- Summary
- Contents
- Subject index
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.
-
Front Matter
-
Chapters
- Chapter 1: What is RTI, and why is it Important?
- Overview of RTI
- Assessment
- Instructional Tiers
- Key Research Support for RTI and Mathematics
- Increased Instructional Time and Supports
- Small-Group Instruction
- Explicit Methods of Instruction
- The Use of Concrete and Pictorial Representations
- Strategy Instruction for Problem Solving
- Focus on Basic Facts and Problem Solving
- Aligning Tier 1 and Tier 2 Instruction
- Screening and Progress Monitoring to Target Deficit Areas
- Summary
- Chapter 2: The RTI Process for Math: Getting Started
- Selection of the RTI Team Members
- Belief System
- Core Belief #1: All Students can be Mathematically Proficient
- Core Belief #2: All Students Need a High-Quality Mathematics Program
- Core Belief #3: Effective Mathematics Programs Must Teach Conceptual Understanding, Computational Fluency, Factual Knowledge, and Problem-Solving Skills
- Core Belief #4: Effective Instruction Matters and Significantly Impacts Student Learning
- Common Models of Implementation
- Standardized Protocol Model
- Problem-Solving Model
- Hybrid Model Approach
- Assessment
- Universal Screening
- Progress Monitoring
- Diagnostic Assessments
- National Center on Student Progress Monitoring
- Importance of the Core Mathematics Program
- Summary
- Chapter 3: A Tiered Approach to More Effective Mathematics Instruction
- Tier 1 Instruction and Curriculum
- Tier 2 Intervention and Curriculum
- Size of the Instructional Group
- Mastery Requirement of Content
- Frequency of Progress Monitoring
- Instructor Considerations
- Tier 3 Instruction and Curriculum
- Summary
- Chapter 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
- Chapter 5: Number Sense and Initial Math Skills
- Assessments of Number Sense
- Instructional Delivery of Number Sense
- Curricular Elements of a Number Sense Intervention
- Number Recognition
- Magnitude Comparison
- Strategic Counting
- Addition: Counting On
- Subtraction: Counting Down
- Subtraction: Counting the Difference
- Adding to Multiplication: Skip Counting
- Addition and Place Value: Plus 10
- Place Value: Equals 10
- Fact Fluency or Number Combinations
- In Context
- Summary
- Chapter 6: Building Students' Proficiency with whole Numbers
- Importance of Proficiency in whole Numbers
- General Recommendations for Building Proficiency
- Specific Criterion for Introducing New Facts
- Intensive Practice on Newly Introduced Facts
- Systematic Practice on Previously Introduced Facts
- Adequate Instructional Time
- Progress Monitoring and Record Keeping
- Motivational Procedures
- Building Automatic Recall of Basic Facts with the Mastering Math Facts Program
- Mastering Math Facts Overview
- Building Proficiency with whole Numbers through PALS Math
- PALS Math Overview
- Summary
- Chapter 7: Fractions and Decimals
- Fractions in the Standards
- Assessment for Fractions and Decimals
- When are Calculators Sufficient?
- Teaching the “What” with Fractions and Decimals
- Fractions
- Decimals
- Teaching the “How to Compute” with Fractions and Decimals
- Fractions
- Decimals
- Teaching Fluency with Fractions and Decimals
- In Context
- Summary
- Chapter 8: Teaching Problem Solving Strategically
- Problem-Solving Programs
- Hot Math
- Pirate Math
- Solving Math Word Problems: Teaching Students with Learning Disabilities Using Schema-Based Instruction
- Summary
- Chapter 9: The Importance of Teaching Mathematical Vocabulary
- The Importance of Teaching Mathematical Vocabulary
- General Guidelines for Teaching Mathematical Vocabulary
- Specific Guidelines for Teaching Mathematical Vocabulary
- Instructional Activities to Promote Learning of Essential Mathematical Vocabulary
- Technology Applications and Resources
- Directed Journaling Activities
- Teaching Word Parts and Origins
- Preteaching Vocabulary Prior to Instructional Lesson
- Practice Activities to Build Fluency with Important Mathematical Vocabulary
- Graphic Organizers
- Assessing Students' Knowledge of Mathematical Vocabulary
- Summary
- Chapter 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
-
Back Matter
- Loading...
