Christina Petropoulos

October 6, 2015
RTI and Mathematics
Teaching Mathematics.
Mathematics is hard for any student. In a classroom, a teacher
can notice that that half of her students understand word problems
rather quickly, whereas the other students are really struggling. As a
teacher its hard to see the students struggle. One of the most difficult
tasks that they face as classroom teachers is finding ways to reach all
students and match each students level of mathematic readiness and
performance to the skills we are required to teach. Therefore, federal
and state requirements have increased to improve the achievement in
mathematics for all students. For example, the Individuals with
Disabilities Education Improvement Act outline RTI, as a process for
monitoring academic process. I find this approach more beneficial than
past models for schools. I feel special education systems in the schools
can benefit from this approach. They can communicate and provide
the services for the students with learning disabilities.
Response to Intervention is a multi-tier educational approach
aimed at early identification and support of students whose learning
needs are not being met. It involves the practice of providing highquality instruction and interventions matched to students need. It also
monitors the progress frequently that allows teachers to make
decisions about changes in instruction, and applying the students
response to important educating decisions. In the article it mentions
important components of RTL for mathematics, which consist of a three
tiers of evidence-based instruction and intervention services. In
schools today there is a diversity of students in todays classrooms,
therefore their needs to be an assortment of instructional practices
needed to engage everyone in learning and mastering mathematics.

The RTL approach is a great model for effective practices for all
learners and supports how we educate all learners.
I observe in third grade classroom where the students are at
completely different learning levels in all different subjects. I
understand why the RTI model needs to be implemented. I have
witnessed my teacher make multiple accommodations with her lessons
to fit with the students needs. She knows the students that are at the
standard and those who are struggling. I was able to sit in and observe
how she switched up her lesson that day to accommodate all the
students. In her class there are specialized teachers coming in and out
of the rooms so this puts less stress on the lead teacher. If students are
struggling in a subject, she pulls groups up to elaborate on the
struggles the teachers are having.
Teachers working with ELLs in mainstream classrooms have the
ability to use adaptive and differentiated elementary math concepts.
Math is difficult for ELLs because of their undeveloped second
language reading comprehension skills, limited math vocabulary,
difficulty in understanding the complex syntax of mathematics,
prevalence of word problems, background knowledge, and cultural
differences. For the tiered approach, to address the challenges and
ensuring ELLs achievement in math proficiency is to consistently use
highly visual, hands on activities and use of visuals and math
manipulative. There should be a continuum of assessments. At tier two
there will be adaptable, individualized instruction based on student
responses, level of comprehension, strategies, and right and wrong
answers. Other instructional practices to enhance are having engaging
activities, lessons, and rewards for time, effort, and academic
achievement. When student flow through the tiers they will continue
to use these strategies but in the use of small group or one on one
assistance.

Tier 1 is classroom-based interventions assess or screens all students

and particular interventions, such as more time on a concept, use of a
particular model, or more particular practice.
Tier 2 are targeted assistance in key mathematics concepts is designed
for small group settings in the classroom or as a supplemental
instruction provided by the classroom teacher, a mathematic
specialist, or an instructional assist. There is usually additional time for
mathematics will vary.
Tiers 3 are supplemental programs that occur outside of the daily
mathematics lesson for students requiring more intensive assistance.
Special education services and other professionals may be involved at
this level. At this level, foundational mathematics topics must be
central to the instructional activities. A student would b be at this tier if
their disability restricted them from accessing grade level standard for
math. The disabilities could be in either behavioral or academics.

http://www.jstor.org/stable/10.5951/teacchilmath.19.1.0020
http://www.dreambox.com/white-papers/increasing-elementary-mathproficiency-for-english-language-learners