RtI in math: evidence-based interventions for struggling students
Saved in:
| Main Author: | |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
New York
Routledge, Taylor & Francis
2014
|
| Subjects: | |
| Item Description: | Print version record |
| Physical Description: | 1 online resource (xii, 292 pages) |
| ISBN: | 9781317918196 1317918193 9781306288514 1306288517 9781317918202 1317918207 |
Staff View
MARC
| LEADER | 00000nmm a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV044358019 | ||
| 003 | DE-604 | ||
| 005 | 00000000000000.0 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 170620s2014 |||| o||u| ||||||eng d | ||
| 020 | |a 9781317918196 |9 978-1-317-91819-6 | ||
| 020 | |a 1317918193 |9 1-317-91819-3 | ||
| 020 | |a 9781306288514 |9 978-1-306-28851-4 | ||
| 020 | |a 1306288517 |9 1-306-28851-7 | ||
| 020 | |a 9781317918202 |9 978-1-317-91820-2 | ||
| 020 | |a 1317918207 |9 1-317-91820-7 | ||
| 035 | |a (ZDB-4-NLEBK)ocn867823296 | ||
| 035 | |a (OCoLC)867823296 | ||
| 035 | |a (DE-599)BVBBV044358019 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 082 | 0 | |a 371.9 |2 22 | |
| 082 | 0 | |a 23 | |
| 100 | 1 | |a Forbringer, Linda L. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a RtI in math |b evidence-based interventions for struggling students |c Linda L. Forbringer and Wendy W. Fuchs |
| 264 | 1 | |a New York |b Routledge, Taylor & Francis |c 2014 | |
| 300 | |a 1 online resource (xii, 292 pages) | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 500 | |a Print version record | ||
| 505 | 8 | |a "Students in the United States are struggling in mathematics. According to the National Assessment of Education Progress (NAEP), in 2011 only 34 percent of U.S. eighth-grade students, and 40 percent of fourth-grade students, scored at or above the proficient level in mathematics (U.S. Department of Education, 2011). Although the No Child Left Behind Act states that no child would be left behind, clearly many children have been left behind in mathematics. One model for providing early intervention and support for struggling learners is Response to Intervention (RtI). RtI is a multilevel prevention system that integrates data-based decision making, high-quality instruction, and intervention matched to student needs in order to maximize student achievement ... The evidence-based interventions discussed in this book address recommendations from the Institute of Education Sciences Practice Guide, 'Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools.' Using these strategies can help prevent difficulties, support struggling learners, and allow all students to be successful in mathematics"--Introduction | |
| 505 | 8 | |a Cover; Half Title; Title Page; Copyright Page; Table of Contents; Meet the Authors; Introduction; 1. Overview of Response to Intervention in Mathematics; What Is Response to Intervention?; Evidence-Based Instruction; Data-Based Decision Making; Tiered Support; Models of Implementation; Summary; 2. Using Assessment to Make Instructional Decisions; Step 1: Problem Identification; Core Program Evaluation; Identifying Struggling Learners; Step 2: Problem Analysis; Step 3: Intervention Plan Development; Step 4: Plan Implementation; Step 5: Plan Evaluation; Summary | |
| 505 | 8 | |a 3. Overview of Evidence-Based Practices for Teaching MathematicsWhat Is the Core Curriculum?; Description of the Core Curriculum; Evidence-Based Practice for the Core Curriculum; Emphasize Critical Concepts; Teach Critical Foundations to Mastery; Balance Conceptual Understanding, Fluency, and Problem Solving; Use a Combination of Teacher-Centered and Student-Centered Approaches; Follow the CRA Sequence; Select High-Quality Programs; Interventions to Support Students Who Struggle in Mathematics; Teach Critical Content During Interventions; Focus on Whole Numbers and Rational Numbers | |
| 505 | 8 | |a Basic FactsProblem Solving; Effective Instructional Methods for Struggling Students; Explicit Instruction; Manipulatives and Visual Representation; Motivation; Summary; 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; I = Instruction with Incentive; N = Not Negative!; C = Criteria; E = Easy; N = Never Leave a Child with No Reason to Try!; T = Time; I = Individualized Incentive; V = Verbal Feedback; E = Evaluate | |
| 505 | 8 | |a Developing Number SenseCounters; Touchmath; Ten-Frames; Number Lines; Place Value; Ten-Frames; Base-Ten Blocks; DigiBlocks; Building a Solid Foundation; Addition and Subtraction; Developing Conceptual Understanding; Developing Computational Fluency with Basic Facts; Multi-Digit Addition and Subtraction; Multiplication and Division; Developing Conceptual Understanding of Multiplication; Understanding Division; Multidigit Multiplication; Multidigit Division; Summary; 8. Developing Computational Fluency with Basic Facts; Conceptual Understanding and Computational Fluency | |
