Understanding RTI in Mathematics: Proven Methods and Applications

Overview

Response to intervention-it's already improving reading outcomes in classrooms across the country, and this approach can be equally effective for K-12 mathematics instruction. This is the definitive volume on RTI in math: what we know about it, why it works, and how to use it to ensure high- quality math instruction and higher student achievement. Edited by National Math Panel veteran Russell Gersten with contributions by all of the country's leading researchers on RTI and math, this cutting-edge text blends the ...

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Overview

Response to intervention-it's already improving reading outcomes in classrooms across the country, and this approach can be equally effective for K-12 mathematics instruction. This is the definitive volume on RTI in math: what we know about it, why it works, and how to use it to ensure high- quality math instruction and higher student achievement. Edited by National Math Panel veteran Russell Gersten with contributions by all of the country's leading researchers on RTI and math, this cutting-edge text blends the existing evidence base with practical guidelines for RTI implementation. Current and future RTI coordinators, curriculum developers, math specialists, and department heads will get the best, most up-to-date guidance on key facets of RTI in math:
• conducting valid and reliable universal screening in mathematics
• using evidence-based practices to provide a strong general education curriculum for effective Tier 1 instruction
• implementing explicit, research-based teaching practices for students who need Tier 2 and 3 instruction
• monitoring students' progress with high-quality tools and measures
• motivating and engaging struggling students receiving Tier 2 and 3 instruction
• teaching students to use an array of visual representations to help them solve math problems
• tailoring RTI for every grade level, from kindergarten through high school Filled with vignettes, accessible summaries of the most recent studies, and best-practice guidelines for making the most of RTI, this comprehensive research volume is ideal for use as a textbook or as a key resource to guide decision makers.

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Editorial Reviews

Francis (Skip) Fennell

"RTI in mathematics has arrived! This book . . . defines, suggests, and displays what works, how it works, and why. [It] will become a page-worn resource for teachers, interventionists, mathematics specialists/instructional leaders, coaches and school-based leaders."
co-author Number Sense and Number Nonsense: Understanding the Challenges of Learning Math - Nancy Krasa
"A clear-eyed and thoughtful introduction to the possibilities and potential pitfalls of response-to-intervention in mathematics education."
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Product Details

  • ISBN-13: 9781598571677
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 8/1/2011
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 256
  • Sales rank: 415,878
  • Product dimensions: 7.00 (w) x 9.90 (h) x 0.40 (d)

Meet the Author

Joseph A. Dimino, Ph.D., has had experience as a general education teacher, special education teacher, administrator, behavior consultant, and researcher. He has extensive experience working with teachers, parents, administrators, and instructional assistants in the areas of early literacy, reading comprehension and vocabulary instruction, and effective instructional techniques for English language learners. As a senior research associate, Dr. Dimino has been a part of several regional and national research teams investigating topics such as foundational reading skills and vocabulary, reading comprehension, and mathematics instruction. He is a coauthor of books addressing reading comprehension and vocabulary instruction and has published in several peer-reviewed journals. Dr. Dimino has delivered papers at numerous state, national, and international conferences. He consults nationally in the areas of early literacy, reading comprehension, and vocabulary instruction.

Douglas Fuchs, Ph.D., Nicholas Hobbs Professor of Special Education and Human Development, Peabody College, Vanderbilt University, Department of Special Education, 110 Magnolia Circle, Room 417C, Nashville, TN 37203. Dr. Fuchs is a former classroom teacher, special educator, and school psychologist. He directed the Vanderbilt Kennedy Center Reading Clinic for 12 years. His current interests include reading and math disabilities, intensive instruction, service delivery options, urban education, and education policy.

Lynn S. Fuchs, Ph.D., Nicholas Hobbs Professor of Special Education and Human Development, Peabody College, Vanderbilt University, Department of Special Education, 110 Magnolia Circle, Room 417C, Nashville, TN 37203. Dr. Fuchs’s research addresses teachers’ use of classroom-based assessment information and instructional practices for improving reading and mathematics performance.

