Assisting Students Struggling with Mathematics: Response to

Intervention (RtI) for Elementary and Middle Schools

Best Practice reports are available on the IES web site at:

http://ies.ed.gov/ncee/wwc/publications/practiceguides/

Math RTI report:

http://

ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_math_pg_042109.

pdf

1. Screen all students to identify those at risk for potential math difficulties.

2. Instructional materials for interventions should focus on whole numbers in K-5 and on rational numbers in grades 4-8.

3. Instruction during the intervention should be explicit and systematic. Includes: models for problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review.

4. Interventions should include instruction on solving word problems that is based on common underlying structures.

5. Intervention materials should include opportunities for students to work with visual representations of math ideas

6. Interventions at all grade levels should devote about 10 min. in each session to building fluent retrieval of basic arithmetic facts.

7. Monitor progress of students receiving supplemental instruction and other students who are at risk.

8. Include motivational strategies in tier 2 and tier 3 interventions.

Evidence

Which ones do we put the most time, effort and

resources into?

How important do you believe each of these

recommendations to be?

1. Screen all students to identify those at risk for potential math difficulties.

2. Instructional materials for interventions should focus on whole numbers in K-5 and on rational numbers in grades 4-8.

3. Instruction during the intervention should be explicit and systematic. Includes: models for problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review.

4. Interventions should include instruction on solving word problems that is based on common underlying structures.

5. Intervention materials should include opportunities for students to work with visual representations of math ideas

6. Interventions at all grade levels should devote about 10 min. in each session to building fluent retrieval of basic arithmetic facts.

7. Monitor progress of students receiving supplemental instruction and other students who are at risk.

8. Include motivational strategies in tier 2 and tier 3 interventions.

Evidence

Moderate

Low

Strong

Strong

Moderate

Moderate

Low

Low

What are we looking for in an intervention?

What is important?

What is feasible for implementation, logistics, etc.?

• It’s about Implementation

• “Turnkey” doesn’t exist

• Total Cost of Ownership

Benchmark Exams

Prior year CST scores

A new instrument (i.e., Scholastic Math

Inventory and Quantile levels)

Revolution Prep

Odysseyware

• ALEKS• Apangea Learning• The Mind Institute• Study Island – California PDF brochure• www.IXL.com • Dimension M• Other supplemental resources listed on:

https://virtualousd.pbworks.com/w/page/36686951/Mathematics

Gersten, R. (2011), RrI: Response to Instruction and Intervention and Mathematics. The Potential for Mathematics Education. Presentation given April 15, 2011.

Institute of Education Sciences, U.S. Department of Education. (2009). Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. What works clearinghouse. Retrieved May, 2011 from: http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_math_pg_042109.pdf