Response to Intervention in Math

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Overview

Aligned with the NMAP final report and IES practice guide, this resource offers guidelines, intervention strategies, and case studies for designing and implementing RTI in math.

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Editorial Reviews

Russell Gersten
"Does a great job of blending ideas from mathematics education and the National Mathematics Panel Report with special education research. A great resource for those starting an RTI mathematics program. "
Kimberly Bright
"Finally, a scholarly and practical text to help administrators and teachers learn about and institute Response to Intervention in math! Riccomini and Witzel have assembled a straightforward, well-organized, and systematically presented text that will be popular with inservice and preservice teachers alike. It is easy to follow and not overwhelming. As a teacher educator, I am always searching for a text that has utility for later use, and this is such a book! This is one of those rare textbooks that teachers will use long after their course on effective instruction. "
Shelly Kelly
"The most comprehensive RTI book for mathematics that I have seen to date. The importance of choosing a research-based, effective, balanced core program cannot be overstated. By following the guidelines in this book, districts can make good, sound decisions. "
Kathy Durbin
"This book hits the right balance between being practical and research driven. It provides scientific, research-based instruction in mathematics, show that RTI can focus on more than just reading. It's a tour de force! "
Joseph C. Ciechalski
"This book is well written and well organized. I found the list of web sites for math programs and interventions of great use. I highly recommend Response to Intervention in Math. "
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Product Details

  • ISBN-13: 9781412966351
  • Publisher: Corwin Press
  • Publication date: 12/28/2009
  • Pages: 151
  • Sales rank: 215,439
  • Product dimensions: 8.40 (w) x 10.90 (h) x 0.60 (d)

Meet the Author

Paul J. Riccomini began his career as a dual-certified general education mathematics teacher, teaching students with learning disabilities, emotional and behavioral disabilities, and gifted and talented students in Grades 7-12 in inclusive classrooms. His teaching experiences required a strong content knowledge in mathematics and the development and maintenance of strong collaborative relationships with both general and special educators. Currently, he is an associate professor of special education at Clemson University. His research focus is on effective instructional approaches, strategies, and assessments for students who are low achievers and/or students with learning disabilities in mathematics. He has written several research and practitioner articles related to effective strategies for teaching mathematics to students who struggle as well as coauthored two math intervention programs targeting fractions and integers. As a former middle and high school general education and special education mathematics teacher, Riccomini knows firsthand the challenges and difficulties teachers experience day-to-day when working with struggling students. He earned his doctorate in special education from The Pennsylvania State University and his master's of education and bachelor of arts in mathematics at Edinboro University of Pennsylvania.

Bradley S. Witzel is an experienced and decorated teacher of students with disabilities and at-risk concerns. He has worked as a classroom teacher and before that as a paraeducator in inclusive and self-contained settings. He currently serves as an associate professor, coordinator of the three special education programs, and assistive department chair of curriculum and instruction at Winthrop University in Rock Hill, South Carolina, where he recently received the 2009 Winthrop Graduate Faculty Award. In higher education, Witzel has taught undergraduate and graduate courses in special and general education methods as well as a variety of other courses from transition to behavior support. He has written several research and practitioner articles, books, and book chapters on mathematics education and interventions, and served as a reviewer of the final report from the National Mathematics Advisory Panel. Recently he coauthored an IES practice guide on Response to Intervention in mathematics. Witzel received his BS in psychology from James Madison University and his MEd and Ph D in special education from the University of Florida.

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Table of Contents

Preface
Acknowledgments
About the Authors
1. What Is RTI, and Why Is It Important?
Overview of RTI
Key Research Support for RTI and Mathematics
Summary
2. The RTI Process for Math: Getting Started
Selection of the RTI Team Members
Belief System
Common Models of Implementation
Assessment
Importance of the Core Mathematics Program
Summary
3. A Tiered Approach to More Effective Mathematics Instruction
Tier 1 Instruction and Curriculum
Tier 2 Intervention and Curriculum
Tier 3 Instruction and Curriculum
Summary
4. Mathematics Interventions Overview
Who Needs Intervention?
What Do I Teach for the Intervention?
Who Should Intervene?
Where?
How Long?
How Do I Organize My Curriculum?
What Types of Curricular Strategies Should Be Used for Tier 2 and Tier 3 Interventions?
Summary
5. Number Sense and Initial Math Skills
Assessments of Number Sense
Instructional Delivery of Number Sense
Curricular Elements of a Number Sense Intervention
In Context
Summary
6. Building Students' Proficiency With Whole Numbers
Importance of Proficiency in Whole Numbers
General Recommendations for Building Proficiency
Building Automatic Recall of Basic Facts With the Mastering Math Facts Program
Building Proficiency With Whole Numbers Through PALS Math
Summary
7. Fractions and Decimals
Fractions in the Standards
Assessment for Fractions and Decimals
When Are Calculators Sufficient?
Teaching the "What" With Fractions and Decimals
Teaching the "How to Compute" With Fractions and Decimals
Teaching Fluency With Fractions and Decimals
In Context
Summary
8. Teaching Problem Solving Strategically
Problem-Solving Programs
Summary
9. The Importance of Teaching Mathematical Vocabulary
The Importance of Teaching Mathematical Vocabulary
Instructional Activities to Promote Learning of Essential Mathematical Vocabulary
Assessing Students' Knowledge of Mathematical Vocabulary
Summary
10. Next Steps in the RTI Process
Professional Development
Reconsidering the Tier 1 Mathematics Curriculum
Why Is This Important for Educators Implementing an RTI Math Model?
An Alternative Approach: A Two Tier 1 Core Mathematics Program
Summary
References
Index

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