1	Accelerated Mathematics Instruction (AMI) Houston Independent School District 2005-2006
2	Accelerated Mathematics Instruction The 79^th Texas Legislature appropriated funding for schools to provide accelerated reading and math instruction during the 2005-2006 school year. Funding for Accelerated Mathematics Instruction (AMI) is based on Grade 5 students failing to meet the standard on the first administration of the 2005 Mathematics TAKS.
3	What is Accelerated Mathematics Instruction? Immediate, targeted mathematics intervention programs for students in Grades K-6 who have been identified as unlikely to achieve the TAKS mathematics passing standard by the end of Grades 3, 5, and 8.
4	Who Qualifies for AMI Intervention? (HISD: Grades K-2) Assessing Math Concepts by Kathy Richardson All students who score “Needs Instruction” (I) All students who score a combination of “Needs Instruction” (I) and “Needs Practice” (P)
5	Who Qualifies for AMI Intervention? (HISD: Grades 3-6) All students performing below a scale score of 2200 on Math TAKS are considered to be at-risk of having math difficulties. These students must be identified and placed in a tiered intervention program structured to meet their needs. It is recommended that students be grouped by level of performance by specific TAKS objectives and placed in small group tutorials, individualized instruction, or other prescriptive setting to meet their needs.
6	AMI Intervention Program Components
7	Intervention Program Components A placement process that effectively identifies students at-risk for math difficulties A program instructional format that is Consistently informed by math classroom and assessment data Provides repeated opportunities for students to engage in intensive, targeted learning A program pedagogical foundation based on scientific math intervention research A program structure that provides for continuous monitoring of student achievement to adjust the program content and/or instructional approach to meet the needs of each student A program communications element that frequently reports individual student progress
8	AMI Intervention Intervention is in addition to the required daily time allotment for mathematics Suggested HISD 90-minute mathematics block for K-5 Sixth grade may have 45, 60, or 90-minute block TEA recommends 30-45 minute tutorial for students in need School-day programs are strongly recommended because of timeliness and effectiveness Parent Notification Letter must be sent home
9	Intervention Programs Tiers of intervention are not structured for students based on overall school performance or ranking. Programs offered to students will vary depending on individual student performance.
10	AMI Intervention Structuring a Program
11	How Can We Incorporate AMI Intervention? Intervention may occur During other content area time frames Small Groups Trained Assistants/Tutors Workstations Homeroom Period Study Skills period Before/after school tutorials Small Groups Must target specific needs of students
12	Structuring an AMI Intervention Program The Treatment Format/Structure Frequency – How often will you meet with students? Duration – How much time should be devoted to each student? Intensity – What is the level of “treatment” needed? Content How will students be grouped for intervention based on data and by topic? What materials will be used to provide intervention based on data and by topic?
13	Levels of Intervention The Three R’s Rebuild Relearn Reteach
14	Rebuild Students do not have conceptual understanding and are missing critical foundational pieces of knowledge Instruction may have to go back 2-4 years Instruction should be done in small homogeneous group setting, pupil-teacher ratio of 4 or 5 to 1
15	Relearn Students have a strong foundation of big ideas, but are missing some critical skills Instruction should focus on learning which was not mastered from previous year Instruction may be done in tutorial setting using differing grouping strategies
16	Reteach Instruction should focus on on-grade learning which has not been mastered within the current year’s program Classroom teacher’s responsibility to adjust instruction to meet student needs on identified topics Based on constant on-going formal/informal assessment
17	Intervention Programs Programs offered to students will vary depending on individual student performance. Tiers of intervention are not structured for students based on overall school performance or ranking.
18	Grouping Practices
19	Discussion Question #1 What is currently happening with intervention on your campus that fits within the parameters of these three categories? Reteaching Relearning Rebuilding Discussions should focus on Structure and Content of Programs.
20	Discussion Question #2 What adjustments could be made in existing intervention programs to better fit the parameters of these three categories? Reteaching Relearning Rebuilding Discussions should focus on Structure and Content of Programs.
21	Discussion Question #3 What do you have/need on your campus to ensure a successful math intervention program that fits the parameters of these three categories? Reteaching Relearning Rebuilding Discussions should focus on Structure and Content of Programs.
22	Discussion Question #4 What should the structure/content of a math intervention program include to meet the needs of: K-2 students? 3-5 students? 6^th Grade students? Discussions should focus on Structure and Content of Programs.
23	Monitoring & Documenting Progress
24	Monitoring AMI Progress Continuous progress monitoring for every student identified with data analysis Assessing Math Concepts Student Interviews K-2 (Required) Snapshots 3-6 (Required) PASS Data TAKS Data Teacher-Made Diagnostics Progress Reports Report Cards
25	Other Assessment Data Formative Assessments Daily Observation Questioning Warm-Ups “Dip-stick” data Summative Assessments Teacher-made tests Unit tests Other ?
26	AMI Required Documentation Teachers should have individual folders for each student Prescriptive action plan and Work samples should be placed in folder Teachers should keep parent informed Progress reports should reflect student’s performance Sent out the 4^th week of each 9 week, or the 3^rd week of each 6 week, reporting period Teachers can send notes of progress at ay given time Teachers can conference with parents to discuss progress
27	Intervention Folders Documentation should include: Structure/Format of Intervention Delivery Intervention Materials Used Frequency of Treatment Pre- and Post-Testing Information Status of Progress Possible items placed in folders: Prescriptive Action Plan Assessing Math Concepts results TAKS and Snapshot Data Student Work Samples Teacher-Made Tests Progress Reports
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34	Utilization of AMI Funds
35	Campus Utilization of AMI Funds Intervention Materials Scientifically Research-Based Assessment Materials Assessing Math Concepts Administering Snapshots Extra Duty Pay for Teachers Providing AMI to Identified Students Substitutes for Teachers who Administer Assessing Math Concepts Student Interviews
36	Intervention Wisdom If you do things the same way you always have, You will get the same results you always have.
37	Houston I.S.D. Math Department Staff Anne Hoskin – Mathematics Manager ahoskin@houstonisd.org Specialists Karen Steinhauer (K-2) ksteinha@houstonisd.org Barbara Williams (3-5) bwilli10@houstonisd.org Sherry Irby (6-8) sirby@houstonisd.org Tyesha Mitchell - Math Department Secretary TMITCHE5@houstonisd.org Telephone: 713-892-6165