RTI Case Study

2nd Grade Case Study

Making Sense of the Problem-Solving RtI Process in Mathematics Miss Concepcion, a second grade teacher in Algorithm Elementary School, was a veteran teacher, both in the profession and at this elementary school. She felt fortunate to work with three other second grade teachers who were veteran teachers at the second grade level. In addition, the school has a mathematics coach and a curriculum resource teacher, who are both very knowledgeable in multiple instructional approaches and resources. Their school district administrators had recently written an implementation plan for Response to Intervention (RtI). To facilitate the implementation of this RtI plan in their school, the School Improvement Team recommended that their school Professional Learning Community focus on quality implementation of RtI. One necessary component decided by the members of their School Improvement Team was to assure that grade- level data meetings were scheduled bi-weekly. For this case study, our discussion will focus on Mattie Maddox, a student in Ms. Concepcion’s second grade class. The instructional focus for this unit in mathematics is:

NGSSS Benchmark Benchmark Description Aligned Progress Monitoring Tool

MA.2.A.2.2 Add and subtract multi-digit whole numbers through three digits with fluency by using a variety of strategies, including invented and standard algorithms and explanations of those procedures.

MBSP Computation MBSP Concepts and Applications

Background Student: Mattie Maddox Age: 7 Grade: 2 Scenario When Miss Concepcion reviewed her class data from the district quarterly benchmark assessments, a universal screening measure, results indicated that 85% of the students in Mattie’s grade level have scores of 3 out of 4 correct (or higher) for each of the operations, as have 82% of the students in her classroom. Nine second-grade students, overall, have not mastered this standard, as indicated, by a performance of less than 50% accuracy in each operation. Mattie Maddox is one of these second-grade students. Mattie’s results show that she scored less than 2 out of 4 correct (or higher) for each operation, similar to the other eight students. To receive additional instructional

information about the needs of her students, Ms. Concepcion administered a universal screening measure within her classroom soon after receiving the data from the district benchmark assessment data. Ms. Concepcion wanted to have as much formative assessment data from various universal screening instruments. The results were similar to the district benchmark assessment. A sample of these universal screening assessments follows: As there are several students in Mattie’s grade level not meeting mastery of NGSSS MA.2.A.2.2, the second grade team, including Ms. Concepcion, is in agreement that they need to provide more instruction and support for these nine students that are struggling with this benchmark, in addition to the core instruction. They include the curriculum resource teacher in their discussion. The second grade team arranges for those nine students to receive supplemental instruction in a small group 20 minutes per day (increasing dosage), three times a week active engagement methods and manipulatives, (evidence-based procedures researched to be effective to master these skills). The team decides that this instruction will be delivered by the curriculum resource teacher knowledgeable in these procedures. Progress monitoring data are collected weekly using a teacher created assessment to evaluate the effectiveness of instruction as well as the progress of the individual students. After six weeks of intervention, the data show that the instruction is resulting in improved outcomes for seven (78%) of the students. These seven students were able to perform independently to complete assessment for MA.2.A.2.2 accurately and consistently, scoring at least 3 out of 4 correct on probes. However, while showing some improvement, Mattie and one other student continue to struggle. At the next data meeting, the members of the grade level team review the student formative data to assure that the students continue to master the identified benchmark, as well as identify any students who are not yet achieving mastery. Through the Problem- Solving process, several hypotheses are proposed for Mattie’s individual difficulties. Further classroom diagnostic assessments using specific probes on place value (a necessary prerequisite skill to computation of two and three digit integers) is conducted and the hypothesis is verified.

Sample: Universal Screening Assessments- 1) 423 2) 315 3) 524 4) 657 5) 345 + 215 + 824 + 238 + 455 +123 6) 327 7) 582 8) 843 9) 974 10) 876 - 15 - 35 - 56 - 352 -345

Since Mattie evidenced some improvement with the supplemental instruction provided, small group instruction will continue, with additional individualized instruction of 20 minutes per day, two times per week targeting the deficit skills (place value) which will be provided in the classroom. Ms. Concepcion consults with the math coach for additional strategies and resources to use with Mattie. Mattie will receive explicit instruction on place value in addition to instruction on MA.2.A.2.2 and core instruction. Mattie’s progress monitoring data are reviewed weekly and her response to instruction/intervention is evaluated. Instructional decisions are made based upon whether her data indicated Poor, Questionable, or Positive response to instruction/intervention.