MATHEMATICS ASSESSMENT WITHIN MTSS ESSENTIAL COMPONENTS OF MTSS

MATHEMATICS ASSESSMENT WITHIN MTSS

ESSENTIAL COMPONENTS OF MTSS FRAMEWORK

CHARACTERISTICS OF INSTRUCTION ACROSS THE TIERS Primary (T 1) Secondary (T 2) Intensive (T 3) Instruction/ Intervention Approach Comprehensive, research-based curriculum Standardized, targeted small-group instruction Individualized, based on student data Group Size Classwide (with some small-group instruction) 3– 7 students No more than 3 students Monitor Progress Once per term At least once per month Weekly Population Served All students At-risk students Significant and persistent learning needs DBI is an approach to intensive intervention. 4

FIVE DBI STEPS 1. Secondary intervention program, delivered with greater intensity 2. Progress monitoring 3. Informal diagnostic assessment 4. Adaptation 5. Continued progress monitoring, with adaptations occurring whenever needed to ensure adequate progress 5

DIAGNOSTIC DATA • As the model shows, for students not responding teachers need to collect further diagnostic data. This might include: • Work samples • Additional assessments • Analysis of assessment data- moving beyond just the score, but error analysis • Clinical interviews

WHAT IS A CLINICAL INTERVIEW? • A way to explore student thinking. • A complement to other diagnostic data. • A respectful, flexible way to understand student’s present performance and WHY the student may be performing as observed.

PLANNING FOR A CLINICAL INTERVIEW 1 2 3

TASKS, TOOL, AND QUESTIONS 1. What content area you interested in - Intervention content - Foundational content learning more about how students think? 2. How might thinking develop over time or relate to other content? 3. What tasks can you use that might elicit students’ ideas about the content? - Curriculum standards - Progressions documents - Accessible - Worthwhile; familiar to students

TASKS, TOOL, AND QUESTIONS • Have tools available for students to use as they solve problems. • Students choose how to solve. • Prepare questions to use with tasks to probe or explore students’ thinking. - Linking Cubes - Whiteboards, paper

TASKS, TOOL, AND QUESTIONS

CONDUCT THE INTERVIEW • Explain to the student what will happen and why it is important.

CONDUCT THE INTERVIEW Determine the child’s current understanding. Less talk More talk Determine learning potential.

USING THE DATA

MORE INFORMATION? Hunt, J. H. (2015). How to better understand the diverse mathematical thinking of learners. Australian Primary Mathematics Classroom, 20(2), 15 -21. jhunt 5@ncsu. edu Free! https: //files. eric. ed. gov/fulltext/E J 1093255. pdf

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