In addition to his work at the Instructional Research Group, Dr. Gersten is also a professor emeritus in the College of Education at the University of Oregon. He is the director of the Math Strand for the Center on Instruction, the director of research for the Regional Educational Laboratory-South West, and the principal investigator for several What Works Clearinghouse projects. As Project Director of the Teacher Quality Distribution and Measurement Study, Dr. Gersten is currently working with a team of researchers from Harvard University to revise a mathematics observation measure that will be used to determine the effect of professional development on teachers' mathematics instruction. He is also a coauthor of a mathematics screening and progress monitoring measure for kindergarten and first-grade students that is in press. His main areas of expertise include evaluation methodology and instructional research on students with learning disabilities, mathematics, and reading comprehension. Dr. Gersten has conducted numerous randomized trials, many of which have been published in major scientific journals in the field. He has either directed or codirected 42 applied research grants addressing a wide array of issues in education and has been a recipient of many federal and nonfederal grants (more than $20 million). He has advised on a variety of reading and mathematics projects using randomized trials in education settings and has written extensively about the importance of randomized trials in special education research.

In 2002, Dr. Gersten received the Distinguished Special Education Researcher Award from the American Educational Research Association's Special Education Research Division. He served as a member of the National Mathematics Advisory Panel, a Presidential committee to develop researchbased policy in mathematics for American schools. Dr. Gersten also chaired the Panel that developed A Practice Guide on Response to Intervention in Mathematics for the U.S. Department of Educatio

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Table of Contents


About the Editors
About the Contributors
Foreword
Sharon Vaughn

Introduction: Issues and Themes in Mathematics Response to Intervention Research and Implementation

  1. Introduction of Response to Intervention in Mathematics
    Paul J. Riccomini & Gregory W. Smith
  2. Universal Screening for Students in Mathematics for the Primary Grades: The Emerging Research Base
    Russell Gersten, Joseph A. Dimino, & Kelly Haymond
  3. Understanding the R in RTI: What We Know and What We Need to Know About Measuring Student Response in Mathematics
    Ben Clarke, Erica S. Lembke, David D. Hampton, & Elise Hendricker
  4. Pursuing Instructional Coherence: Can Strong Tier 1 Systems Better Meet the Needs of the Range of Students in General Education Settings?
    Ben Clarke, Chris T. Doabler, Scott K. Baker, Hank Fien, Kathleen Jungjohann, & Mari Strand Cary
  5. Tier 2 Early Numeracy Number Sense Interventions for Kindergarten and First-Grade Students with Mathematics Difficulties
    Diane Pedrotty Bryant, Greg Roberts, Brian R. Bryant, & Leann DiAndreth-Elkins
  6. A Two-Tiered RTI System for Improving Word-Problem Performance Among Students at Risk for Mathematics Difficulty
    Lynn S. Fuchs, Douglas Fuchs, & Robin F. Schumacher
  7. Effective Instructional Practices in Mathematics for Tier 2 and Tier 3 Instruction
    Madhavi Jayanthi & Russell Gersten
  8. Middle School Students' Thinking about Ratios and Proportions
    Asha K. Jitendra, John Woodward, & Jon R. Star
  9. Using Visual Representations to Instruct and Intervene with Secondary Mathematics
    Bradley S. Witzel, Deborah V. Mink, & Paul J. Riccomini
  10. Double-Dose Algebra as a Strategy for Improving Mathematics Achievement of Struggling Students: Evidence from Chicago Public Schools
    Takako Nomi & Elaine Allensworth
  11. The Role of Motivation in Secondary Mathematics Instruction: Implications for RTI
    John Woodward
  12. Practical Considerations in the Implementation of RTI in Mathematics
    Lauren Campsen, Alex Granzin, & Douglas Carnine

Index

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