Core practices in understanding the progress of students with special education needs in order to respond to intervention success
Core practices in understanding the progress of students with special education needs in order to respond to intervention success

Summary/Abstract: Currently in the United States (USA), implementation of a widely used Evidence-Based Practice (EBP), Response to Intervention (RtI) model to increase reading instruction are being implemented by more school administrators and teachers, looking to learn effective RtI practices to support learning in mathematics. This article explores some of the key elements of RtI practices in mathematics, including screening for the early identification of students who may have Dyscalculia, or are struggling learners. We will also examine a process of progress monitoring for measuring instructional proficiency for all students. We describe some of the similarities and differences between RtI processes in reading and mathematics. The article addresses the use of diagnostic data and details the importance of the National Teachers of Mathematics (NTCM) standards and Common Core Mathematics standards, among others. The article concludes with a discussion of some evidence-based interventions in mathematics, and we provide an implementation checklist to assist educators as they begin to implement RtI in mathematics.

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