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Understanding RTI in Mathematics


Understanding RTI in Mathematics

Proven Methods and Applications
Volume Editors: Russell Gersten Ph.D., Rebecca S. Newman-Gonchar   Foreword Author: Sharon Vaughn   Chapter Authors: Elaine Allensworth, Scott Baker, Brian R. Bryant Ph.D., Diane Pedrotty Bryant, Lauren Campsen, Douglas Carnine, Ben Clarke, Joseph A. Dimino Ph.D., Chris Doabler, Leann Elkins, Hank Fien, Douglas M. Fuchs Ph.D., Lynn S. Fuchs Ph.D., Russell Gersten Ph.D., Alex Granzin, David Hampton, Elise Hendricker, Madhavi Jayanthi, Asha K. Jitendra Ph.D., Kathleen Jungiohann, Erica S. Lembke Ph.D., Deborah V. Mink, Takako Nomi, Paul J. Riccomini, Greg Roberts, Robin F. Schumacher, Gregory W. Smith, Jon R. Star, Bradley S. Witzel, John Woodward

ISBN: 978-1-59857-167-7
Pages: 256
Copyright: 2011
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Size:  7.0 x 10.0
Stock Number:  71677
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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
  • using RTI to target specific mathematical proficiencies and concepts, such as number sense, word problems, algebra, and ratios and proportions

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.

Readers will have the knowledge base they need to strengthen mathematics instruction with proven RTI practices—and help ensure better math outcomes for students at every grade level.

With contributions by

  • Scott Baker
  • Diane Pedrotty Bryant
  • Douglas Carnine
  • Ben Clarke
  • Lynn S. Fuchs
  • Douglas Fuchs
  • Asha K. Jitendra
  • Erica S. Lembke
  • Takako Nomi
  • Paul J. Riccomini
  • Bradley S. Witzel
  • John Woodward
  • and more
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Reviews

Review by: Francis (Skip) Fennell, McDaniel College; Project Director, Elementary Mathematics Specialist and Teacher Leaders Project
"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."
Review by: Nancy Krasa, co-author Number Sense and Number Nonsense: Understanding the Challenges of Learning Math
"A clear-eyed and thoughtful introduction to the possibilities and potential pitfalls of response-to-intervention in mathematics education."
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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Number Sense and Number Nonsense
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Teaching Mathematics in Early Childhood
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