Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools: What Works Clearinghouse

Released:

April 2009

Topic:

Children and Youth with Disabilities,
Math

Education Level:

Elementary,
Middle Grades

Audience:

Administrator,
Policymaker,
Researcher,
School Specialist,
Teacher

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For more on this practice guide visit Doing What Works

Related Resources:

Response to Intervention (RtI) in Early Reading and Mathematics: Moving Evidence on What Works into Practice

Download Practice Guide (4108 KB)

Summary

Taking early action may be key to helping students struggling with mathematics. The eight recommendations in this guide are designed to help teachers, principals, and administrators use Response to Intervention for the early detection, prevention, and support of students struggling with mathematics.

Recommendations

Tier 1

	Recommendation	Level of Evidence
1.	Screen all students to identify those at risk for potential mathematics difficulties and provide interventions to students identified as at risk. Source – 4108 KB	Moderate

Tiers 2 and 3

	Recommendation	Level of Evidence
2.	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. Source – 4108 KB	Minimal
3.	Instruction during the intervention should be explicit and systematic. This includes providing models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review. Source – 4108 KB	Strong
4.	Interventions should include instruction on solving word problems that is based on common underlying structures. Source – 4108 KB	Strong
5.	Intervention materials should include opportunities for students to work with visual representations of mathematical ideas and interventionists should be proficient in the use of visual representations of mathematical ideas. Source – 4108 KB	Moderate
6.	Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic arithmetic facts. Source – 4108 KB	Moderate
7.	Monitor the progress of students receiving supplemental instruction and other students who are at risk. Source – 4108 KB	Minimal
8.	Include motivational strategies in tier 2 and tier 3 interventions. Source – 4108 KB	Minimal