The article reviews and describes the six instructional principles that math interventions at the Tier 2 level must incorporate in an effort to assist struggling students and close the achievement gap. The first principle, instructional explicitness, was created in response to the fact that students with math disabilities benefit from explicit instruction where teachers explicitly share the information that students need to learn (Fuchs). The second principle, instructional design that eases the learning challenge, aims to eliminate misunderstandings by using precise explanations and carefully sequenced and integrated instruction; and utilizes the assistance of a tutor in an effort to minimize a student’s learning challenges as well as provides a set of foundational skills that students can apply (Fuchs). The third principle, a strong conceptual basis for procedures that are taught, is often overlooked causing confusion, gaps in learning and the failure to maintain and integrate content that was previously mastered, which leads to the fourth principle, drill and practice (Fuchs). Drill and practice should contain cumulative review, the fifth principal, which relies on the foundational skills taught earlier and the use of mixed problem types (Fuchs). The sixth and final principle, motivators to help students regulate their attention and behavior and to work hard, include tangible reinforcements that must be included to assist students who have frequently experienced failure and thus no longer try because of fear of failure (Fuchs).
Any math teacher can use these ...
... middle of paper ...
...ions of individual skill mastery on a weekly basis. By using this approach, teachers let individual student achievement guide lesson planning and review needs on a weekly basis rather than waiting until the end of a section or unit.
Additional information can be found on the Research Institute on Progress Monitoring and National Center on Student Progress Monitoring websites and there are links to additional articles on Progress Monitoring within a Multi-Level Prevention System as well as Linking Progress Monitoring Results to Interventions on the RTI website.
RTI Resource 1: Fuchs, L.S. Mathematics Intervention at the Secondary Prevention Level of Mult-Tier Prevention System: Six Key Principles. Retrieved from rtinetwork.org.
RTI Resource 2: Fuchs, L.S. 2011. Validated Forms of Progress Monitoring in Reading and Mathematics. Retrieved from rtinetwork.org.
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