Lessons grades 1-6 Fosnot Mini Lessons include supplemental instructional experiences that are utilized to strengthen student s fluency in addition, subtraction, multiplication and division. Number string experiences could be presented in whole group or small group settings with teacher as the facilitator. These lessons could be utilized in core instruction, morning math, and distributed practice or in IFG small groups for intervention or extension.
Evidence Based Intervention Tier 2 Math Resources Number Worlds grades K-5 Number Worlds is an intensive intervention program that focuses on students who are one or more grade levels behind in elementary mathematics. It provides all the tools teachers need to assess students abilities, individualize instruction, build foundational skills and concepts, and make learning fun. http://www.sranumberworlds.com/discover.html These lessons could be utilized in IFG intervention groups. Lessons are designed for 60 minutes of instruction. to High planning and making Kathy Richardson Teacher resource Richardson s Developing Number Concepts Books 1, 2, and 3 are available at each school site. The Richardson books are additional support for teachers to make mathematics understandable to children and will assist teachers in building a child s mathematics foundation. This is a teacher resource and will assist with content knowledge, suggestions for teaching specific concepts and questions to guide teachers observations. This resource would assist teachers in planning instruction for IFG intervention or extension groups. planning http://www.mathperspectives.com/pub_dnc.html
Evidence Based Intervention Tier 3/Special Education Math Resources Resource Description Pirate Math Pirate Math is a tutoring program aimed at second and third graders that gives students strategies to solve word problems. First, students learn to identify word problems by type. Next, students learn to represent the problem structure with an algebraic equation and then to solve the equations. Students also learn how to transfer problem-solving skills to problems with irrelevant information and to problems where relevant information is found in graphs, charts, or figures, like word problems found on high-stakes tests. In addition, Pirate Math integrates a pirate theme into the program. Students learn to find X, just like pirates do on a treasure map, and they are reinforced and motivated by treasure coins. Pirate Math is conducted with three sessions per week for 16 weeks (48 sessions). Each session lasts 25 30 minutes and comprises five activities. A Pirate Math manual comes with scripts (which are studied, not read) and materials to implement the activities. http://www.cec.sped.org/am/template.cfm?section=cec_today1&template=/cm/contentdisplay.cfm&c ONTENTID=11287 Moving with Math A multi-grade program with two levels. Level A is grades 1-2, while Level B is grades 3-4. This program is objective-based with a set of 50-60 objectives per grade. Teachers may choose to cover all topics within a level for a comprehensive intervention or focus on specific math topics for targeted intervention. Students use manipulatives in every lesson to develop conceptual understanding and improve achievement. Manipulatives introduce concepts so that learning can proceed from the concrete to the abstract. Illustrations aid visual thinking. Activity-based learning provides the solution for all learning styles. Vocabulary and reasoning are developed as students talk about their discoveries and practice with pencil and paper. Many games reinforce skills and make learning fun. Students learn strategies to help remember basic facts.