Utah Systems Conference 2019

As schools seek to increase student performance on state math assessments, the performance gap between students with and without disabilities and mathematics difficulties continues to widen. One-way schools are seeking to remediate mathematics is through providing support within MTSS. The session will first start with an overview of setting up a MTSS system, specific to mathematics. Secondly, the session will provide an overview of MTSS through the use of case studies and examples of how to incorporate mathematics evidence-based strategies such as multiple representations, student engagement, and student discussion. Additionally, participants will learn how to use data to identify students needing support in core instruction/Tier 1, as well as utilizing data to make changes to intervention instruction that leads to conceptual understanding, procedural fluency and positive student outcomes.

This session will focus on learning about struggling students and assessing student knowledge and understanding in mathematics to guide intervention aimed at student success. Participants will be introduced to the Three Frames for Understanding Student Thinking. This framework is something that participants can take back and put to use in their own classroom.

Teaching students who struggle to learn math is challenging. We’ve all had “those kids,” the ones with a tumultuous math past. Perhaps they’ve experienced years of failure or submit to the false belief that they “aren’t a math person.” Specifically designed for educators who work with students who struggle to learn mathematics, whether in general education or special education, we will explore and experience transformational classroom culture building and content strategies that insure an equitable education experience for “those kids” - all kids - in secondary mathematics. Because we believe positive classroom culture is a prerequisite for high quality tier 1 instruction, attendees will first experience two classroom culture building strategies that will help teachers transform their classrooms into safe places for all students to make mistakes, persevere, and find success in mathematics. Then, through an evidence-based strategy, attendees will participate and reflect on a high quality tier 1 instructional content strategy that helps create a classroom condition in which every student can excel by utilizing collaborative groups, creating a sense of urgency, and holding students accountable. Attendees will walk away with culture building and instructional content strategies ready for immediate use in their classrooms or schools.

Presenters will merge the UMTSS Framework for Mathematics with research from the National Council of Teachers of Mathematics. The focus of High-quality instruction will emphasize student thinking, students having multiple opportunities to work with content, and establishing a student-centered mathematics class. Participants will engage in a task and analyze how the framework for implementing tasks differs from the "I Do, We Do, You Do" instructional model.

Presenters will merge the UMTSS Framework for Mathematics with research from the National Council of Teachers of Mathematics. The focus of High-quality instruction will emphasize student thinking, students having multiple opportunities to work with content, and establishing a student-centered mathematics class. Participants will engage in a task and analyze how the framework for implementing tasks differs from the "I Do, We Do, You Do" instructional model.

Within a Multi-tiered System of Support (MTSS), students who struggle to learn math often receive core math instruction and supplemental math intervention in different settings, with different sets of curriculum materials, and different teachers. Research notes that misalignment between core and intervention materials (Gersten, 2016) can be problematic. For example, intervention materials may cover fewer topics in greater depth or use different instructional methods or vocabulary to teach similar skills (Fuchs et al., 2016), compared to core instruction. For students who receive intervention, this misalignment may result in additional confusion because of the inability to generalize skills, incomplete or conflicting instruction and expectations, and instruction in general education settings that may not be at their level. This presentation will increase participants understanding of the characteristics of students with math difficulty, knowledge of alignment and misalignment of math practices and vocabulary and how to connect skills across the tiers that can lead to a deeper understanding and student success.