Don't let the revolution in math education pass your teachers by!

By now, most teachers have a shelf full of books, articles, and reports on the Common Core and RTI. But where's the resource that addresses how the two fit together? Individually, the Common Core and RTI are formidable enough. Together, they create a “perfect storm” of challenges, with most teachers left wondering where to turn first.

Finally, here's a guide that distills the central elements of the Common Core and RTI into a single, manageable resource that provides strategies for serving all students. You will find: Real-world scenarios based on actual school-based issues; Multiple classroom-ready work samples; Content-area applications of RTI, including math vocabulary and literacy; A focus on instructional technology, with references to online resources in every chapter; Preparation for future developments in state and national educational policy

With additional guidance on students with special needs, behavioral issues, English language learners, and parent involvement, this all-in-one resource gives your teachers a distinct advantage in providing the superior math instruction all students deserve.

“Burton and Kappenberg have done a great service to teachers by combining Common Core and RTI into one easy-to-use text.”

—Deb Bible, RTI Interventionist

Dundee Highlands School, West Dundee, IL

“Anyone involved in the development of mathematic teachers and who is currently a mathematics teacher will find this book to be a resource to effectively unify instructional strategies to teach all students.”

—Satasha Green, Dean of Education

New York Institute of Technology

English Language Learners

English language learners
DoloresBurton and AndreaHonigsfeld

Students who speak a first language other than English or have related cultural differences must not face special barriers to learning mathematics. Every student's cultural heritage should be accepted and celebrated for the diversity that it brings to the learning environment. Expanded opportunities should be available to English language learners (ELL students) who need them to develop mathematical understanding and proficiency. Mathematics teachers should have knowledge of content and pedagogy that support ELL students, including an understanding of the role of the first language.

—National Council of Teachers of Mathematics (NCTM; 2008b, para. 1)

In this chapter you will learn:

  • How to overcome barriers to learning for this population
  • The difference between the acquisition of social language and the academic language necessary ...
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