Assisting Students Struggling with Mathematics: Response to Intervention (RTI) for Elementary and Middle Schools: A Practice Guide

Author: Gersten, R., Beckmann, S., Clarke, B., Foegen, A., March, L., Star, J. R., Witzel, B.
Publisher: Institute of Education Sciences, U.S. Department of Education
Publication Date: 2009, April
Full text available online at: http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_math_pg_042109.pdf

Abstract (written by WestEd)

This Institute of Education Sciences (IES) Practice Guide proffers an evaluation of the effectiveness of eight recommendations for supporting students in learning mathematics within the framework of Response-to-Intervention. Because Tier 1 mathematics interventions vary depending on the math topic and student grade level, all but one of the recommendations address Tier 2 and Tier 3 interventions. Each of the recommendations includes a brief summary of supporting evidence, instructions on implementation, and a list of possible roadblocks and solutions. All IES Practice Guides judge their recommendations as having either a low, moderate, or strong level of evidence supporting a causal relationship between their recommendations and the desired outcome. The levels of evidence are listed following each recommendation as follows:

Tier 1

• Screen all students to identify those at risk for potential mathematics difficulties and provide interventions to students identified as at risk (Moderate level of evidence)

• Instruction during the intervention should be explicit and systematic. This instruction includes providing models of proficient problem solving, verbalization of thought process, guided practice, corrective feedback, and frequent cumulative review. (Strong level of evidence)
  
• Interventions should include instruction on solving word problems that is based on common underlying structures. (Strong level of evidence)
  
• Intervention materials should include opportunities for students to work with visual representation of mathematical ideas, and interventionists should be proficient in the use of visual representations of mathematical ideas. (Moderate level of evidence)
  
• Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic arithmetic facts. (Moderate level of evidence)
  
• Instructional materials for students receiving interventions should focus intensely on in-depth treatment of whole numbers in kindergarten through grade 5 and on rational numbers in grades 4 through 8. These materials should be selected by committee. (Low level of evidence)
  
• Monitor the progress of students receiving supplemental instruction and other students who are at risk. (Low level of evidence)
  
• Include motivational strategies in Tier 2 and Tier 3 interventions. (Low level of evidence)