Response to Intervention Can Help Students Struggling in Math

I'm sure you have had students in your math class who are lagging behind their peers, and seem to be "lost" when it comes time for mathematics instruction. All too often these students never get the opportunity to master one skill before being moved on to the next concept being taught. Since mathematics instruction continually builds on previous skills that must be acquired, students who fail to master those skills will suffer tremendously, and their abilities and self-confidence in math will be devastatingly low.

Research has shown that students must develop mathematical competence during the elementary school years in order to enjoy academic success as they get older. An intervention technique known as Response to Intervention (RTI from here on in) has been used for many years in the area of language arts. More recently, the principles of RTI have been gaining popularity in the area of mathematics. 

I believe that it is critical to, as quickly and accurately as possible, determine the mathematical proficiency level for each student in your class. The best way to do this is to have your students take a math skills test during the very first week of school. It is crucial that the test be grade-level appropriate, and should cover concepts that students should be proficient in at their stage of development. If the test is too easy, or too hard, you will not get an accurate picture of which students require an intervention. 

Once you have identified which students need an intervention, it is time to choose the most appropriate one. In RTI language, the interventions are divided into 3 "tiers." Tier 1 is geared toward your core instruction. Tier 1 places an emphasis on making sure that your math instruction methods are excellent. Perhaps most of your class is lagging behind in math because they hadn't received high-level math instruction in their previous classes. Receiving excellent math instruction from you may be the type of intervention your students need. The hope is that 80% of your students will respond to your instructional strategies, and will not require any additional intervention.

Let's say 20% of your students are still struggling with math, despite receiving excellent math instruction from you. These students would engage in a Tier 2 group intervention that is based on some specific principles. This group of students would receive specific instruction on certain math skills, an instructional strategy that modifies the work load and eases the challenge of learning, an emphasis on drill and practice, and motivators to help students want to work hard and reach proficiency goals. Students who engage in a Tier 2 intervention receive an extra half hour of math instruction in addition to your core instruction. Typically, these students are coached in groups of 4 to 5 by a paraeducator, or other adult who is professionally trained to teach math to struggling students. The classroom instructor is not expected to deliver this additional instruction. Your job is to identify the students who require a Tier 2 intervention, and to ensure that the professional who is delivering the instruction is using appropriate materials, and is correctly monitoring the students' progress in the group.

There will still be a few students who do not respond to the Tier 2 intervention. These are your lowest-achieving math students, and they will require a Tier 3 intervention. As with the Tier 2 intervention, you must consider what materials and resources are needed, who will be responsible for running the intervention, what the intervention schedule will be, and how the student's progress will be monitored. You are not expected to deliver the instruction. Typically, a student who requires a Tier 3 intervention receives one-on-one instruction.

The reason why I put some of the words in bold, is that I want you to know that implementing RTI strategies will not require you to add to your already full plate of teaching. However, you will be required to get the systems set up, find (and manage) the adults who will provide the instruction, assist them with material acquisition, and keep track of the students' progress. More work? Yes! Is it worth it? Absolutely! In a classroom that utilizes RTI strategies, all students will be receiving exactly the kind of mathematics instruction that they need. The RTI techniques provide a clear and practical template for you to follow in order to move toward that goal.