www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Dissecting Mathematics: Looking Past the RTI Colors
- Template 2015
- Section TMPL
- 1 Credits
- 07/22/2015 to 07/22/2115
- Modified 07/20/2020
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
Focuses on the core concepts of Response to Intervention, mathematics assessment procedures and the process of analyzing mathematics data for prescriptive, skill-specific intervention. Participants will also learn how to examine process monitoring data to determine the effectiveness of an intervention.
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will develop an understanding of the Response to Intervention framework, and how to analyze data to prescribe interventions for students who struggle in mathematics. Candidates will examine how they currently use universal screeners, progress monitoring, and the problem solving process when making decisions regarding math interventions. Candidates will also evaluate their school’s multi-tiered model of service delivery in the area of mathematics, and determine strengths and areas of need.
Serving the Community
Candidates will learn how to provide information to appropriate audiences in the school community regarding the Response to Intervention framework and procedures for mathematics, as well as the strengths and areas of need within their school’s multi-tiered model of service delivery. Additionally, candidates will have the opportunity to collaborate with colleagues about the use of reading universal screeners, progress monitoring, and analyzing data to inform instruction.
Finding Our Professional Selves
Candidates will develop an understanding that assessments for screening, diagnosis, and progress monitoring, as well as the problem-solving process, are critical in determining math interventions for students who struggle in mathematics. Candidates will also demonstrate the ability to communicate their ideas about Response to Intervention assessments, materials and processes by interacting with colleagues in a professional manner.
Access to standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
- Understand the foundations of the Response to Intervention framework (NASDSE 1,2,3,4,5,6,7; NBPTS 1,2)
- Understand the components of effective core math instruction for Tier 1. (NASDSE 4; NBPTS 2,4)
- Evaluate the validity and fidelity of a Math Response to Intervention framework, specifically the use of assessments, monitoring student learning, and use of data for instructional decisions (NASDSE 1,2,3,4,5,6,7; NBPTS 4,5)
- Use assessment data to plan and evaluate instruction (NASDSE 5,6,7; NBPTS 1,2,3,4,5)
- Communicate to an audience the Math Response to Intervention framework as it compares to the candidate’s school’s RTI framework (NBPTS 2, 4, 5)
All required materials will be supplied within the course.
Candidates will respond to weekly discussion prompts.
- Course outcomes 1,2,3
- Standards NASDE 1,2,3,4,5,6,7; NBPTS 1,2; NASDE 4; NBTS 2,4; NASDE1,2,3,4,5,6,7; NBPTS 4,5
Analysis of the School's RTI Process
Candidates will analyze and report on their school’s RTI process, using module readings, activities, and personal experiences.
- Course outcomes 1
- Standards NASDE 1,2,3,4,5,6,7; NBPTS 1,2
Math Assessments Inventory
Candidates will examine their school’s use of screening, diagnostic, and progress monitoring assessments for math intervention groups.
- Course outcomes 1,2
- Standards NASDSE 1,2,3,4,5,6; NBPTS 4,5; NASDE 5,6,7; NBPTS 1,2,3,4,5
Create a Problem-Solving Action Plan
Candidates will analyze their school’s problem solving process, identify areas of strengths and needs, and develop an action plan to address areas of need.
- Course outcomes 1,4
- Standards NASDSE 1,2,3,4,5,6,7; NBPTS 4,5; NASDSE 5,6,7; NBPTS 1,2,3,4,5
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