RTI and Mathematics: Practical Tools for Teachers in K-8 Classrooms : 9780133007015

RTI and Mathematics: Practical Tools for Teachers in K-8 Classrooms

Gresham & Little
 
Edition
 
1
ISBN
 
9780133007015
ISBN 10
 
0133007014
Published
 
07/09/2012
Published by
 
Pearson Higher Ed USA
Pages
 
240
Format
 
Out of stock
 
Title type
Book
$51.99
 
 
 
Description

This first-of-its-kind, practical, interactive, “how to” guide gives today’s busy educators hands-on help for understanding and effectively implementing the mathematics curriculum with the RTI model–and improving student conceptual learning in mathematics.

 

This practical guide is designed to help educators gain knowledge about Response to Instruction/Intervention (RTI) as it relates to mathematics, and to help them consider and then act on their critical roles within the RTI process in the classroom and the school. Here is information that can be put to immediate use within K-8 classrooms in order to implement RTI in mathematics successfully and to meet the instructional goals in mathematics for all students.

 

The authors, a mathematics teacher and a special education teacher, provide clear definitions of common language, core, implementation practices, and procedures as related to or involved with RTI, and show readers the connections among teachers’ knowledge and skills and their important use with RTI. Included is a continuous case study of a mathematics teacher as she implements RTI in her classroom; clear, evidence-based content; scenarios; examples; resources and activities; plus modeling, description, and reflection on the key learning outcomes of RTI.

Table of contents

Preface

 

Chapter 1: Response to Intervention in Mathematics

            What is Response to Instruction/Intervention (RTI)?

            What RTI is Not?

            Meeting the Instructional Needs of All Learners in Mathematics

            Connections: RTI with Common cord Standards and NCTM Focal Points in Mathematics

            Teacher’s Corner

Chapter 2: Setting the Stage for RTI in the Classroom by Understanding the Fundamentals

            RTI and How It Works

            Tiered Instruction-Why and How It Works

            Instructional Decision-making Processes for RTI Implementation

            Instructional Variables in the Mathematics Classroom

            Beginning and Delivering and Intervention Plan for Students

            Coordinating Interventions with Core Classroom Instruction

            Case Study-Revisited

            Teacher’s Corner

Chapter 3: Knowing the Students are Learning-Use of Assessment Data

            Understanding the Purposes and Types of Assessment

            Assessments used within RTI

            Using Assessment to Plan Instruction within RTI in Mathematics

            Teacher’s Corner

Chapter 4: Teaching All Students in My Classroom-Tier 1

            An Overview of Tier 1

            Universal Screening and Instructional Variables

            Effective Instruction in the Mathematics Classroom

            Differentiating Instruction

            Using Concrete Manipulatives and Multiple Representations

            Scaffolding Instruction for Mathematical Learning

            Curriculum Based Assessments for Instructional Decision-Making

            Teacher’s Corner

            Scenerios

Chapter 5: Interventions within Tier 2

            An Overview of Tier 2

            Using Data to Select Interventions for Students

            Intensifying and Implementing Interventions; Standard protocol and Problem-Solving

            Organizing for Instruction: Grouping and Scheduling

            Monitoring Student Progress for Instructional Decision-Making

            Teacher’s Corner

            Scenerios

Chapter 6: Intensifying Interventions within Tier 3

            Variables to Intensifying During Tier 3

            Ms. Holly’s Planning for RTI

            Diagnostic Assessment and Teaching at Tier 3

            Special Education Services within RTI

            Teacher’s Corner

Chapter 7: Supporting Students in Our School through Professional Learning about RTI

            Supporting Students through Collaboration within RTI

            Making RTI Work for Students

            Professional Learning: Getting Connected with Colleagues

            Building Professional and Collegial Learning Communities for RTI Implementation

            RTI Embedded Within Continuous School Improvement

            Teacher’s Corner

 

Appendix (Reproducibles)

Teacher Resources for RTI and Differentiated Instruction

Glossary

Book Study Guide

Professional Learning Community (PLC) Resource

References

Features & benefits

Teachers, coaches, and others get ideas to use immediately in their classrooms aligned with both research-based practices and RTI mandates through illustrative vignettes and scenarios throughout the book.