| 650 | 4 | |a Effective teaching | |
| 650 | 4 | |a Mathematics / Study and teaching (Elementary) / United States | |
| 650 | 4 | |a Remedial teaching | |
| 650 | 4 | |a Response to intervention (Learning disabled children) | |
| 650 | 4 | |a School failure / Prevention | |
| 650 | 7 | |a EDUCATION / Administration / General |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Organizations & Institutions |2 bisacsh | |
| 650 | 7 | |a Effective teaching |2 fast | |
| 650 | 7 | |a Mathematics / Study and teaching (Elementary) |2 fast | |
| 650 | 7 | |a Remedial teaching |2 fast | |
| 650 | 7 | |a Response to intervention (Learning disabled children) |2 fast | |
| 650 | 7 | |a School failure / Prevention |2 fast | |
| 650 | 4 | |a Mathematik | |
| 650 | 4 | |a Mathematics |x Study and teaching (Elementary) |z United States |a Response to intervention (Learning disabled children) |a School failure |x Prevention |a Remedial teaching |a Effective teaching | |
| 651 | 4 | |a USA | |
| 700 | 1 | |a Fuchs, Wendy W. |e Sonstige |4 oth | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |a Forbringer, Linda L. |t RtI in math |d New York : Routledge, 2014 |z 9780415735308 |
| 912 | |a ZDB-4-NLEBK | ||
| 999 | |a oai:aleph.bib-bvb.de:BVB01-029760650 | ||
Record in the Search Index
| _version_ | 1804177603447226368 |
|---|---|
| any_adam_object | |
| author | Forbringer, Linda L. |
| author_facet | Forbringer, Linda L. |
| author_role | aut |
| author_sort | Forbringer, Linda L. |
| author_variant | l l f ll llf |
| building | Verbundindex |
| bvnumber | BV044358019 |
| collection | ZDB-4-NLEBK |
| contents | "Students in the United States are struggling in mathematics. According to the National Assessment of Education Progress (NAEP), in 2011 only 34 percent of U.S. eighth-grade students, and 40 percent of fourth-grade students, scored at or above the proficient level in mathematics (U.S. Department of Education, 2011). Although the No Child Left Behind Act states that no child would be left behind, clearly many children have been left behind in mathematics. One model for providing early intervention and support for struggling learners is Response to Intervention (RtI). RtI is a multilevel prevention system that integrates data-based decision making, high-quality instruction, and intervention matched to student needs in order to maximize student achievement ... The evidence-based interventions discussed in this book address recommendations from the Institute of Education Sciences Practice Guide, 'Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools.' Using these strategies can help prevent difficulties, support struggling learners, and allow all students to be successful in mathematics"--Introduction Cover; Half Title; Title Page; Copyright Page; Table of Contents; Meet the Authors; Introduction; 1. Overview of Response to Intervention in Mathematics; What Is Response to Intervention?; Evidence-Based Instruction; Data-Based Decision Making; Tiered Support; Models of Implementation; Summary; 2. Using Assessment to Make Instructional Decisions; Step 1: Problem Identification; Core Program Evaluation; Identifying Struggling Learners; Step 2: Problem Analysis; Step 3: Intervention Plan Development; Step 4: Plan Implementation; Step 5: Plan Evaluation; Summary 3. Overview of Evidence-Based Practices for Teaching MathematicsWhat Is the Core Curriculum?; Description of the Core Curriculum; Evidence-Based Practice for the Core Curriculum; Emphasize Critical Concepts; Teach Critical Foundations to Mastery; Balance Conceptual Understanding, Fluency, and Problem Solving; Use a Combination of Teacher-Centered and Student-Centered Approaches; Follow the CRA Sequence; Select High-Quality Programs; Interventions to Support Students Who Struggle in Mathematics; Teach Critical Content During Interventions; Focus on Whole Numbers and Rational Numbers Basic FactsProblem Solving; Effective Instructional Methods for Struggling Students; Explicit Instruction; Manipulatives and Visual Representation; Motivation; Summary; 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; I = Instruction with Incentive; N = Not Negative!; C = Criteria; E = Easy; N = Never Leave a Child with No Reason to Try!; T = Time; I = Individualized Incentive; V = Verbal Feedback; E = Evaluate Developing Number SenseCounters; Touchmath; Ten-Frames; Number Lines; Place Value; Ten-Frames; Base-Ten Blocks; DigiBlocks; Building a Solid Foundation; Addition and Subtraction; Developing Conceptual Understanding; Developing Computational Fluency with Basic Facts; Multi-Digit Addition and Subtraction; Multiplication and Division; Developing Conceptual Understanding of Multiplication; Understanding Division; Multidigit Multiplication; Multidigit Division; Summary; 8. Developing Computational Fluency with Basic Facts; Conceptual Understanding and Computational Fluency |
