Response to intervention in mathematics: Critical elements

Abstract

While implementation efforts using a Response to Intervention (RtI) model to increase reading instruction are becoming widely used, more administrators and teachers are looking to learn effective RtI practices to support learning in mathematics. This article explores some of the key elements of RtI practices in mathematics, including screening for identification of struggling learners and progress monitoring for gauging instructional effectiveness. In addition, several of the pressing needs regarding the importance of mathematics proficiency for all students are discussed. We describe some of the similarities and differences between RtI processes in reading and mathematics.

Early Numeracy Assessment: The Development of the Preschool Early Numeracy Scales

“…Yet, there is still a need to develop an RtI system for early mathematics (Lembke et al, 2012). The findings from this study address the critical first step—assessment development—in what needs to be a sustained effort to meet that purpose.…”

“…Response to Intervention (RtI)—a multi-tiered learning difficulties prevention system—is one means that has been established to provide all children with access to appropriate instruction through age- and domain-specific screening, progress monitoring, and, where necessary, targeted intervention (Fuchs & Fuchs, 2006; Lembke, Hampton, & Beyers, 2012; Vellutino, Scanlon, Small & Fanuele, 2006). The general RtI framework of screening, progress monitoring, and targeted intervention typically can be applied across domain and age-group (Riccomini & Witzel, 2010); however, specific efforts must be undertaken to design and apply age- and domain-appropriate assessments and interventions carefully.…”

“…RtI has shown broad positive impacts with at-risk elementary school students in their reading and mathematics development (Fuchs & Fuchs, 2006; Jimerson, Burns, & VanDerHeyden, 2007; Vellutino et al, 2006) and has shown promise helping to improve younger at-risk children’s early reading skills (VanDerHeyden et al, 2008). Yet, even though early mathematics achievement has been shown to be one of the strongest predictors of general academic development (Claessens & Engle, 2013; Duncan et al, 2007) and although it is clear that large individual differences in mathematics performance exist prior to formal school entry (Jordan & Levine, 2009; Starkey et al, 2004), there has not yet been a sustained effort to date to develop an RtI system designed specifically for early mathematics skills (Lembke et al, 2012). …”

The Use of Precision Teaching to Teach Basic Math Facts

“…We recommend performing a universal screening in order to identify learners at risk for learning problems (Lembke et al, 2012), possibly by means of a brief experimental analysis (VanDerHeyden & Burns, 2009) or a one minute timed screening (Lin & Kubina, 2005). This will help identifying students at risk and furthermore help to pinpoint each student's level of proficiency, thus ensuring that students' receive individualized intervention at the proper level, as was the case with previous studies (Chiesa & Robertson, 2000;Gallagher, 2006).…”

“…Also, Binder (1996) suggested that frequencies of between 50-70 are necessary in order to maintain performance during short (two minutes) and long (four minutes or more) intervals. The PT focus upon universal screening and pinpointing also fits nicely within the Response to Intervention framework, where it is recommended that these evaluations be done three times each school year in order to identify learneras at risk for learning problems (Lembke, Hampton, & Beyers, 2012).…”