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  • MTSS/RTI: Mathematics
Challenge
Initial Thoughts
Perspectives & Resources

What is RTI for mathematics?

  • 1: Overview of RTI
  • 2: The Features of RTI
  • 3: Universal Screening
  • 4: Instruction
  • 5: Progress Monitoring
  • 6: Evaluating Student Performance
  • 7: Data-Based Decisions
  • 8: Fidelity of Implementation

How can teachers effectively implement RTI for mathematics?

  • 9: Implementation at Lyle Elementary
  • 10: Implementation at East High School

Resources

  • 11: References, Additional Resources, and Credits
Wrap Up
Assessment
Provide Feedback

MTSS/RTI: Mathematics

Assessment

Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.

  1. List and describe the six main features of RTI.
  2. What are the two types of assessment used in RTI? Briefly describe the purpose of each.
  3. student working a problem sheetImagine you are a second-grade mathematics teacher. You have just administered a CBM computation probe to your class for Week 4. Before you can determine whether Bob is making adequate progress, you need to:
    1. Determine Bob’s score using digits correct
    2. Graph this score along with Bob’s data for the last three weeks
    3. Calculate Bob’s performance level
    4. Calculate Bob’s rate of growth

    Click here to begin.

Bob

    1. Determine Bob’s score for digits correct in week 4.

Check it
  1. On the graph below, plot this score along with Bob’s data for the last three weeks (scroll down to see graph).
    1. Calculate Bob’s performance level.

Check it
    1. Calculate Bob’s rate of growth.

Check it
slope calculatorRemember to use the slope calculator.

bob probe

Review Description of Computation Probe

Description of Computation Probe

This is a scored mathematics computation probe featuring addition and subtraction of two- and three-digit numbers, as well as multiplication and division of one- and two-digit numbers. Bob completed Questions A through Q, as indicated by the bracket at the end of Question Q. Below are the results for each problem Bob attempted.

A: 2 digits correct
B: 2 out of three digits correct (the incorrect digit is noted by a pen slash)
C: 1 digit correct
D: 2 digits correct
E: 1 digit correct
F: 4 digits correct
G: 1 out of two digits correct (the incorrect digit is noted by a pen slash)
H: 2 digits correct
I: 1 digit correct
J: 2 digits correct
K: 2 digits correct
L: 0 out of 2 digits correct (the incorrect digits are noted by pen slashes)
M: 1 digit correct
N: 2 out of 3 digits correct (the incorrect digit is noted by pen slashes)
O: 1 digit correct
P: 3 digits correct
Q: 1 digit correct

Week 1=22
Week 2=24
Week 3=23
Week 4=
To begin, click at the point of the score for week 1
Try again!

(Close this panel)

  1. Below are links to progress monitoring criteria and graphs for three students. Review each student’s graph. Based on the data:
    1. Calculate the student’s performance level.
    2. Calculate the student’s rate of growth.
    3. Make an instructional decision and explain your answer.

Student 1
(core instruction)

Student 2
(supplemental intervention)

Student 3
(intensive, individualized intervention)

Student 1

CBM Criteria
Slope: greater than 0.40
Benchmark: 15

slope calculatorRemember to use the slope calculator.

student 1 graph

Description

This graph is titled “Student 1.” The x-axis is labeled “Weeks of Instruction” and each week from 0 to 30 is labeled on the axis. The y-axis is labeled “Problems Correct.” This axis is labeled from 0 to 35, with every fifth number delineated numerically and with five tick marks between each label, representing 1 problem correct each. The portion of the graph from Week 1 to 7 is labeled Core Instruction. There are seven red plot points within this week span, from 8 to 10 problems correct.These points connect to form a red line graph and represent the student’s data for core instruction.

Print this section
(Close this panel)

Student 2

CBM Criteria
Slope: greater than 0.40
Benchmark: 25

slope calculatorRemember to use the slope calculator.

student 2 graph

Description

This graph is titled “Student 2.” The x-axis is labeled “Weeks of Instruction” and each week from 0 to 30 is labeled on the axis. The y-axis is labeled “Problems Correct.” This axis is labeled from 0 to 35, with every fifth number delineated numerically and with five tick marks between each label, representing 1 problem correct each. The portion of the graph from Week 1 to 7 is labeled “Core Instruction.” The portion of the graph from week 8 to week 17 is labeled “Supplemental Intervention.” There is a vertical black-dashed line separating these two portions of the graph. There are seven red plot points in the Core Instruction portion, from 5 to 6 problems correct. These points connect to form a red line graph and represent the student’s data for core instruction. The red plot points continue in the Supplemental Intervention portion, from 7 to 21 problems correct. These points connect to form a red line graph and represent the student’s data for supplemental intervention.

Print this section
(Close this panel)

Student 3

CBM Criteria
Slope: greater than 0.40
Benchmark: 30

slope calculatorRemember to use the slope calculator.

student 3 graph

Description

This graph is titled “Student 3.” The x-axis is labeled “Weeks of Instruction” and each week from 0 to 30 is labeled on the axis. The y-axis is labeled “Problems Correct.” This axis is labeled from 0 to 35, with every fifth number delineated numerically and with five tick marks between each label, representing 1 problem correct each. The portion of the graph from Week 1 to 7 is labeled “Core Instruction.” The portion of the graph from Week 8 to 17 is labeled “Supplemental Intervention.” The portion of the graph from Week 18 to 30 is labeled “Intensive Intervention.” There are two vertical black-dashed lines separating these three portions of the graph. There are seven red plot points in the Core Instruction portion, from 10 to 14 problems correct. These points connect to form a red line graph, which represents the student’s data for core instruction. There are ten red plot points in the Supplemental Intervention portion, from 14 to 21 problems correct. These points connect to form a red line graph,which represents the student’s data for supplemental intervention. There are thirteen points in the Intensive Intervention portion, from 22 to 30 problems correct. These points connect to form a red line graph, which represents the student’s data for intensive intervention.

Print this section
(Close this panel)
  1. How can school personnel monitor fidelity of implementation of the main RTI components? How can they respond if a teacher is not implementing with fidelity?
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