| ctrlnum | (ZDB-4-NLEBK)ocn867823296 (OCoLC)867823296 (DE-599)BVBBV044358019 |
| dewey-full | 371.9 23 |
| dewey-hundreds | 300 - Social sciences 000 - Computer science, information, general works |
| dewey-ones | 371 - Schools and their activities; special education 023 - Personnel management |
| dewey-raw | 371.9 23 |
| dewey-search | 371.9 23 |
| dewey-sort | 3371.9 |
| dewey-tens | 370 - Education 020 - Library and information sciences |
| discipline | Pädagogik Theologie / Religionswissenschaften |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>05824nmm a2200625zc 4500</leader><controlfield tag="001">BV044358019</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">00000000000000.0</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">170620s2014 |||| o||u| ||||||eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781317918196</subfield><subfield code="9">978-1-317-91819-6</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1317918193</subfield><subfield code="9">1-317-91819-3</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781306288514</subfield><subfield code="9">978-1-306-28851-4</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1306288517</subfield><subfield code="9">1-306-28851-7</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781317918202</subfield><subfield code="9">978-1-317-91820-2</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1317918207</subfield><subfield code="9">1-317-91820-7</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-4-NLEBK)ocn867823296</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)867823296</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV044358019</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">371.9</subfield><subfield code="2">22</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">23</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Forbringer, Linda L.</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">RtI in math</subfield><subfield code="b">evidence-based interventions for struggling students</subfield><subfield code="c">Linda L. Forbringer and Wendy W. Fuchs</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">New York</subfield><subfield code="b">Routledge, Taylor & Francis</subfield><subfield code="c">2014</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (xii, 292 pages)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Print version record</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">"Students in the United States are struggling in mathematics. According to the National Assessment of Education Progress (NAEP), in 2011 only 34 percent of U.S. eighth-grade students, and 40 percent of fourth-grade students, scored at or above the proficient level in mathematics (U.S. Department of Education, 2011). Although the No Child Left Behind Act states that no child would be left behind, clearly many children have been left behind in mathematics. One model for providing early intervention and support for struggling learners is Response to Intervention (RtI). RtI is a multilevel prevention system that integrates data-based decision making, high-quality instruction, and intervention matched to student needs in order to maximize student achievement ... The evidence-based interventions discussed in this book address recommendations from the Institute of Education Sciences Practice Guide, 'Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools.' Using these strategies can help prevent difficulties, support struggling learners, and allow all students to be successful in mathematics"--Introduction</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Cover; Half Title; Title Page; Copyright Page; Table of Contents; Meet the Authors; Introduction; 1. Overview of Response to Intervention in Mathematics; What Is Response to Intervention?; Evidence-Based Instruction; Data-Based Decision Making; Tiered Support; Models of Implementation; Summary; 2. Using Assessment to Make Instructional Decisions; Step 1: Problem Identification; Core Program Evaluation; Identifying Struggling Learners; Step 2: Problem Analysis; Step 3: Intervention Plan Development; Step 4: Plan Implementation; Step 5: Plan Evaluation; Summary</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">3. Overview of Evidence-Based Practices for Teaching MathematicsWhat Is the Core Curriculum?; Description of the Core Curriculum; Evidence-Based Practice for the Core Curriculum; Emphasize Critical Concepts; Teach Critical Foundations to Mastery; Balance Conceptual Understanding, Fluency, and Problem Solving; Use a Combination of Teacher-Centered and Student-Centered Approaches; Follow the