 

Access to the most current resources–including helpful websites–is provided in every chapter and in the appendix.

 

Connections to daily activities, knowledge, and skills are enhanced through the many illustrations, graphics, and examples in each chapter showing how they related to teachers’ everyday responsibilities.

 

Readers get specific action items and suggestions to use in their classrooms at the end of each chapter in the Teacher’s Corner features.

 

Concepts and new learning are illustrated in the engaging Student Case Studies that include samples of student data, work samples, and characteristics. In addition, one classroom case study is used throughout to illustrate the principles of RTI.

 

Learning is extended for each chapter through the Professional Learning Community-PLC activities, questions, and reflections in the Appendix.

 

Professional learning is enhanced through the Book Study questions for each chapter provided in the Appendix.

 

Continued learning and use of resources and information from the book is further reinforced through an important Summary Chapter (Ch. 7)

 

Busy school professionals get practical help and examples for knowing what to do through the many multiple resources, reproducibles, examples, and website references provided throughout the book and in the Appendix.

Author biography

Regina “Gina” Harwood Gresham, Ph.D., is an Educational Psychologist, Behavioral Specialist, and an Associate Professor in Mathematics Education at the University of Central Florida, Orlando. She is also a national mathematics consultant and is actively involved in presenting professional development workshops to improve mathematics achievement and implement RTI in the mathematics classrooms across the U.S.

 

A National Trainer/Speaker on RTI in Mathematics, Gina was recently featured in a national video on RTI in Mathematics with the Bureau of Education and Research. She has published numerous international/national research articles and has authored/co-authored five books on teaching middle school math and response to intervention in elementary school.

 

Dr. Gresham is a former public school teacher who has taught learners in high at-risk urban settings. Her current research, writing, and professional development interest areas include response to intervention in the mathematics classrooms; the psychology of mathematics, particularly mathematics anxiety; teacher self-efficacy; and learning style.

 

Gina Gresham was the recipient of her university’s Scholarship in Teaching and Learning Award, Excellence in Undergraduate Teaching Award, Teacher Recognition and Appreciation Award, and the Christa McAuliffe Teaching Award-Lockheed Martin/UCF K-8 Program Award. She received her undergraduate degree in education from Jacksonville State University; her Masters in Education, Educational Specialist from the University of Alabama, Tuscaloosa; and her Ph.D. with special emphasis in Education, Educational Psychology, Cognition and Instruction, and Neuro-physiology/Neuro-psychology from the University of Alabama where she was also a Graduate Fellow.

 

Dr. Mary Little is an Associate Professor in Exceptional Student Education at the University of Central Florida where she also serves as the Coordinator of Graduate Programs. She teaches traditional and on-line courses in mathematics, assessment, instruction, action research, and program evaluation at the graduate and undergraduate levels.

 

Dr. Little has received more than $15 million in external funding for research and development from federal, state, and private funding agencies including the Institute for Educational Sciences (IES) and the Office of Special Education Programs (OSEP). Currently she serves as the Principal Investigator for Building Bridges in Teacher Education, a federally-funded research and development project through OSEP designed to research, develop, and enhance the existing graduate programs at UCG with the goal of ensuring highly-qualified special education teachers in the content areas of mathematics and science and improving learning outcomes for secondary students, especially within diverse urban schools.

 

In the K-12 schools Mary has served as a secondary teacher, co-teacher, program coordinator, and principal. Her interests include evidence-based instructional practices, interventions, teacher efficacy, and student learning related to teacher learning. As a secondary mathematics teacher she was awarded “Teacher of the Year” by the Council for Learning Disabilities.