‚The authors do a great job of blending ideas from mathematics education and the National Mathematics Panel Report with special education research. This is a great resource for those starting an RTI mathematics program.‘
—Russell Gersten, Professor Emeritus, University of Oregon
Director, Instructional Research Group
‚Riccomini and Witzel have assembled a straightforward, well-organized, and systematically presented text that will be popular with inservice and preservice teachers alike.‘
—Kimberly Bright, Associate Professor of Educational Leadership and Special Education
Shippensburg University
Boost academic achievement for all students in your mathematics classroom!
Response to Intervention (RTI) is a system for assessment and instruction that has promising applications for teaching mathematics. This exciting new resource from Paul J. Riccomini and Bradley S. Witzel leads the way in applying RTI to mathematics instruction by offering guidelines for improving learning for all students, especially those who have learning disabilities or are struggling with mathematics content.
Drawing from evidence-based models, this guide begins with a comprehensive discussion of the RTI framework and the types of interventions appropriate within an RTI system for mathematics. The authors describe how the three tiers can be implemented in specific math areas and provide examples of RTI procedures illustrated in case studies. Aligned with the needs identified in the National Mathematics Advisory Panel final report and the IES practice guide, this book includes:
- Intervention strategies for specific mathematics areas, such as number sense, fractions, problem solving, and more
- Procedures for teaching math using systematic and explicit instruction as an approach to assessment, instructional planning, and evaluation
- Descriptions of essential components to consider when designing and implementing RTI in mathematics
- Guidelines for teaching math vocabulary
This timely resource provides tools and strategies that educators can immediately implement to help students achieve increased critical thinking skills and academic success.
Inhaltsverzeichnis
Preface
Acknowledgments
About the Authors
1. What Is RTI, and Why Is It Important?
Overview of RTI
Key Research Support for RTI and Mathematics
Summary
2. The RTI Process for Math: Getting Started
Selection of the RTI Team Members
Belief System
Common Models of Implementation
Assessment
Importance of the Core Mathematics Program
Summary
3. A Tiered Approach to More Effective Mathematics Instruction
Tier 1 Instruction and Curriculum
Tier 2 Intervention and Curriculum
Tier 3 Instruction and Curriculum
Summary
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
5. Number Sense and Initial Math Skills
Assessments of Number Sense
Instructional Delivery of Number Sense
Curricular Elements of a Number Sense Intervention
In Context
Summary
6. Building Students′ Proficiency With Whole Numbers
Importance of Proficiency in Whole Numbers
General Recommendations for Building Proficiency
Building Automatic Recall of Basic Facts With the Mastering Math Facts Program
Building Proficiency With Whole Numbers Through PALS Math
Summary
7. Fractions and Decimals
Fractions in the Standards
Assessment for Fractions and Decimals
When Are Calculators Sufficient?
Teaching the ‚What‘ With Fractions and Decimals
Teaching the ‚How to Compute‘ With Fractions and Decimals
Teaching Fluency With Fractions and Decimals
In Context
Summary
8. Teaching Problem Solving Strategically
Problem-Solving Programs
Summary
9. The Importance of Teaching Mathematical Vocabulary
The Importance of Teaching Mathematical Vocabulary
Instructional Activities to Promote Learning of Essential Mathematical Vocabulary
Assessing Students′ Knowledge of Mathematical Vocabulary
Summary
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
References
Index
Über den Autor
Bradley S. Witzel, Ph D, is an award-winning teacher and professor who works as an associate professor and education program coordinator at Winthrop University, the flagship education college for the state of South Carolina. As a classroom teacher, and before that as a paraeducator, he worked in multiple settings teaching mainly math and science to high-achieving students with disabilities. Dr. Witzel has written five books, including the best-selling Response to Intervention in Math through Corwin, as well as several dozen book chapters, research and practitioner articles, and training manuals. He has also produced six education videos and several hundred conference and workshop presentations. He is a selected member of the Governing Board of the Southeast Regional Educational Laboratory (REL), funded by the Institute of Education Sciences (IES), and of the Smarter Balanced Assessment Consortium (SBAC) Accessibility and Accommodations work group. Dr. Witzel currently serves as the editor of Focus on Inclusive Education through the Association for Childhood Education International (ACEI) and recently served as a panelist on the IES practice guide Assisting Students Struggling with Mathematics and as an invited reviewer of the final report from the National Mathematics Advisory Panel. Most importantly, he is a father of two, husband of an educator, and son of two educators.
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