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ERIC Number: EJ1127786
Record Type: Journal
Publication Date: 2013-May
Pages: 15
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-2167-3454
Implementing Multi-Tiered Systems of Support in Mathematics: Findings from Two Schools
Donovan, Erin; Shepherd, Katharine
Journal of Special Education Apprenticeship, v2 n1 May 2013
This study examined the benefits and challenges associated with implementing RtI in the area of mathematics in an elementary and a middle school in a rural district in the northeastern United States. We sought to document the ways in which two schools approached implementation of RtI and to explore the issues they encountered with respect to instruction, intervention, and assessment. Five themes were identified that described implementation of the RtI framework: Shifting roles and changing structures, increasing opportunities for collaboration and communication, increasing instructional and assessment support for students who struggle in math, increasing knowledge of support strategies for learners who struggle with math, and "spreading the word" and enhancing the use of the model. The results of this study suggest that the RtI model has potential to improve how math instruction is approached in elementary and middle schools.
Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A