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Abstract
Response to Intervention (RtI) is a multitiered system of support, designed to improve student learning outcomes and early identification of struggling students. Much attention has been paid to RtI for literacy at the elementary level, but less on RtI for mathematics at the secondary level. The current case study examines one high school's implementation of an RtI program in mathematics. The main results included the inconsistent rate of growth across students in the RtI mathematics classes and the lack of a statistically significant relationship between tier status and rate of improvement; the inconsistent implementation of a general theorized RtI for mathematics model; and the perceived greatest benefit by students of the Tier 2 math class appeared to be the two certified mathematics teachers.
Additional information
Notes on contributors
Emily C. Bouck
Emily C. Bouck is a Professor in the Special Education Program at Michigan State University. Her research focuses on mathematics for students with disabilities.
Missy D. Cosby
Missy D. Cosby is a doctoral candidate in the Educational Psychology and Educational Technology Program at Michigan State University. Her current research interests involve the mathematical identity development of struggling learners at the secondary level.