Math MTSS I. Classwide intervention II. Individual ... · Make intervention use fail-proof: Make...
Transcript of Math MTSS I. Classwide intervention II. Individual ... · Make intervention use fail-proof: Make...
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Math MTSSI. Classwide interventionII. Individual interventionIII. Screening Post-COVID
Amanda VanDerHeydenwww.springmath.com
@amandavande1@springmathk8
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TIER 1: All Students
Instructional program is aligned to state standards and instructional tactics are aligned with individual needs of students.Universal screening is conducted effectively and data are used to determine need for classwide or small-group intervention.
Data teams consume student performance data to plan and evaluate instruction.
TIER 1.5: Classwide Intervention (All Students in Selected Classes)
Weekly progress monitoring, data team troubleshooting to support effective implementation.Response to classwide intervention signifies the need for small-group or individual intervention.
TIER 2: Small-Group Intervention
Dynamic groupings, adjusted at least bi-weekly.Intervention protocol is aligned with the group’s needs.
Intervention effects are summarized weekly with graphs. Data meetings used to enhance implementation and ensure learning gains.
Response to Tier 2 intervention is used to identify students requiring individual intervention.
TIER 3: Individualized Intervention
Drill-down assessment informs intervention.
Intervention effects are summarized weekly with graphs. Data meetings used to enhance
implementation and ensure learning gains.Student progress monitoring data are used to
identify students who might require a referral for eligibility evaluation.
Today
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Lee, 2012. College for all: Gaps between desirable and actual P-12 math achievement trajectories for college readiness. Educational Researcher, 41, 43-55.
Meeting State Proficiency Standards is Generally Not Sufficient
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Teachers Vary in Teaching Efficacy
• “… average gains in learning across classrooms, even classrooms within the same school, are very different. Some teachers year after year produce bigger gains in student learning than other teachers. The magnitude of the differences is truly large, with some teachers producing 1.5 years of gain in acheivement in an academic year while others with equivalent students produce only ½ year of gain. In other words, two students starting at the same level of achievement can know vastly different amounts at the end of a single academic year due solely to the teacher to which they are assigned. If a bad year is compounded by other bad years, it may not be possible for the student to recover.”
p. 467, Hanushek, 2011
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Math Success is Highly Predictable (so is risk)
Numeracy I
Numeracy- II. Addition, Subtraction, Inverse. Base Ten.
Multiplication as repeated addition. Division. Inverse. Base Ten w Decimals.
Fractions/ Proportional Understanding
Integers, Solving Linear Functions
Post
-Sec
on
dar
y O
utc
om
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preK-K
3-4 5-6 7-81-2
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Koon, S., & Davis, M. (2019). Math course sequences in grades 6–11 and math achievement in Mississippi (REL 2019–007). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs
Grade 5 Math Performance!!
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Prevention Effects from Effective Instruction in Math Are Cumulative!
52% 52%
34% 34%
42%
56%
76%
54%
83%
75%
0%
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K 1 2 3 4
Grade Level
Beginning of Year DIBELS Math Composite Percent Proficient
2017 2020
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The Equity Promise of MTSS: Effective Instruction for All
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The School Psychologist as Instructional Ally:Don’t Do This
Paralysis by Analysis
Low-Yield Tactics
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Strategic Vision
Data Sources
Needs
Costs/BenefitsTactics(Implementation Management)
Instead, Do This
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Report to Leaders• Dose, Growth on Proximal,
Growth on Distal
53% 56%
69%
39%
63%
80%
65%75% 74%
64%
95%
84% 88% 92%
76%85%
95%100% 100%
0%
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K 1 2 3 4
Percent Proficient on Winter DIBELS Composite by Grade & Year
2017 2018 2019 High-Dose 2019
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3rd Grade 4th Grade
Percent Proficient on PSSA (State Year-End Test) for Grades 3 and 4
2017-2018 2018-2019
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Within-Class, Within-Year Improvements
Across-Class Differences
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What Must Leaders Know?• What actions are
underway?
