Response to Intervention in Mathematics
Principles of Response to Intervention
RtI is a tiered student support system that focuses on the results of implementing instructional interventions in a model of prevention. Many times the RtI model is represented in a triangle or pyramid format, although other models are used. Each tier in the triangle represents a level of intervention with corresponding monitoring of results and outcomes.
The foundational and largest portion of the triangle (tier 1) represents the instruction that should be used with all students—instruction based on high-quality mathematics curriculum and instructional practices (i.e., manipulatives, conceptual emphasis, etc.) and on assessments.
Tier 2 represents students who did not reach the level of achievement expected during tier 1 activities but are not yet considered as needing special education services. Students in tier 2 should receive additional targeted instruction (interventions) using more explicit instruction with systematic teaching of critical skills, more intensive and frequent instructional opportunities, and more supportive and precise prompts to students (Torgesen, 2002).
If challenges and struggles still exist, the interventions can be adjusted or, in rare cases, the students are referred to the next tier of support. Tier 3 is for students who need more intensive levels of assistance, which may include comprehensive mathematics instruction or a referral for special education evaluation or special education services.
Math Department Vision
All students will make sense of rigorous mathematics in ways that are creative, interactive, and relevant in heterogeneous classrooms.
Access and Rigor
The SFUSD Math Core Curriculum is built with all students in mind.
Universal Design for Learning (UDL)
Tier 1 Instruction should utilize UDL framework to address curricular planning that meets the needs of all learners. The framework and its principles were used to design the SFUSD Math Core Curriculum. The three principles are as follows: