2nd Edition

RtI in Math Evidence-Based Interventions

By Linda Forbringer, Wendy Weber Copyright 2021
    232 Pages 114 B/W Illustrations
    by Eye On Education

    232 Pages 114 B/W Illustrations
    by Eye On Education

    232 Pages 114 B/W Illustrations
    by Eye On Education

    Learn how to help K–8 students who struggle in math. Now in its second edition, this book provides a variety of clear, practical strategies that can be implemented right away to boost student achievement. Discover how to design lessons that work with struggling learners, implement math intervention recommendations from the Institute of Education Sciences Practice Guides, the National Center on Intensive Intervention, and CEC, use praise and self-motivation more effectively, develop number sense and computational fluency, teach whole numbers and fractions, increase students’ problem-solving abilities, and more! This edition features an all-new overview of effective instructional practices to support academic engagement and success, ideas for intensifying instruction within tiered interventions, and a detailed set of recommendations aligned to both CCSSM and CEC/CEEDAR’s High-Leverage Practices to help support students struggling to meet grade-level expectations. Extensive, current examples are provided for each strategy, as well as lesson plans, games, and resources. 

    Meet the Authors


    Chapter 1: Overview of Response to Intervention in Mathematics

    • What is Response to Intervention?
    • Models of Implementation

    • Summary

    Chapter 2: Using Assessment to Make Instructional Decisions

    • Step 1: Problem Identification
    • Step 2: Problem Analysis
    • Step 3: Intervention Plan Development
    • Step 4: Plan Implementation
    • Step 5: Plan Evaluation
    • Summary

    Chapter 3: Overview of Evidence-Based Practices for Teaching Mathematics

    • Evidence-Based Practices for the Core Curriculum

    • Interventions to Support Students who Struggle in Mathematics (Tiers 2 & 3)

    • Summary

    Chapter 4: Setting the Stage: Increasing Motivation

    • Why Focus on Motivation?
    • Increasing Motivation by Creating Meaningful, Engaging Lessons
    • Using Self-Monitoring and Goal-Setting to Increase Motivation
    • Effective Use of Praise
    • Rewards
    • Summary

    Chapter 5: Explicit and Systematic Instruction

    • Instructional Considerations for Struggling Learners
    • The Explicit Instruction Lesson

    • How Explicit Instruction Improves Motivation
    • Summary

    Chapter 6: Concrete and Visual Representation

    • Research on the Concrete-Pictorial-Abstract (CPA) Sequence
    • Virtual Manipulatives
    • Recommendations for Implementing the CPA Sequence
    • Summary

    Chapter 7: Developing Number Sense

    • Counting and Representing Whole Numbers

    • Magnitude Comparison
    • Place Value

    • Intensifying Instruction

    Chapter 8: Operations with Whole Numbers: Addition and Subtraction

    • Developing Conceptual Understanding of Addition and Subtraction
    • Developing Computational Fluency with Basic Facts
    • Solving Multi-Digit Addition & Subtraction Problems

    • Intensifying Instruction During Interventions
    • Summary

    Chapter 9: Operations with Whole Numbers: Multiplication and Division

    • Developing Conceptual Understanding of Multiplication
    • Understanding Division
    • Developing Fluency with Multiplication & Division Facts
    • Multi-Digit Multiplication Algorithms

    • Multi-Digit Division

    • Intensifying Instruction During Interventions
    • Summary

    Chapter 10: Fact Fluency

    • Developing Strategies for Solving Basic Facts

    • Automaticity

    • Summary

    Chapter 11: Representing Rational Numbers

    • Fractions

    • Decimals
    • Percent
    • Intensifying Instruction
    • Summary

    Chapter 12: Problem-Solving

    • Problem Solving in the Core Curriculum (Tier 1)
    • Teaching Problem Solving During Interventions (Tier 2 & Tier 3)
    • Summary

    Chapter 13: Conclusion: Using RtI to Improve Achievement in Mathematics

    • Selecting Materials for Core Instruction (Tier 1)
    • Selecting Materials for Interventions (Tiers 2 & 3)
    • Intensifying Instruction
    • Summary



    Linda Forbringer is a Professor in the Department of Teaching and Learning at Southern Illinois University Edwardsville, USA.

    Wendy Weber is a Professor in the Department of Teaching and Learning, and Program Director for the undergraduate Special Education Program at Southern Illinois University Edwardsville, USA.