RtI

**Important Resources for RtI**
[|Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools]
 * 1) Eight recommendations for supplemental and intensive interventions in mathematics**, from the What Works Clearinghouse

//Teaching Learners Who Struggle with Mathematics: Systematic Intervention and Remediation//. Sherman, Richardson & Yard, 2008. Pearson-Merrill. [] This is the textbook for the Ingham ISD workshop series "Helping Students Who Struggle with Mathematics."
 * 2) How to diagnose and remediate students' conceptual and procedural difficulties with arithmetic**

Mathematics assessments in an RtI process
The screening assessments below are written to these GLCEs: [|Basic Number and Operations GLCEs in each grade, by concepts, problem solving and fluency.pdf]
 * Interventions are intended to help students catch up with their classmates. 95% of students should stay on grade level through some combination of interventions.
 * Grade-level performance is much more than basic math computation. Screening assessments that only check students' computation abilities are missing a good portion of what we think is important to learn, especially problem solving. Computational fluency is not an indicator of problem solving ability.
 * Screening assessments and progress monitoring assessments should be able to track growth over time. Screening assessments from grade to grade show growth in understanding concepts, problem solving and math proficiency based on learning progressions in the GLCEs.
 * Grade level screening assessments should be administered in December or early January, March or early April, and September of the following year (with the exception of the number sense assessments for K and 1st grade).
 * Universal screening should start in Kindergarten. Kindergarten students who have not developed number sense by mid-year should have immediate targeted, supplemental instruction. We should not wait until the middle of first grade or the beginning of second grade to help students who are not developing early number sense.
 * Students who are selected to receive supplemental instruction based on screening assessments need to take a diagnostic assessment to determine exactly what kind of help they need. The screening assessments don't tell us everything we need to know to provide targeted instruction to students. Diagnostic assessments probe more aspects of the mathematics that needs to be learned to stay on grade level.
 * Fluency assessments are included in the resources below. They allow students (and their teachers) to know exactly which combinations still need to be learned, so that targeted instruction on those combinations can be provided.
 * During interventions, students need to be assessed at regular intervals to determine whether they are learning from the intervention. If they are, the intervention is successful and can be terminated (interventions are not intended to be permanent placements). If they are not learning, they need additional support.

//These assessments are drafts. Please send comments to Theron Blakeslee, Ingham ISD, or write comments in the discussion tab for this wiki page. The screening assessments are alternatives to AIMSweb, but they don't have the reliability statistics that AIMSweb assessments have. They are, however, closely aligned to the GLCEs.//
 * Screening, diagnostic and fluency assessments, by grade**

[|K number sense assessment.doc] (Sept. as pre-test, Dec./Jan., March/April)

[|1st grade number sense screening assessment.doc] (Sept., Dec./Jan., March/April to those who still need it) [|1st grade add subtract screening assessment.doc] (Sept., Dec./Jan., March/April, Sept. of 2nd grade) fluency assessment: [|addition & subtraction combinations to 5+5.doc] fluency assessment: [|addition & subtraction combinations to 10+10.doc]

[|2nd grade screening assessment.doc] (Dec./Jan., March/April, Sept. of 3rd grade) [|2nd grade diagnostic assessment.doc] (Jan. of 2nd grade - Dec. of 3rd grade) fluency assessment: [|multiplication & division combinations to 5x5.doc] (Students should be fluent on these combinations by the end of 2nd grade.) [|Multi-digit addition & subtraction.doc] (These items assess whether students understand and can perform multi-digit addition and subtraction. They complement the multi-digit computations that students do on the screening assessment.)

[|3rd grade screening assessment.doc] (Dec./Jan., March/April, Sept. of 4th grade) fluency assessment: [|multiplication & division combinations to 10x10.doc] (Students should be fluent on these combinations by the end of 3rd grade.) [|Alternative multiplication and division tasks.doc] (These items assess whether students understand the concepts of multiplication and division.)

[|4th grade screening assessment.doc] (Dec./Jan., March/April, Sept. of 5th grade) [|4th grade diagnostic assessment.doc] (Jan. of 4th grade - Dec. of 5th grade)

[|5th grade screening assessment.doc] (Dec./Jan., March/April, Sept. of 6th grade)

[|6th grade screening assessment.doc] (Dec./Jan., March/April, Sept. of 7th grade)

[|7th grade screening assessment.doc] (Dec./Jan., March/April, Sept. of 8th grade)