This map of the RTI process offers an overview of research, detailed guidance through each stage of implementation, tools for teacher reflection and growth, and discussion of support strategies beyond the classroom. The authors analyze a variety of common student difficulties in elementary math and apply a three-tier RTI model to the general education classroom.
Benefits:
- Examine research on RTI strategies and effectiveness.
- Explore common student difficulties in math and gain strategies for addressing them.
- Review extensive case studies of the three-tier RTI model in action at various grade levels.
Contents:
Chapter 1: The RTI Process in Elementary Mathematics
Chapter 2: Tier 1 Mathematics Instruction: A Critical Component of RTI
Chapter 3: RTI Procedures for Number Sense and Early Mathematics Skills
Chapter 4: RTI Procedures in Elementary Mathematics
Chapter 5: RTI and Problem Solving
Chapter 6: PLC Support Strategies for School- and Districtwide RTI Procedures in Mathematics
William N. Bender, PhD, is a leader in instructional tactics with an emphasis on differentiated instruction, response to intervention, brain-compatible instruction, and classroom discipline. An accomplished author, he has written several books, including award-winning professional development texts and bestsellers. Dr. Bender consistently receives accolades for his workshops from educators at every level.
Dr. Bender began his career teaching in a junior high school resource classroom, working with adolescents with behavioral disorders and learning disabilities. He has taught at Rutgers University and Bluefield State College and was a professor of education at the University of Georgia.
One of the first and most prolific authors on RTI, Dr. Bender has completed eight books on various aspects of RTI and continues to break new ground. Dr. Bender has written more than 60 research articles and 20 education and psychology books including Response to Intervention; Differentiating Instruction for Students With Learning Disabilities; Introduction to Learning Disabilities; Relational Discipline; and Reading Strategies for Elementary Students With Learning Difficulties.
He earned a doctorate in special education from the University of North Carolina.
Darlene Crane is an author, a speaker, and a consultant with 20 years of experience in education. She is supervisor for instruction for Nanaimo-Ladysmith Public Schools in British Columbia and an instructor at Vancouver Island University. Her professional experience also includes serving as an RTI specialist for the West Virginia Department of Education. Darlene has extensive general education and special education classroom teaching experience in addition to her district leadership experience.
Throughout the US and Canada, Darlene has trained teachers and administrators on RTI implementation, including targeted work in mathematics and reading. Darlene's expertise includes identifying targeted improvements for classroom instruction, designing effective intervention to accelerate student learning, and creating collaborative, mutual-accountability school cultures. She integrates high-quality, effective instructional practices with collaborative activities and rich professional discussions.