• What are the results right now?
• Where is support needed?
• Are proximal indicators headed in the right direction?
• What are the barriers we can troubleshoot?
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Teacher: Are Students Growing?
Teacher: Does Growth Transfer?
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Think about Return on InvestmentPer Student, Per 1 SD gain in outcome
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Classwide Math Intervention: Spring Math PALS Fraction Face Off
ICER
ICER
“Changing math curricula as an approach for whole-school intervention when large numbers of
students do not achieve proficiency is more costly than targeted, preventative math intervention”
(Barrett & VanDerHeyden, in press)
Incremental Cost Effectiveness Ratios
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Use Classwide Intervention
- It takes 15-20 min per day.
- It’s curriculum neutral and supplements.
- All students show benefits.
- It makes future risk decisions more accurate.
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Use Class-wide Intervention
Use Classwide Intervention
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High-Yield Action: Use Class-wide Intervention
Pre
Post
Use Classwide Intervention
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Classwide Intervention Works (when used well)
http://www.intensiveintervention.org/chart/instructional-intervention-tools (NCII)
0%
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All Students F/R Lunch Special Ed
Percent Proficient on Year-End Test
control
treatment
ES = .68 CBMsES = .18 Gr 4ES = .79 for at-risk
Use Classwide Intervention
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When Managed, Classwide Intervention Works!
Absolute Risk Reduction
Number Needed to Treat
All Students 15% 7
Students receiving F/R Lunch 18% 6
Students receiving Special Education Services
39% 3
Low-Performing Students 44% 2
Source: VanDerHeyden, McLaughlin, Algina, & Snyder, 2012; VanDerHeyden & Codding, 2015
Use Classwide Intervention
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How-To For ClasswideIntervention in Math
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To Get Started:
• Intervention protocol. • Here is one to try:
https://static1.squarespace.com/static/57ab866cf7e0ab5cbba29721/t/5d67ed2a390a160001c5b4ac/1567092010232/Spring+Math+Classwide+IP.pdf
• Sequence of skills
• Daily practice materials
• Weekly assessment materials
• Criteria for decision making, a way to graph progress, and implementation support structures
Use Classwide Intervention
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Use Classwide Intervention
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Use Classwide Intervention
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Active Ingredients
• Modeling
• Practice for the right level of difficulty (opps to respond, complete learning trials)
• Corrective feedback & repetition loop
• Goal setting
• Delayed error correction w verbal rehearsal component
• Reward
• Advances difficulty based on proficiency
Use Classwide Intervention
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Use Classwide Intervention
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Use Classwide Intervention
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Use Classwide Intervention
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Improves Learning, but Makes it Clear Who Needs More
Use Classwide Intervention
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Manage the Intervention
Recent survey findings reported by:
Silva, M.R., Collier-Meek, M.A., Codding, R.S. et al. (2020). Data Collection and
Analysis in Response-to-Intervention: a Survey of School Psychologists.
Contemporary School Psychology. https://doi.org/10.1007/s40688-020-00280-2
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Dose What is Needed, Not What Fits Schedule
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BL PM1 PM2 PM3 PM4
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Fact Families Mult/Division Fourth Grade
Control
Once Weekly
Twice Weekly
Daily
Codding, R., VanDerHeyden, Martin, R. J., & Perrault, L. (2016). Manipulating Treatment Dose: Evaluating the Frequency of a Small Group Intervention Targeting Whole Number Operations. Learning Disabilities Research & Practice, 31, 208-220.
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Don’t Do This
Add Components
Increases Complexity
Decreases Probability of Correct Use
Innovation Not Working
Manage Intervention
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Use Implementation Science
Plan to be present when intervention is started.
Track intervention effects weekly.
When growth is weak, check-in with teacher by watching intervention being implemented.
Help troubleshoot any barriers and say that you will check in again next week.
Wash, Rinse, Repeat.
Manage Intervention
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Signs of an Effective Intervention
• Scores available for each week.
