# RTI

## Math Workstations: Component 4 (Academically Rigorous)

Math workstations should be academically rigorous. One way, (a very important way I might add) is to use the DOK Framework. **If you are teaching the CCSSM, both assessment agencies (PARCC and Smarter Balance) are framing activities around this framework.** As the NYC website notes:

*Webb’s Depth of Knowledge (DOK) provides a vocabulary and a frame of reference when thinking about our students and how they engage with the content. DOK offers a common language to understand “rigor,” or cognitive demand, in assessments, as well as curricular units, lessons, and tasks. Webb developed four DOK levels that grow in cognitive complexity and provide educators a lens on creating more cognitively engaging and challenging tasks.*

Here are a few DOK resources:

http://static.pdesas.org/content/documents/M2-Activity_2_Handout.pdf

http://schools.nyc.gov/Academics/CommonCoreLibrary/ProfessionalLearning/DOK/default.htm

http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf

http://www.cfn609.org/uploads/4/6/9/6/4696562/s_nevada_dok_math.pdf

http://www.pvpusd.k12.ca.us/images/uploads/Intermediate_math_Toolkit_2.pdf

http://www.polk-fl.net/staff/professionaldevelopment/documents/DOKmath_descriptors_by_level.pdf

http://www.education.ne.gov/assessment/pdfs/Math_DOK.pdf

I plan to do a whole series of posts on DOK soon. In the meantime, just know that DOK is the framework used for rigor in the CCSS. It is very important to consider this framework as you look at units of study, individual lessons, workstations, guided math lessons and performance tasks.

Happy mathing,

Dr. Nicki

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## More Great Math Games

Here is a great site for math games. I like the interactivity and the fact that they use different models and strategies in the games. Watch the videos for each game to understand how they work. For example, in the alligator subtraction game, the students see a fact like 8+9 and then they are encouraged to think 9+9 and take away 1. They do this by looking inside the alligator’s mouth and then pulling a tooth. They have a bunch of games that use the open number line as well. For example, in the Catapult Castle, students have to figure out how many to the next ten and then adjust the target by pulling on a line that moves that many. They also have the beadstring for teaching various number facts. This is an interactive model for teaching “the dolch words of math” – illustrating facts through 20. They give you the choice of one or two strings. Try out the games. Let me know how you are using them.

Sometimes, for a guided math group, I will sit with the students at the computer center and have them play the games and talk about what they are doing. I can see them use virtual models, question them about the strategies and models they are using and really bring out “the math” in the game.

Happy Mathing,

Dr. Nicki

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## Tiered Math Library Resource

Differentiation is the Key!

Here is a great website with a library of tiered math lessons!

http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html

Happy Mathing,

Dr. Nicki

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## More RTI Math Resources

Here is the IES guide to RTI (federal gov) in Math. It outlines the interventions very clearly, with a discussion about the research findings of each recommendation. Well worth using as a study guide in PD sessions. Everybody that works with students in math should be aware of the information in the packet! Here are the research based recommendations:

Recommendation 1. Screen all

students to identify those at risk for

potential mathematics difficulties and

provide interventions to students

identified as at risk.

Recommendation 2. Instructional

materials for students receiving

interventions should focus intensely

on in-depth treatment of whole

numbers in kindergarten through

grade 5 and on rational numbers in

grades 4 through 8. These materials

should be selected by committee.

Recommendation 3. Instruction during

the intervention should be explicit and

systematic. This includes providing

models of proficient problem solving,

verbalization of thought processes,

guided practice, corrective feedback,

and frequent cumulative review.

Recommendation 4. Interventions

should include instruction on solving

word problems that is based on

common underlying structures.

Recommendation 5. Intervention

materials should include opportunities

for students to work with visual

representations of mathematical

ideas and interventionists should

be proficient in the use of visual

representations of mathematical ideas.

Recommendation 6. Interventions at

all grade levels should devote about

10 minutes in each session to building

fluent retrieval of basic arithmetic facts.

Recommendation 7. Monitor the

progress of students receiving

supplemental instruction and other

students who are at risk.

Recommendation 8. Include

motivational strategies in tier 2 and

tier 3 interventions.

Happy Mathing,

Dr. Nicki

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## Great RTI Math Resource: Strategies for Guided Math Groups

RTI is a great structure for planning differentiated interventions! I do a great deal of workshops on it around the country. I find that people struggle with really knowing what research based math interventions look like. As a nation we are really good at knowing and talking about research based literacy interventions! We have to spruce up our knowledge on RESEARCH BASED MATH INTERVENTIONS! Math research is alive and well (as quiet) as it is kept.

Here is a great resource by the Federal Government about how to implement research based math interventions called Doing What Works!

Following the recommendations of the National Mathematics Advisory Panel they state that RTI interventions should:

• For K–5, focus on whole numbers, including place value and addition and subtraction operations with whole numbers

• For 4–8, focus on rational numbers and operations with fractions, decimals, ratios, and percents and complex operations with whole numbers

• Explicitly teaching how to solve word problems using problem types with examples and information about teaching students to identify irrelevant information

• Daily practice on fluency with math facts during interventions and cumulative review

• Strategy approaches to fact teaching, including counting on, deriving facts using properties

This website is filled with resources such as powerpoints and videos. It also has a great deal of information about screening and monitoring as well as actual implementation at all 3 levels.

Happy Mathing,

Dr. Nicki

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