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Rti in Math

The document discusses Response to Intervention (RTI) approaches for mathematics instruction. It outlines that early mathematics intervention can repair deficits and prevent future issues. It describes three tiers of intervention: Tier 1 involves universal screening and differentiated small group instruction, Tier 2 focuses on increasing fluency through small groups or centers, and Tier 3 requires specific skill assessment and training to apply skills in the classroom. A variety of intervention strategies are provided for different math difficulties at the Tier 1 level.

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100 views

Rti in Math

The document discusses Response to Intervention (RTI) approaches for mathematics instruction. It outlines that early mathematics intervention can repair deficits and prevent future issues. It describes three tiers of intervention: Tier 1 involves universal screening and differentiated small group instruction, Tier 2 focuses on increasing fluency through small groups or centers, and Tier 3 requires specific skill assessment and training to apply skills in the classroom. A variety of intervention strategies are provided for different math difficulties at the Tier 1 level.

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RTI

in Math

RTI in Math? Of course, in fact “early mathematics intervention can repair deficits
and prevent future deficits” (VanDerHyden).
-Tier 1 math lessons should be well sequenced, ensure mastery, and provide feed
back that complements the students level. Screening tools should be useful and can
be based on curriculum measurement. (VanDerHyden).
-Tier 2 lessons should match the difficulty of the activity to the skill level of the
students. Focus should be put on building fluency and provide lots of opportunity to
practice skills (VanDerHyden). Can be run as small groups or math centers.
-Tier 3 specific assessment will be needed to identify areas of student difficulty.
“Intervention may require specific training to learn how to apply learned skills
under conditions that are required in the regular classroom” (VanDerHyden).


Tier 1
TIER 1 Math Interventions:

Overall Skills are lower than grade level:


-assess for level of instruction
-provide small group instruction on needed skills
Difficulty remembering math facts:
-separate facts into sets of fact families
-provide extra opportunities
-provide references to assist in fact calculation
-use manipulative objects
-practice flashcards with peer/volunteer
-use folding in technique for flashcard practice
-student self-check/correct practice sheets
Difficulty attending to important details:
-highlight operational signs/key words
-use vertical lines/graph paper for organization
-reduce the number of problems per page
-use a window overlay to isolate problems
-have student repeat directions to teacher
Inability to read text for word problems:
-align material with students reading level
-highlight key words in math problem
Slow rate of completion:
-reduce number of items to complete
-provide manipulatives
Problems sequencing steps for computation:
-consistent review of steps
-reference sheet kept at student desk
-use acronyms to remember steps
-color coding of steps
-use of manipulative objects
-use of calculator
Failure to visualize concepts:
-use simple, consistent language
-provide visual examples
-assess and explicitly teach concept terminology
Difficulty solving word problems:
-use concrete examples
-highlight key operational words
-have students restate problem
-use of calculator/manipulatives
Other:
-small group instruction
-individual assistance from teacher/volunteer

Retrieved from:
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KEwisot7Pit3gAhVXtZ4KHQzbCgoQFjAAegQICxAC&url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fwww.m
ccsc.edu%2Fcms%2Flib%2FIN01906545%2FCentricity%2FDomain%2F252%2FM
ath%2520Interventions%2520for%2520TIER%25201-2-
3.docx&usg=AOvVaw1NyGdJjnBcsGyJHz-j9g-t

Tier 2 or 3

-Cover, Copy, and Compare: Increasing Math Fluency

-Solving Word Problems Using Structured Organizers

-Sequence for Teaching Fractional Concepts

-Improving Math Performance with Explicit Timing

-Reciprocal Peer Tutoring to Improve Math Achievement



-Improving Math Performance with Reciprocal Peer Tutoring and Parental –

-Involvement


Retrieved from:
https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=2ahU
KEwisot7Pit3gAhVXtZ4KHQzbCgoQFjAAegQICxAC&url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fwww.m
ccsc.edu%2Fcms%2Flib%2FIN01906545%2FCentricity%2FDomain%2F252%2FM
ath%2520Interventions%2520for%2520TIER%25201-2-
3.docx&usg=AOvVaw1NyGdJjnBcsGyJHz-j9g-t






References


VanDerHyden. RTI and Math Instruction. Education Research and Consulting, Inc.,
Fairhope, AL. RTI Action Network. Retrieved from:
http://www.rtinetwork.org/learn/what/rtiandmath






Retrieved from:
https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=2ahU
KEwisot7Pit3gAhVXtZ4KHQzbCgoQFjAAegQICxAC&url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fwww.m
ccsc.edu%2Fcms%2Flib%2FIN01906545%2FCentricity%2FDomain%2F252%2FM
ath%2520Interventions%2520for%2520TIER%25201-2-
3.docx&usg=AOvVaw1NyGdJjnBcsGyJHz-j9g-t

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