CRA Sequence; Select High-Quality Programs; Interventions to Support Students Who Struggle in Mathematics; Teach Critical Content During Interventions; Focus on Whole Numbers and Rational Numbers</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Basic FactsProblem Solving; Effective Instructional Methods for Struggling Students; Explicit Instruction; Manipulatives and Visual Representation; Motivation; Summary; 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; I = Instruction with Incentive; N = Not Negative!; C = Criteria; E = Easy; N = Never Leave a Child with No Reason to Try!; T = Time; I = Individualized Incentive; V = Verbal Feedback; E = Evaluate</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Developing Number SenseCounters; Touchmath; Ten-Frames; Number Lines; Place Value; Ten-Frames; Base-Ten Blocks; DigiBlocks; Building a Solid Foundation; Addition and Subtraction; Developing Conceptual Understanding; Developing Computational Fluency with Basic Facts; Multi-Digit Addition and Subtraction; Multiplication and Division; Developing Conceptual Understanding of Multiplication; Understanding Division; Multidigit Multiplication; Multidigit Division; Summary; 8. Developing Computational Fluency with Basic Facts; Conceptual Understanding and Computational Fluency</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Effective teaching</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Mathematics / Study and teaching (Elementary) / United States</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Remedial teaching</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Response to intervention (Learning disabled children)</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">School failure / Prevention</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION / Administration / General</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION / Organizations & Institutions</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Effective teaching</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Mathematics / Study and teaching (Elementary)</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Remedial teaching</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Response to intervention (Learning disabled children)</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">School failure / Prevention</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Mathematik</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Mathematics</subfield><subfield code="x">Study and teaching (Elementary)</subfield><subfield code="z">United States</subfield><subfield code="a">Response to intervention (Learning disabled children)</subfield><subfield code="a">School failure</subfield><subfield code="x">Prevention</subfield><subfield code="a">Remedial teaching</subfield><subfield code="a">Effective teaching</subfield></datafield><datafield tag="651" ind1=" " ind2="4"><subfield code="a">USA</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Fuchs, Wendy W.</subfield><subfield code="e">Sonstige</subfield><subfield code="4">oth</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Druck-Ausgabe</subfield><subfield code="a">Forbringer, Linda L.</subfield><subfield code="t">RtI in math</subfield><subfield code="d">New York : Routledge, 2014</subfield><subfield code="z">9780415735308</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-NLEBK</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-029760650</subfield></datafield></record></collection> |
| geographic | USA |
| geographic_facet | USA |
| id | DE-604.BV044358019 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:50:42Z |
| institution | BVB |
| isbn | 9781317918196 1317918193 9781306288514 1306288517 9781317918202 1317918207 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029760650 |
| oclc_num | 867823296 |
| open_access_boolean | |
| physical | 1 online resource (xii, 292 pages) |
| psigel | ZDB-4-NLEBK |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Routledge, Taylor & Francis |
| record_format | marc |
| spelling | Forbringer, Linda L. Verfasser aut RtI in math evidence-based interventions for struggling students Linda L. Forbringer and Wendy W. Fuchs New York Routledge, Taylor & Francis 2014 1 online resource (xii, 292 pages) txt rdacontent c rdamedia cr rdacarrier Print version record "Students in the United States are struggling in mathematics. According to the National Assessment of Education Progress (NAEP), in 2011 only 34 percent of U.S. eighth-grade students, and 40 percent of fourth-grade students, scored at or above the proficient level in mathematics (U.S. Department of Education, 2011). Although the No Child Left Behind Act states that no child would be left behind, clearly many children have been left behind in mathematics. One model for