The Effects of Response to Intervention on the Mathematics Achievement of Seventh and Eighth Grade Students
The Effects of Response to Intervention on the Mathematics Achievement of Seventh and Eighth Grade Students

Author: Annette Sargent Cornelius

Publisher:

Published: 2013

Total Pages:

ISBN-13:

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The purpose of this quantitative study was to investigate the effectiveness of a system-wide Response to Intervention (RTI) program on the mathematical achievement of seventh and eighth grade students. The study consisted of five district schools with a total of 502 participants. The students were identified as belonging to one of two tiers, which differed in regard to amount of intervention. The first tier (Tier 1) of students only received the regular classroom instruction while the second tier (Tier 2/3) received an additional thirty minutes of intervention strategies. The students receiving interventions, the Tier 2/3 students, were divided into two groups. One group received primarily teacher-directed instruction (TDI) as an intervention while the other group received computer-assisted instruction (CAI) as an intervention. For the purpose of this study, the CAI intervention involved the use of the commercial program, Odyssey Math. The students were benchmark tested at the beginning and end of the 2010-2011 school year using the STAR Math assessment program and also progress monitored on a regular basis. In an attempt to determine the effectiveness of the RTI program, a gain score ANOVA was conducted using the scaled scores of the two tiers from the beginning and the end of the school year. The analysis indicated that Tier 2/3 students did demonstrate greater growth than the students in Tier 1. The gain scores of the two groups of Tier 2/3 were also used in a gain score ANOVA to measure differences in growth. An additional analysis of their mean scores was also conducted using ANCOVA. Both analyses indicated that the CAI group demonstrated greater gains. A third analysis was conducted in order to determine how accurately the STAR Math assessment program could predict student success (reaching either a Proficient or Advanced level) on the state assessment. While the STAR Math program did not accurately predict the students' level in every case, the logistic regression analysis did indicate that the program was successful in identifying struggling students.

Response to Intervention in Math
Response to Intervention in Math

Author: Paul J. Riccomini

Publisher: Corwin Press

Published: 2010

Total Pages: 169

ISBN-13: 1412966353

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Provides educators with instructions on applying response-to-intervention (RTI) while teaching and planning curriculum for students with learning disabilities.

Handbook of Response to Intervention
Handbook of Response to Intervention

Author: Shane R. Jimerson

Publisher: Springer

Published: 2015-09-21

Total Pages: 737

ISBN-13: 1489975683

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The Second Edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students. The volume includes insights from leading scholars and scientist-practitioners to provide a highly usable guide to the essentials of RTI assessment and identification as well as research-based interventions for improving students’ reading, writing, oral, and math skills. New and revised chapters explore crucial issues, define key concepts, identify topics warranting further study, and address real-world questions regarding implementation. Key topics include: Scientific foundations of RTI Psychometric measurement within RTI RTI and social behavior skills The role of consultation in RTI Monitoring response to supplemental services Using technology to facilitate RTI RTI and transition planning Lessons learned from RTI programs around the country The Second Edition of the Handbook of Response to Intervention is an essential resource for researchers, graduate students, and professionals/scientist-practitioners in child and school psychology, special and general education, social work and counseling, and educational policy and politics.

Interventions to Improve Eighth-grade Student Achievement in Mathematics at a Middle School
Interventions to Improve Eighth-grade Student Achievement in Mathematics at a Middle School

Author:

Publisher:

Published: 2006

Total Pages:

ISBN-13: 9780542458187

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In 2002, middle school administrators were charged by the school district officials to improve the mathematics achievement of eighth grade students. The task resulted from the poor DSTP mathematics test scores gathered from the spring 2002 DSTP assessment. The purpose of this position paper was to formulate a course of action for the new middle school, which would lead to the improvement of DSTP mathematics scores. To do this, I investigated prior academic interventions in mathematics which were designed and implemented at the middle school for eighth grade students in January of 2003. These interventions were examined in relation to their impact on student achievement on DSTP assessment in mathematics scores by eighth grade students in the spring of 2003. The effects of the interventions and the data gathered about the local factors that influenced the DSTP results in general were disappointing. Based on the evidence, new interventions will be outlined to address the problem.

The Impact of Reform Instruction on Student Mathematics Achievement
The Impact of Reform Instruction on Student Mathematics Achievement

Author: Thomas A. Romberg

Publisher: Routledge

Published: 2008-08-15

Total Pages: 198

ISBN-13: 1135855706

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Summarizing data derived from a study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life.