EDUC 648 Math Assessment for RTI Tom Gebbie

Module 6 - Activity 2 - Case Studies 10/20/2018

Case Study 1 - Kindergarten CBM - Math - Marcus

Marcus is performing well below the benchmark (goal) line. We do not see a trendline but if it was drawn we
would see the gap widen as time progresses. The last four points are well below the benchmark line. Marcus
needs a lot of help if he is to keep up with the set goal.

The instructional change at week 6.5 was that the parents would work with him on counting and number
identification two nights a week for 10 weeks. This seems to have helped a little but the data seems
inconclusive.

At week 14 we need a substantial Tier 1 intervention in the classroom to get Marcus help. From Hanover
(2014) the Tier 1 interventions that could help would be more differentiation in the classroom, visual and
graphing descriptions of problems, student think-aloud and structured peer-assisted learning activities with
heterogeneous ability groups. This can all be done by the teacher in the classroom dependent on how it fits
with the current material.

Progress should be monitored and if Marcus is not responding to the Tier 1 intervention in weeks 17 then he
should move into a Tier 2 setting.

The Tier 2 interventions recommended by Hanover (2014) would be a pull out by the math instructional coach
that would include models of proficient problem solving, verbalization of thought processes, guided practice,
corrective feedback, and frequent cumulative review and solving word problems that are based on common
underlying structures.

Case Study 2 - 3rd Grade CBM - Math - Hilda

Hilda is not performing well and she need to be in a Tier 1 intervention to catch her back up. In the case study
the teacher mentions that Hilda is not paying attention to the lessons. She could be avioding the lesson
because it is hard to understand or she is not understanding due to lack of engagement. Either way it needs to
be resolved. Some good Tier 1 interventions from Hanover could include differentiation in the classroom, visual
and graphing descriptions of problems, student think-aloud and structured peer-assisted learning activities with
heterogeneous ability groups. I would try the studnet think-aloud activites and monitor her responses. That way
I might be able to determine why she is not engaged. This would just involve a couple of lesson plan re-writes
by the teacher. If Hilda does not respond to any of the above changes I would work on setting up some Tier 2
interventions.

Case Study 4 - 8th Grade CBM - Math - Brad

Brad is doing a lot better but still needs attention. I would continue to monitor Brad but I would increase the
goal line so it is more inline with his current progress. We see a flattening in the trend in weeks 7 through 12
and we want to see more improvement. So we are back to Tier 1 interventions in the classroom. I am
wondering if we can differnetiate the lessons to model what is happening in math lab within the classroom. This
would take some lesson prep by the teacher. I would give this until week 15 and if we do not see improvement
on the new goal line then it would be time to put him back in the math lab.

References:
Hanover Research (2014). ​Best Practices in Math Interventions​. Washington, DC.
https://www.mbaea.org/media/cms/Best_Practices_in_Math_Intervention_53D80FEED7650.pdf