• Median increases each week within instructional groupings.
• Most students grow week over week.
• Very few students remain in the frustrational range.
• Few students require more intensive intervention.
Activity: NCII DBI Implementation Rubrichttps://intensiveintervention.org/resource/dbi-implementation-rubric-and-
interviewManage Intervention
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This is a High-Integrity Intervention
Manage Intervention
This is a Low-Integrity Intervention
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Manage Intervention
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Manage Intervention
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Not doing the intervention. Make intervention use fail-proof: Make sure you have materials. Make sure you know HOW to implement. Make sure there is a scheduled time for intervention.
Students do not know how to follow the classwide intervention routine.
Re-train the students. Show the students how to get into working pairs, how to use the materials, how to provide high-quality feedback, and how to be engaged.
Teacher is not completing all steps of the intervention.
Review missed steps and understand rationale. Papers must be scored during the intervention because that provides feedback to the student, provides the error correction opportunity, and provides goal attainment opportunity. The error correction component is important because it improves student accuracy for the next session.
Children seem bored with the intervention.
Include rewards to motivate students. Display the median graph on dashboard for the class to see their growth. Be sure to set daily goals with the students!
Manage Intervention
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Gains Across Years and By Dosage
53%56%
69%
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Percent Proficient on Winter DIBELS Composite by Grade & Year
2017 2018 2019 High-Dose 2019
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Cumulative Protective Benefit Can Be Seen
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It Takes Time to Move the “Big” Indicators
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3rd Grade 4th Grade
Percent Proficient on PSSA (State Year-End Test) for Grades 3 and 4
2016-2017 2017-2018 2018-2019
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But After Year 2, they Move
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Delivering Intensive Individual Intervention
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Learning Process
All learning is a product of the interaction between the learner and the environment.
Functional academic assessment recognizes that the environment can be assessed and optimized to create a better child-environment fit to optimize learning (Lentz & Shapiro, 1986).
To be successful interventions have to be selected based on their fit and installed into adequate host environments (Witt, VanDerHeyden, Gilbertson, 2004).
Intervention Science
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The Instructional Hierarchy
Performance Improving
Errors Decreasing
FrustrationalRange
Instructional Range
Mastery Range
Restrict Task
Immediate FB
Elaborate FB
Opps to Respond
Delayed FB
Task Variation
Goals/Motivation
More Task Variation
FB may increase briefly
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How to Plan Instruction Using Science (We will talk about this in Workshop 2)
Haring, N. G., & Eaton, M. D. (1978). Systematic instructional procedures: An instructional hierarchy. In N. G. Haring, T. C.Lovitt, M. D. Eaton, & C. L. Hansen (Eds.), The fourth R: Research in the classroom (pp. 23–40). Columbus, OH: Merrill.
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Acquisition FluencyGeneralization/
Adaptation
Stages of Learning
New understanding. Child cannot accurately respond without help.
Goal of instruction is Discrimination.
Child performance is accurate, but response is labored.
Goal of instruction is Fluency (rapid and accurate responding).
Skill is fluent.
Goal of instruction is to increase the conditions under which the child can respond correctly (stimulus generalization) & alteration of the skill to solve new problems (response adaptation)
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Test the Effects of Reward & Instructional
Supports in Tandem with Task Difficulty
Noell, G. H., Gansle, K. A., Witt, J. C., Whitmarsh, E. L., Freeland, J. T., LaFleur, L. H., et al. (1998). Effects of contingent reward and instruction on oral reading performance at differing levels of passage difficulty. Journal of Applied Behavior Analysis, 31, 659–663.
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Features to Adjust & Align for Successful Intervention
• Learner
– Sensitivity to contingencies/rewards for performance
– Level of skill proficiency/understanding
– Presence at school
– Motivation, attention, engagement
– Rapport with the teacher
• Environment
– Task difficulty
– Explicit clarity of antecedent support for correct responding (materials, cues, guided instruction)
– Opportunities to respond
– Corrective feedback
– Rapport with the teacher
– Whole-class engagement
– Whole-class skill proficiency
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Tier 2 Take-Aways
• Group size can vary (larger groups not associated with weakened efficacy
• Groupings must be flexible (they should change based on learner growth & need– in math this means every 1-2 weeks)
• Sessions can be brief, but more frequent is better (dosage).