providing early intervention and support for struggling learners is Response to Intervention (RtI). RtI is a multilevel prevention system that integrates data-based decision making, high-quality instruction, and intervention matched to student needs in order to maximize student achievement ... The evidence-based interventions discussed in this book address recommendations from the Institute of Education Sciences Practice Guide, 'Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools.' Using these strategies can help prevent difficulties, support struggling learners, and allow all students to be successful in mathematics"--Introduction Cover; Half Title; Title Page; Copyright Page; Table of Contents; Meet the Authors; Introduction; 1. Overview of Response to Intervention in Mathematics; What Is Response to Intervention?; Evidence-Based Instruction; Data-Based Decision Making; Tiered Support; Models of Implementation; Summary; 2. Using Assessment to Make Instructional Decisions; Step 1: Problem Identification; Core Program Evaluation; Identifying Struggling Learners; Step 2: Problem Analysis; Step 3: Intervention Plan Development; Step 4: Plan Implementation; Step 5: Plan Evaluation; Summary 3. Overview of Evidence-Based Practices for Teaching MathematicsWhat Is the Core Curriculum?; Description of the Core Curriculum; Evidence-Based Practice for the Core Curriculum; Emphasize Critical Concepts; Teach Critical Foundations to Mastery; Balance Conceptual Understanding, Fluency, and Problem Solving; Use a Combination of Teacher-Centered and Student-Centered Approaches; Follow the CRA Sequence; Select High-Quality Programs; Interventions to Support Students Who Struggle in Mathematics; Teach Critical Content During Interventions; Focus on Whole Numbers and Rational Numbers Basic FactsProblem Solving; Effective Instructional Methods for Struggling Students; Explicit Instruction; Manipulatives and Visual Representation; Motivation; Summary; 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; I = Instruction with Incentive; N = Not Negative!; C = Criteria; E = Easy; N = Never Leave a Child with No Reason to Try!; T = Time; I = Individualized Incentive; V = Verbal Feedback; E = Evaluate Developing Number SenseCounters; Touchmath; Ten-Frames; Number Lines; Place Value; Ten-Frames; Base-Ten Blocks; DigiBlocks; Building a Solid Foundation; Addition and Subtraction; Developing Conceptual Understanding; Developing Computational Fluency with Basic Facts; Multi-Digit Addition and Subtraction; Multiplication and Division; Developing Conceptual Understanding of Multiplication; Understanding Division; Multidigit Multiplication; Multidigit Division; Summary; 8. Developing Computational Fluency with Basic Facts; Conceptual Understanding and Computational Fluency Effective teaching Mathematics / Study and teaching (Elementary) / United States Remedial teaching Response to intervention (Learning disabled children) School failure / Prevention EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Effective teaching fast Mathematics / Study and teaching (Elementary) fast Remedial teaching fast Response to intervention (Learning disabled children) fast School failure / Prevention fast Mathematik Mathematics Study and teaching (Elementary) United States Response to intervention (Learning disabled children) School failure Prevention Remedial teaching Effective teaching USA Fuchs, Wendy W. Sonstige oth Erscheint auch als Druck-Ausgabe Forbringer, Linda L. RtI in math New York : Routledge, 2014 9780415735308 |
| spellingShingle | Forbringer, Linda L. RtI in math evidence-based interventions for struggling students "Students in the United States are struggling in mathematics. According to the National Assessment of Education Progress (NAEP), in 2011 only 34 percent of U.S. eighth-grade students, and 40 percent of fourth-grade students, scored at or above the proficient level in mathematics (U.S. Department of Education, 2011). Although the No Child Left Behind Act states that no child would be left behind, clearly many children have been left behind in mathematics. One model for providing early intervention and support for struggling learners is Response to Intervention (RtI). RtI is a multilevel prevention system that integrates data-based decision making, high-quality instruction, and intervention matched to student needs in order to maximize student achievement ... The evidence-based interventions discussed in this book address recommendations from the Institute of Education Sciences Practice Guide, 'Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools.' Using these strategies can help prevent difficulties, support struggling learners, and allow all students to be successful in mathematics"--Introduction Cover; Half Title; Title Page; Copyright Page; Table