Resources

Bailey, T. R. (2017). Hot topic: Lack of consistent MTSS/RTI language and practice. PowerPoint slides. Retrieved from https://rti4success.org/sites/default/files/MTSS%20Hot%20Topics.pdf

Bryant, D. P., & Bryant, B. R. (2005). An emerging model: Three-tier mathematics intervention model. Retrieved from http://www.k8accesscenter.org/documents/SERP-Math.DCAIRppt.ppt

Cathcart, W. G., Pothier, Y. M., Vance, J. H., & Bezuk, N. S. (2011). Learning mathematics in elementary and middle schools: A learner-centered approach. Boston, MA: Pearson.

Ehren, B. J. (n.d.). Response to intervention in secondary schools: Is it on your radar screen? Retrieved from http://www.rtinetwork.org/learn/rti-in-secondary-schools/response-to-intervention-in-secondary-schools

Esteves, K. J., & Whitten, E. (2014). RTI in middle school classrooms: Proven tools and strategies. Minneapolis, MN: Free Spirit.

Foegen, A., & Olson, J. (2018). Algebra progress monitoring training. PowerPoint presentation, Intermediate District 287, April 24, 2018.

Foegen, A., Stecker, P. M., Genareo, V. R., Lyons, R., Olson, J. R., Simpson, A., Romig, J. E., & Jones, R. (2017). Using an online tool for learning about and implementing algebra progress monitoring. TEACHING Exceptional Children, 49(2), 106–114. https://doi.org/10.1177/0040059916674327

Fuchs, L. S. (2010). Responsiveness-to-intervention: Distinctions among primary, secondary, and tertiary prevention. PowerPoint slides presented at National Conferences in 2010.

Fuchs, L. S. (2010). Screening and progress monitoring within RTI. PowerPoint slides presented at National Conferences in 2010.

Fuchs, L. S. (2010). RTI and math. PowerPoint slides presented at National Conferences in 2010.

King, S. A., Lemons, C. J., & Hill, D. R. (2012). Response to intervention in secondary schools, Considerations for administrators. NASSP Bulletin, 96(1), 5–22. doi.org/10.1177/0192636511430551

Little, M. E., & Dieker, L. A. (2016). Intensifying instruction and interventions within multitiered systems of support. In B. S. Witzel (Ed.), Bridging the gap between arithmetic & algebra (157–170). Arlington, VA: Council for Exceptional Children.

National Assessment of Educational Progress. (2017). The nation’s report card: Mathematics. National achievement level results: 4th grade. Retrieved from https://www.nationsreportcard.gov/math_2017/#nation/achievement?grade=4

National Assessment of Educational Progress. (2017). The nation’s report card: Mathematics. National achievement level results: 8th grade. Retrieved from https://www.nationsreportcard.gov/math_2017/#nation/achievement?grade=8

National Center for Education Progress. (2015). The nation’s report card: Mathematics. National achievement level results: 12th grade. Retrieved from https://www.nationsreportcard.gov/reading_math_g12_2015/#mathematics

National Center on Response to Intervention. (2011). RTI in middle schools: Frequently asked questions. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Center on Response to Intervention. Retrieved from https://rti4success.org/sites/default/files/0572%20MS%20RTI%20FAQs%20d5%5B1%5D.pdf

National Center on Response to Intervention (2013). RTI in middle schools: The essential components. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Center on Response to Intervention. Retrieved from https://rti4success.org/sites/default/files/RTI%20in%20Middle%20Schools-The%20Essential%20Components.pdf

National Center on Response to Intervention. (2011). RTI scheduling processes for middle school. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Center on Response to Intervention. Retrieved from https://rti4success.org/sites/default/files/0681MS_RTI_Rescheduling_Brief_d2.pdf

National Center on Response to Intervention, Center on Instruction, & National High School Center. (2011). Summary of “Tiered interventions in high schools: Using preliminary “lessons learned” to guide ongoing discussion.” PowerPoint Slides. Retrieved from https://rti4success.org/sites/default/files/HSTII_lessonsLearned.pptx

National High School Center, National Center on Response to Intervention, & Center on Instruction. (2010). Tiered interventions in high schools: Using preliminary “lessons learned” to guide ongoing discussion. Washington, DC: American Institutes for Research. Retrieved from https://rti4success.org/sites/default/files/HSTII_lessonsLearned.pdf

Prewett, S. L., & Mellard, D. F. (2010). RTI in middle schools. Webinar. Retrieved from https://intensiveintervention.org/resource/rti-middle-schools

Riccomini, P. J., & Witzel, B. S. (2010). Response to intervention in math. Thousand Oaks, CA: Corwin.

U.S. Department of Education, Office of English Language Acquisition. (2016). Newcomer tool kit. Chapter 3: High-quality instruction for newcomer students. Washington, DC: Author. Retrieved from https://www2.ed.gov/about/offices/list/oela/newcomers-toolkit/chap3.pdf

Vaughn, S., & Fletcher, J. M. (2012). Response to intervention with secondary school students with reading difficulties. Journal of Learning Disabilities, 45(3), 244–256. doi.org/10.1177/0022219412442157

Allsopp, D., & Hoppey, D. (2011). Critical questions about mathematics RTI. Principal Leadership, 12(3), 38–43.

The relative complexity of the high school curriculum can complicate or even hamper the effective implementation of RTI across critical content areas. In this article, the authors seek to address many of these issues, offering advice to educators and positing a number of key questions for teachers and school leaders to ask themselves throughout the implementation process.