• Students can work in pairs (like a mini-classwide intervention) to maximize opps to respond & feedback
• Can be used for Acquisition and Fluency-Building interventions
Groups
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Individual Intervention or Small Group
For Math: Use Screening Data
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Addition 2-Digit Numbers,
with and without regrouping
Addition with 2-Digit Numbers
without regrouping
Fluency-
Building
Intervention:
Addition 2-
Digit
Numbers with
and without
regrouping
Acquisition
Intervention:
Addition 2-Digit
Numbers with
and without regrouping
Fluency-
Building
Intervention:
Addition with 2-
Digit Numbers
without regrouping
Sums to 18
Acquisition
Intervention:Addition 2-Digit
Numbers without
regrouping
Fluency-
Building
Intervention: Sums to 18
Sums to 9
Frustrational
Instructional
Mastery
Stop
Frustrational
Instructional
Mastery
Frustrational
Instructional
Mastery
Sample Back to Find Starting Level & Tactic
Goal Skill
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Procedural & Conceptual Understanding for Middle School Math
Fluency-Building Acquisition
ClasswideMath
Intervention
Timed Trial
Response Cards
Cover Copy Compare
Guided PracticeIncremental Rehearsal
Bingo
You will Need a Range of Interventions & Data to Connect them to the Student
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Stage of
Learning
Student
Performance
Goal of
Intervention
Intervention
Example
Acquisition Frustrational:
inaccurate
Establish 100%
correct responding.
Discrimination
Cover, copy, and
compare; Guided
Practice
Fluency-Building Instructional:
accurate but not
rapid.
Build fluency Flashcards, timed
performance with
incentives,
response cards
Generalization &
Adaptation
Mastery: Fluent
(i.e., accuracy +
speed)
Establish robust
application
Guided practice
intervention
Intervention Science
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To Find the “Right” Intervention
• Step 1: Identify the “Goal” skill or understanding.
• Step 2: Specify the necessary pre-requisite understandings.
• Step 3: Survey-level assessment to sample back or “drill down” to find the right intervention target.
• Step 4: If performance is frustrational => Give acquisition intervention. If performance is instructional => Give fluency-building intervention. If performance is mastery => Give generalization opportunities
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Effective Acquisition
Interventions in Math
Convert Convert Equivalent Quantities
ProvideProvide immediate corrective feedback
Model Model correct responding
ConnectConnect to previous and future understandings
Show Show more than one way to solve
Proof Explicitly proof the algorithm
Acquisition Interventions
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Explicitly proof the algorithm
Acquisition Interventions
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Show More than One Way to Solve
Acquisition Interventions
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Connection to Previous Understanding
Acquisition Interventions
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Connection to Future Understanding
Connects Addition Facts to Place value understanding
Acquisition Interventions
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Convert Quantities
Acquisition Interventions
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Explicit Modeling: Common Denominators
Acquisition Interventions
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Dividing with Fractions
Acquisition Interventions
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Immediate Corrective FeedbackAcquisition Interventions
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When we convert improper fractions to mixed numbers, we will take a whole number quantity out of the fraction. When we do this, the numerator will be less than the denominator because the remaining fractional value will be less than 1.To convert the improper fraction to a mixed number, we:Divide the numerator by the denominator, asking how many times the denominator can be divided into the numerator, and identify any remainderWrite the remainder as the new numeratorCopy the denominator from the original fraction.