of Contents; Meet the Authors; Introduction; 1. Overview of Response to Intervention in Mathematics; What Is Response to Intervention?; Evidence-Based Instruction; Data-Based Decision Making; Tiered Support; Models of Implementation; Summary; 2. Using Assessment to Make Instructional Decisions; Step 1: Problem Identification; Core Program Evaluation; Identifying Struggling Learners; Step 2: Problem Analysis; Step 3: Intervention Plan Development; Step 4: Plan Implementation; Step 5: Plan Evaluation; Summary 3. Overview of Evidence-Based Practices for Teaching MathematicsWhat Is the Core Curriculum?; Description of the Core Curriculum; Evidence-Based Practice for the Core Curriculum; Emphasize Critical Concepts; Teach Critical Foundations to Mastery; Balance Conceptual Understanding, Fluency, and Problem Solving; Use a Combination of Teacher-Centered and Student-Centered Approaches; Follow the CRA Sequence; Select High-Quality Programs; Interventions to Support Students Who Struggle in Mathematics; Teach Critical Content During Interventions; Focus on Whole Numbers and Rational Numbers Basic FactsProblem Solving; Effective Instructional Methods for Struggling Students; Explicit Instruction; Manipulatives and Visual Representation; Motivation; Summary; 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; I = Instruction with Incentive; N = Not Negative!; C = Criteria; E = Easy; N = Never Leave a Child with No Reason to Try!; T = Time; I = Individualized Incentive; V = Verbal Feedback; E = Evaluate Developing Number SenseCounters; Touchmath; Ten-Frames; Number Lines; Place Value; Ten-Frames; Base-Ten Blocks; DigiBlocks; Building a Solid Foundation; Addition and Subtraction; Developing Conceptual Understanding; Developing Computational Fluency with Basic Facts; Multi-Digit Addition and Subtraction; Multiplication and Division; Developing Conceptual Understanding of Multiplication; Understanding Division; Multidigit Multiplication; Multidigit Division; Summary; 8. Developing Computational Fluency with Basic Facts; Conceptual Understanding and Computational Fluency Effective teaching Mathematics / Study and teaching (Elementary) / United States Remedial teaching Response to intervention (Learning disabled children) School failure / Prevention EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Effective teaching fast Mathematics / Study and teaching (Elementary) fast Remedial teaching fast Response to intervention (Learning disabled children) fast School failure / Prevention fast Mathematik Mathematics Study and teaching (Elementary) United States Response to intervention (Learning disabled children) School failure Prevention Remedial teaching Effective teaching |
| title | RtI in math evidence-based interventions for struggling students |
| title_auth | RtI in math evidence-based interventions for struggling students |
| title_exact_search | RtI in math evidence-based interventions for struggling students |
| title_full | RtI in math evidence-based interventions for struggling students Linda L. Forbringer and Wendy W. Fuchs |
| title_fullStr | RtI in math evidence-based interventions for struggling students Linda L. Forbringer and Wendy W. Fuchs |
| title_full_unstemmed | RtI in math evidence-based interventions for struggling students Linda L. Forbringer and Wendy W. Fuchs |
| title_short | RtI in math |
| title_sort | rti in math evidence based interventions for struggling students |
| title_sub | evidence-based interventions for struggling students |
| topic | Effective teaching Mathematics / Study and teaching (Elementary) / United States Remedial teaching Response to intervention (Learning disabled children) School failure / Prevention EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Effective teaching fast Mathematics / Study and teaching (Elementary) fast Remedial teaching fast Response to intervention (Learning disabled children) fast School failure / Prevention fast Mathematik Mathematics Study and teaching (Elementary) United States Response to intervention (Learning disabled children) School failure Prevention Remedial teaching Effective teaching |
| topic_facet | Effective teaching Mathematics / Study and teaching (Elementary) / United States Remedial teaching Response to intervention (Learning disabled children) School failure / Prevention EDUCATION / Administration / General EDUCATION / Organizations & Institutions Mathematics / Study and teaching (Elementary) Mathematik Mathematics Study and teaching (Elementary) United States Response to intervention (Learning disabled children) School failure Prevention Remedial teaching Effective teaching USA |
| work_keys_str_mv | AT forbringerlindal rtiinmathevidencebasedinterventionsforstrugglingstudents AT fuchswendyw rtiinmathevidencebasedinterventionsforstrugglingstudents |