Response to Intervention in Math »

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 PhD in special education from the University of Florida.

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.

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