Acquisition Interventions
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Acquisition Interventions
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Acquisition Interventions
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Acquisition Interventions
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Acquisition Interventions
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Acquisition Interventions
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Acquisition Interventions
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If it Feels Like a Trick, It Is
Acquisition Interventions
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Acquisition Intervention Protocol to Try
• An acquisition intervention for establishing understanding of how to divide fractions: https://static1.squarespace.com/static/57ab866cf7e0ab5cbba29721/t/5dfbce55f74ce17bca99ffd7/1576783445988/Spring+Math+-+Sample+Individual+Intervention.pdf
Acquisition Interventions
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Acquisition Tactics to Look For
Use manipulatives with K & 1
Use expanded notation
Convert to equivalent quantities
Solve for missing value/unknown
Graphics- number lines, area models, graphs
Find & Fix problems
True or False. Change to make true.
Acquisition Interventions
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Excellent Fluency-Building Interventions Are
• Easily done in small groups.
– Group size can be flexible
– Key is active responding of all children
– Groups must be dynamic (children should change groups based on skill mastery)
• Dosage has to be 4 days per week, but short sessions are fine.
• Emphasize high OTRs, delayed corrective feedback, use of goals and rewards.
Fluency Interventions
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Fluency Interventions
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In Math, look for fluency-
building Interventions
that
Use Use Goals and Rewards
CreateCreate Equivalent Quantities/Expressions
AskAsk the student to Articulate a Rule or Pattern
Use Use Symbolic Representation
ProvideProvide Conceptual Practice Materials
Fluency Interventions
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Symbolic Representation
Fluency Interventions
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Asks Student to Articulate Rule or Pattern
Fluency Interventions
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Create Equivalent Quantities
Fluency Interventions
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Use of Goals and Rewards
Fluency Interventions
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Use Games to Build Fluency!
Fluency Interventions
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Fluency Interventions
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Fluency Interventions
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Fluency Interventions
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Fluency-Building Tactics to Look for in MathConvert to equivalent quantities
Solve for missing value/unknown
Solve a more challenging problem type, application opportunities.
Games for fluency building.
Fluency Interventions
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Generalization Opportunities: Subtraction 0-20 Word Problem Examples
• We have $12.00 to buy treats at the concession stand. Each treat costs $1.00. How many treats can we buy if we use all our dollars?
• On the way to the concession stand, we lost $3.00. How many treats can we buy now?
• The concession stand is now selling an extra special double-size scoop of ice cream for $2.00. If we have $12.00 and we buy the double-scoop at $2.00, how much money will we have left? How many regular $1.00 treats can we buy?
• You are playing a board game. You have moved forward 10 spaces from the start. Your opponent is ahead of you by 6 spaces. What space is your opponent on? How many spaces ahead is your opponent?
Generalization
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Screening
Quick review of best practices for
academic screening
Post-COVID implications
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431 = “Pass” for Year-End
Measure. This line does not
move.
“Pass” for the
Screening
Measure. You
move this line
up and down to
“catch” as
many of those
who will not
pass as
possible.
Correct Negative
Correct Positive
False Negative
False Positive
Failed Passed
Predicted
to Pass
Predicted
to Fail
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Correct Negative
Correct Positive
False Negative
False Positive
Failed Passed
Predicted
to Pass
Predicted
to Fail
If you increase
threshold for risk,
you will prevent 2
false negative
errors, but you
will add 8 false
positive errors as
a result.
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Failed Criterion Passed Criterion
Failed Screen
Passed Screen
False Neg Errors
False Pos ErrorsCorrect Pos
Correct Neg
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Failed Criterion Passed Criterion
Failed
Screen
Correct Positives False Positives
Passed
Screen
False Negatives Correct Negatives
Sensitivity =
Correct Positives/
Correct Positives +
False Negatives
Specificity =
Correct Negatives/
False Positives +
Correct Negatives
“Real”
Positives
“Real”
Negatives
Positive Predictive Power =
Correct Positives/ Correct
Positives + False Positives
Negative Predictive Power =
Correct Negatives/False
Negatives + Correct Negatives
Positive Likelihood Ratio = sensitivity/ (1-specificity).
Positive Post-Test Odds = Pre-test odds x Positive Likelihood Ratio
Negative Likelihood Ratio = (1-sensitivity)/specificity.
