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Response to Intervention in Math

Aligned with the NMAP final report and IES practice guide, this resource offers guidelines, intervention strategies, and case studies for designing and implementing RTI in math.

Full description

Product Details
  • Grade Level: PreK-12, Elementary, Secondary
  • ISBN: 9781412966351
  • Published By: Corwin
  • Year: 2009
  • Page Count: 168
  • Publication date: December 04, 2012

Price: $39.95

Price: $39.95
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"The authors do a great job of blending ideas from mathematics education and the National Mathematics Panel Report with special education research. This is a great resource for those starting an RTI mathematics program."
—Russell Gersten, Professor Emeritus, University of Oregon
Director, Instructional Research Group

"Riccomini and Witzel have assembled a straightforward, well-organized, and systematically presented text that will be popular with inservice and preservice teachers alike."
—Kimberly Bright, Associate Professor of Educational Leadership and Special Education
Shippensburg University

Boost academic achievement for all students in your mathematics classroom!

Response to Intervention (RTI) is a system for assessment and instruction that has promising applications for teaching mathematics. This exciting new resource from Paul J. Riccomini and Bradley S. Witzel leads the way in applying RTI to mathematics instruction by offering guidelines for improving learning for all students, especially those who have learning disabilities or are struggling with mathematics content.

Drawing from evidence-based models, this guide begins with a comprehensive discussion of the RTI framework and the types of interventions appropriate within an RTI system for mathematics. The authors describe how the three tiers can be implemented in specific math areas and provide examples of RTI procedures illustrated in case studies. Aligned with the needs identified in the National Mathematics Advisory Panel final report and the IES practice guide, this book includes:

  • Intervention strategies for specific mathematics areas, such as number sense, fractions, problem solving, and more
  • Procedures for teaching math using systematic and explicit instruction as an approach to assessment, instructional planning, and evaluation
  • Descriptions of essential components to consider when designing and implementing RTI in mathematics
  • Guidelines for teaching math vocabulary

This timely resource provides tools and strategies that educators can immediately implement to help students achieve increased critical thinking skills and academic success.

Key features

  • Each chapter begins with a brief description of how RTI can be implemented in a specific math area and presents multiple examples of RTI in various case studies
  • Guidelines in each chapter address concerns and suggestions for multiple interventions related to the particular math area under discussion


Paul J. Riccomini photo

Paul J. Riccomini

Paul J. Riccomini began his career as a dual-certified general education mathematics teacher, teaching students with learning disabilities, emotional and behavioral disabilities, and gifted and talented students in Grades 7-12 in inclusive classrooms. His teaching experiences required a strong content knowledge in mathematics and the development and maintenance of strong collaborative relationships with both general and special educators. Currently, he is an associate professor of special education at Clemson University. His research focus is on effective instructional approaches, strategies, and assessments for students who are low achievers and/or students with learning disabilities in mathematics. He has written several research and practitioner articles related to effective strategies for teaching mathematics to students who struggle as well as coauthored two math intervention programs targeting fractions and integers. As a former middle and high school general education and special education mathematics teacher, Riccomini knows firsthand the challenges and difficulties teachers experience day-to-day when working with struggling students. He earned his doctorate in special education from The Pennsylvania State University and his master's of education and bachelor of arts in mathematics at Edinboro University of Pennsylvania.
Bradley S. Witzel photo

Bradley S. Witzel

Bradley S. Witzel is an experienced and decorated teacher of students with disabilities and at-risk concerns. He has worked as a classroom teacher and before that as a paraeducator in inclusive and self-contained settings. He currently serves as an associate professor, coordinator of the three special education programs, and assistive department chair of curriculum and instruction at Winthrop University in Rock Hill, South Carolina, where he recently received the 2009 Winthrop Graduate Faculty Award. In higher education, Witzel has taught undergraduate and graduate courses in special and general education methods as well as a variety of other courses from transition to behavior support. He has written several research and practitioner articles, books, and book chapters on mathematics education and interventions, and served as a reviewer of the final report from the National Mathematics Advisory Panel. Recently he coauthored an IES practice guide on Response to Intervention in mathematics. Witzel received his BS in psychology from James Madison University and his MEd and PhD in special education from the University of Florida.
Table of Contents

Table of Contents



About the Authors

1. What Is RTI, and Why Is It Important?

Overview of RTI

Key Research Support for RTI and Mathematics


2. The RTI Process for Math: Getting Started

Selection of the RTI Team Members

Belief System

Common Models of Implementation


Importance of the Core Mathematics Program


3. A Tiered Approach to More Effective Mathematics Instruction

Tier 1 Instruction and Curriculum

Tier 2 Intervention and Curriculum

Tier 3 Instruction and Curriculum


4. Mathematics Interventions Overview

Who Needs Intervention?

What Do I Teach for the Intervention?

Who Should Intervene?


How Long?

How Do I Organize My Curriculum?

What Types of Curricular Strategies Should Be Used for Tier 2 and Tier 3 Interventions?


5. Number Sense and Initial Math Skills

Assessments of Number Sense

Instructional Delivery of Number Sense

Curricular Elements of a Number Sense Intervention

In Context


6. Building Students' Proficiency With Whole Numbers

Importance of Proficiency in Whole Numbers

General Recommendations for Building Proficiency

Building Automatic Recall of Basic Facts With the Mastering Math Facts Program

Building Proficiency With Whole Numbers Through PALS Math


7. Fractions and Decimals

Fractions in the Standards

Assessment for Fractions and Decimals

When Are Calculators Sufficient?

Teaching the "What" With Fractions and Decimals

Teaching the "How to Compute" With Fractions and Decimals

Teaching Fluency With Fractions and Decimals

In Context


8. Teaching Problem Solving Strategically

Problem-Solving Programs


9. The Importance of Teaching Mathematical Vocabulary

The Importance of Teaching Mathematical Vocabulary

Instructional Activities to Promote Learning of Essential Mathematical Vocabulary

Assessing Students' Knowledge of Mathematical Vocabulary


10. Next Steps in the RTI Process

Professional Development

Reconsidering the Tier 1 Mathematics Curriculum

Why Is This Important for Educators Implementing an RTI Math Model?

An Alternative Approach: A Two Tier 1 Core Mathematics Program






Price: $39.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.