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Results-Oriented Text Touts Response To Intervention as Key to Success for Classroom Mathematics
Brookes Publishing Co. releases Understanding RTI in Mathematics
Baltimore, MD—Response to Intervention (RTI), proven to improve reading outcomes in classrooms across the country, can be equally effective for K–12 mathematics instruction, according to Understanding RTI in Mathematics, the definitive text on RTI in math. The book covers what the industry knows about RTI, why it works, and how to use it to ensure high-quality math instruction and higher student achievement.
Edited by National Math Panel veteran Russell Gersten, with contributions by 25 of the country’s leading researchers on RTI and mathematics, this text blends the existing evidence base with practical guidelines for RTI implementation. Current and future RTI coordinators, curriculum developers, math specialists, and department heads will get the best, most up-to-date guidance on key facets of RTI in math, including:
- conducting valid and reliable universal screening in mathematics
- using evidence-based practices to provide a strong general education curriculum for effective Tier 1 instruction
- monitoring students’ progress with high-quality tools and measures
- teaching students to use an array of visual representations to help them solve math problems
- tailoring RTI for every grade level, from kindergarten through high school
- using RTI to target specific mathematical proficiencies and concepts, such as number sense, word problems, algebra, and ratios and proportions
Filled with vignettes, accessible summaries of the most recent studies, and best-practice guidelines for making the most of RTI, this comprehensive research volume is ideal for use as a textbook or as a key resource to guide decision makers.
About the Editors
Russell Gersten, Ph.D., is the executive director of the Instructional Research Group in California. In addition, Dr. Gersten is also a professor emeritus in the College of Education at the University of Oregon. He is the director of the Math Strand for the Center on Instruction, the director of research for the Regional Educational Laboratory–South West, and the principal investigator for several What Works Clearinghouse (WWC) projects. He has either directed or codirected 42 applied research grants addressing a wide array of issues in education and has been a recipient of many federal and nonfederal grants (more than $20 million). In 2002, Dr. Gersten received the Distinguished Special Education Researcher Award from the American Educational Research Association’s Special Education Research Division.
Rebecca Newman-Gonchar, Ph.D., manages the Math Strand for the Center on Instruction and serves as a co-principal investigator for a randomized field trial of professional development in vocabulary, funded by the U.S. Department of Education’s Institute of Education Sciences (IES). She has worked extensively on developing observation systems to assess math and reading instruction for four major IES-funded studies and has contributed to several practice guides and intervention reports for the What Works Clearinghouse in the areas of math, reading, response to intervention, and English language learners. She is also certified to complete experimental and single-case design reviews for the WWC. She has experience in project management, study design and implementation, and quantitative and qualitative analysis.
About Brookes Publishing
For more than 30 years, Brookes Publishing has been a leading provider of professional resources and assessments in early childhood, literacy, and special education. Brookes Publishing is headquartered in Baltimore, Maryland. For more information, please visit www.brookespublishing.com.