Negative Post-Test Odds = Pre-test odds x Negative Likelihood Ratio
Positive Post-Test Probability = Positive Post-Test Odds/ (1 + Positive Post-Test Odds)
Negative Post-Test Probability = Negative Post-Test Odds/ (1 + Negative Post-Test Odds)
Pre-Test Probability or Base
Rate = Real Positives / Real
Positives + Real Negatives
Pre-Test Odds = Pre-Test
Probability/(1 – Pre-Test
Probability)
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Test
Acc
ura
cy
Base Rate of Risk
PPP at Sensitivity/Specificity = .90
NPP at Sensitivity/Specificity = .90
Risk (& Prediction) Varies with Base Rate
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Test
Acc
ura
cy
Base Rate of Risk
PPP at Sensitivity/Specificity = .90
NPP at Sensitivity/Specificity = .90
New Goal of Screening: Change the Base Rate
+PTP = 88%
+PTP = 70%
- PTP = 8%
- PTP = 5%
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Before Intervention
After Intervention
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Adding Additional Measures at the Same Screening
Generally Does Not Improve Accuracy
VanDerHeyden, A. M., & Burns, M. K., (2019). Commentary: Improving decision making in school psychology: Making a difference in the lives of students, not just a prediction about their lives. School Psychology Review, 47, 385-395.
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And May Do Harm for Students who Perform Above
the 16th Percentile
VanDerHeyden, A. M., & Burns, M. K. (2018). Is More Screening Better? The Relationship Between Frequent Screening, Accurate Decisions, and Reading Proficiency. School Psychology Review, 47, 62-82.
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Choose the Most
Efficient Assessment
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At Risk
Some Risk
Not At Risk
Middle Bands of Risk Create Confusion
and Inflate Accuracies!
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Generally know who these
students are
Generally know who these
students are
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False Positive Rate = False Positives/
total Criterion-Negative Cases
Criterion-Negative “Passed”Criterion-Positive “Failed”
False Positive Errors
False Negative Errors
False Negative Rate = False Negatives/
total Criterion-Positive Cases
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False-Positive Errors Increase
Substantially
0%
10%
20%
30%
40%
50%
60%
MAP CBM DRA
False Negative Rate
All Students Bottom 50%
0%
10%
20%
30%
40%
50%
60%
MAP CBM DRA
False Positive Rate
All Students Bottom 50%
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Sens Spec LR + LR- PPTP NPTP
MAP
(n = 178)
0.83 0.43 1.46 0.40 29% 10%
MAP Fall
(n = 399)**
0.83 0.66 2.44 0.26 41% 7%
DRA
(n = 171)
0.70 0.56 1.59 0.54 31% 13%
DRA Fall
(n = 385)
0.70 0.72 2.5 0.42 41% 12%
CBM
(n = 176)
0.73 0.44 1.30 0.61 27% 15%
CBM Fall
(n = 394)
0.73 0.61 1.87 0.44 35% 12%
Bottom 50%
All Students
Bottom 50%
Bottom 50%
All Students
All Students
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Use Classwide Intervention as Gate in Screening
Use Classwide Intervention
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Use Classwide Intervention
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Use Classwide Intervention
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Use Classwide Intervention
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Individual Intervention Based on Classwide Screening Data
Use Classwide Intervention
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https://www.researchgate.net/publication/336702020_Classification_Agreement_for_Gated_Screening_in_Mathematics_Subskill_Mastery_Measurement_and_Classwide_Intervention
VanDerHeyden, Broussard, & Burns (2019). Classification Agreement for Gated Screening in Mathematics: Subskill Mastery Measurement and Classwide Intervention. Assessment for Effective Intervention.
Classwide Intervention Lowers Base Rate of Risk & Improves Decision Accuracy
Use Classwide Intervention
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Final Questions, Discussion
Amanda VanDerHeyden
Fairhope, Alabama
@amandavande1
www.springmath.com