Lembke, E. S., Hampton, D., & Beyers, S. J. (2012). Response to intervention in mathematics: Critical elements. Psychology in the Schools, 49(3), 257–272.

Educators are increasingly using the RTI process as a means to more effectively teach mathematics content. With this increase comes questions about RTI’s key elements and components, including screening, progress monitoring, and fidelity checks, all of which the authors address here. Also included are notes on the importance of core instructional practices recommended in state standards and the Common Core.

Mason, E. N., Benz, A. S., Lembke, E. S., Burns, M. K., & Powell, S. R. (2019). From professional development to implementation: A district’s experience implementing mathematics tiered systems of support. Learning Disabilities Research & Practice, 34(4), 207–214.

This article describes the efforts of a school district (with the support of university faculty) to implement MTSS in mathematics instruction to help improve learning outcomes for its students. The report suggests that, whereas teachers were encouraged by the application of practical classroom tools and strategies as they translated research into practice, time and personnel limitations remain a barrier with considering and attempting to overcome.

Nelson, G., Pfannenstiel, H. H., & Edmonds, R. Z. (2019). Examning the alignment of mathematics instructional practices and mathematics vocabulary between core and intervention materials. Learning Disabilities Research & Practice, 35(1), 14–24.

This article addresses the issue of different educators using different curricular materials among students struggling with mathematics, a practice that frequently leads to less-than-optimal learning outcomes. This “crosswalk” examines those materials and widely used intervention programs, with an eye toward determining their relative alignment or misalignment to provide instructors with recommendations for producing more reliable improvements in mathematics for all students.

Gersten, R., & Newman-Gonchar, R. (2011). Understanding RTI in mathematics: Proven methods and applications. Baltimore, MD: Brookes.

This comprehensive volume contains information on all things RTI mathematics: universal screening, explicit instructional practices, progress monitoring, the use of visual representations, and so much more. Vignettes and helpful summaries make this volume a useful guide for instructors and school leaders everywhere.

Esparza Brown, J., & Sanford, A. (2011). RTI for English language learners: Appropriately using screening and progress monitoring tools to improve instructional outcomes. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Center on Response to Intervention. Retrieved from https://mtss4success.org/resource/rti-english-language-learners-appropriately-using-screening-and-progress-monitoring-tools

Developed by the National Center on Response to Intervention, this online resource details a framework for using RTI with English language learners. Included here is information on formative assessments and progress monitoring, the stages of secondary language proficiency, and the use of background knowledge and experience in instruction. Also on hand are case studies to help learners apply what they have learned to specific classroom scenarios.

Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to intervention (RTI) for elementary and middle schools. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_math_pg_042109.pdf

This Institute of Education Sciences practice guide focusing on mathematics instruction in elementary and middle school is structured around eight key recommendations–covering everything from student screening measures to instructional materials to progress monitoring–and also includes a checklist of implementation components, a glossary of key terms, and much more.

National Center on Response to Intervention (2010). Essential components of RTI: A closer look at response to intervention. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Center on Response to Intervention. Retrieved from https://files.eric.ed.gov/fulltext/ED526858.pdf

This highly focused resource shines a spotlight on four key components of RTI implementation: a school-wide, multi-level instructional and behavioral system for preventing school failure; screening; progress Monitoring; and data-based decision making for instruction, movement within the multi-level system, and disability identification (in accordance with state law). Included here also are the answers to some frequently asked questions, considerations for future practice, and more.

National Technical Assistance Center on Transition. (2015). Secondary response to intervention. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Center on Response to Intervention. Retrieved from https://transitionta.org/sites/default/files/4Page_RTI_Final_2015.pdf

This National Technical Assistance Center on Transition factsheet contains an overview of the RTI process, notes on the importance of the process, as well as links to training modules, research articles, and Webinars, among much else.

Star, J. R., Caronongan, P., Foegen, A., Furgeson, J., Keating, B., Larson, M. R., Lyskawa, J., McCallum, W. G., Porath, J., & Zbiek, R. M. (2015). Teaching strategies for improving algebra knowledge in middle and high school students. Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from https://transitioncoalition.org/wp-content/uploads/2016/09/4Page_RTI_Final_2015.pdf

Research is a critical component in the development of evidence-based practices, but educators need concrete, detailed practices that they can incorporate into their classroom instruction. This resource from the What Works Clearinghouse was designed to offer just that. Featured here are specific recommendations for more effective mathematics instruction, including information on evidence of effectiveness, detailed modeling examples, and notes on potential pitfalls and how to avoid them.

What Works Clearinghouse, & National Center for Educational Evaluation. (2012). Improving mathematics problem solving in grades 4 through 8. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/mps_pg_052212.pdf

As with the resource described above, this What Works Clearinghouse guide overviews specific recommendations for mathematics instruction, in this case for students in grades 4 through 8. Users will find information on the use of visual representations, multiple problem-solving strategies, and more.

Center on Multi-Tiered System of Supports https://www.air.org/centers/center-multi-tiered-system-supports-mtss-center

The Center on Multi-Tiered System of Supports (MTSS Center) American Institutes of Research (AIR) provides support for states, districts, and schools implementing Multi-Tiered Systems of Support. The center’s website includes links to resources for the implementation of MTSS and resources on topics such as special education, school climate, and more.

National Center on Intensive Intervention https://intensiveintervention.org

The National Center on Intensive Intervention (NCII) seeks to build state and district capacity to support educators in using data-based individualization to effectively implement intensive interventions in reading, mathematics, and behavior in Grades K–12.