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Institute of Education Sciences Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Ele PowerPoint Presentation
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Institute of Education Sciences Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools.

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slide1

Institute of Education Sciences

Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for

Elementary and Middle Schools

Recommendation 2Instructional materials for students receiving interventions should focus intensely on in-depth treatment of whole numbers in K-5 and on rational numbers in grades 4-8.

Level of Evidence: Low

slide2

Research to Support the Recommendation

The specific content of interventions must be

centered on building a basic foundation in math.

  • Cover fewer topics in more depth and with strong coherence.
  • In-depth coverage of key topics and concepts--first in whole numbers, then in rational numbers--is critical for success.
slide3

Research to Support the Recommendation

Important consensus documents in the field of math

education call for teaching fewer topics thoroughly

rather than teaching many topics on a surface level.

  • NCTM’s Focal Points document (2006) is built around teaching fewer concepts better at each level.
  • The National Math Advisory Panel Report (2008) also advocates focusing on teaching whole numbers well, then on teaching rational numbers.
slide5
In grades K-5, Tier 2 and 3 interventions should focus on properties and operations involving whole numbers.
    • The goal is proficiency and mastery.
      • In-depth coverage and extensive review are essential.
    • Content should vary by grade level and student skill level and include such topics as:
      • Counting
      • Place value
      • Operations
      • Knowledge and fluency with math facts
      • Solving whole number problems
slide6
In grades 4-8, tier 2 and 3 interventions should focus on in-depth coverage of rational numbers and advanced topics in whole number arithmetic.
    • The focus on rational numbers should include:
      • Understanding the meaning of fractions, ratios, decimals, percents
      • Problem-solving with fractions, ratios, decimals, percents
    • Use visual representation, such as number lines, in conducting instruction on rational numbers.
    • Some students in grades 4-8 will also require additional work on basic arithmetic facts and/or on basic whole number topics.
    • Accurate and fluent arithmetic with whole numbers is needed before understanding fractions.
slide7
Ensure that specific criteria (see below) are covered in depth in any intervention materials selected. Materials should:
    • Integrate computation with problem-solving and picture representations.
    • Stress reasoning and “making sense” of the mathematics.
    • Ensure that students build proficiency with the algorithm.
    • Include frequent review for understanding the content.
    • Include an assessment to assist in placing students correctly in the intervention curriculum.
concerns considerations
Concerns & Considerations
  • Alignment of the intervention materials with the core instructional program
    • Alignment with the core curriculum is not as critical as developing proficiency in the foundation of mathematics.
    • Acquiring these proficiencies is needed for future achievement in math.
    • Students should still receive core classroom instruction aligned to district or state standards.
concerns considerations10
Concerns & Considerations
  • In Tier 2 and 3 intervention materials, lessons might include topics not essential to basic proficiency in math (time, money, measurement, etc.)
    • Unless these are the only deficiencies, focus intervention time on basic math concepts and skills in whole or rational numbers, as noted previously.