Abstract: "This study examined the benefits and challenges associated with implementing
RtI [Response to Intervention] in the area of math
ematics in an elementary and a middle school in a rural
district in the northeastern United States. We sought to document the ways in
which two schools approached implementation of RtI and to explore the issues
they encountered with respect to instruction
, intervention, and assessment. Five
themes were identified that described implementation of the RtI framework:
Shifting roles and changing structures, increasing opportunities for collaboration
and communication, inc
reasing
instruction
al
an
d assessment su
pport for
students
who struggle in math, increasing knowledge of
support strategies for
learners who
struggle with math, and "spreading the word" and enhancing the use of the model.
The results of this study suggest that the RtI model has potential to impr
ove how
math instruction is approached in elementary and middle schools. "