Paul J. Riccomini is an experienced classroom teacher, author, mathematician, and leading special education expert. Dr. Riccomini began his career as a dual-certified general education mathematics teacher of students with learning disabilities, emotional and behavioral disabilities, and gifted and talented students in Grades 7–12. He taught mathematics to both general and special education students in inclusive settings. He is coauthor of the best-selling Response to Intervention in Math (Corwin, 2009) book and is an associate professor of education at the Pennsylvania State University. His teaching experiences required him to have both strong content knowledge in mathematics and to develop and maintain strong collaborative relationships with both general and special educators. As a former middle and high school mathematics teacher, he knows firsthand the challenges faced by students who struggle in mathematics and recognizes the importance of early mathematics development. He hopes the writing of this book will assist teachers in their efforts to develop young mathematicians.Dr. Riccomini provides professional development in schools across the nation. His dynamic presentations offer research-validated practices that focus on the development of improved instructional practices for all students. Dr. Riccomini’s written work includes numerous research and practitioner articles for students with and without learning disabilities, including one of the first books to address Response to Intervention in the area of mathematics. Additional publications he coauthored include three Tier 2 Interventions for the areas of fractions, integers, and simple equations.Bradley S. Witzel, PhD, is an award-winning teacher and professor who works as an associate professor and education program coordinator at Winthrop University, the flagship education college for the state of South Carolina. As a classroom teacher, and before that as a paraeducator, he worked in multiple settings teaching mainly math and science to high-achieving students with disabilities. Dr. Witzel has written five books, including the best-selling Response to Intervention in Math through Corwin, as well as several dozen book chapters, research and practitioner articles, and training manuals. He has also produced six education videos and several hundred conference and workshop presentations. He is a selected member of the Governing Board of the Southeast Regional Educational Laboratory (REL), funded by the Institute of Education Sciences (IES), and of the Smarter Balanced Assessment Consortium (SBAC) Accessibility and Accommodations work group. Dr. Witzel currently serves as the editor of Focus on Inclusive Education through the Association for Childhood Education International (ACEI) and recently served as a panelist on the IES practice guide Assisting Students Struggling with Mathematics and as an invited reviewer of the final report from the National Mathematics Advisory Panel. Most importantly, he is a father of two, husband of an educator, and son of two educators.

• PrefaceAcknowledgmentsAbout the Authors1. What Is RTI, and Why Is It Important?Overview of RTIKey Research Support for RTI and MathematicsSummary2. The RTI Process for Math: Getting StartedSelection of the RTI Team MembersBelief SystemCommon Models of ImplementationAssessmentImportance of the Core Mathematics ProgramSummary3. A Tiered Approach to More Effective Mathematics InstructionTier 1 Instruction and CurriculumTier 2 Intervention and CurriculumTier 3 Instruction and CurriculumSummary4. Mathematics Interventions OverviewWho Needs Intervention?What Do I Teach for the Intervention?Who Should Intervene?Where?How Long?How Do I Organize My Curriculum?What Types of Curricular Strategies Should Be Used for Tier 2 and Tier 3 Interventions?Summary5. Number Sense and Initial Math SkillsAssessments of Number SenseInstructional Delivery of Number SenseCurricular Elements of a Number Sense InterventionIn ContextSummary6. Building Students′ Proficiency With Whole NumbersImportance of Proficiency in Whole NumbersGeneral Recommendations for Building ProficiencyBuilding Automatic Recall of Basic Facts With the Mastering Math Facts ProgramBuilding Proficiency With Whole Numbers Through PALS MathSummary7. Fractions and DecimalsFractions in the StandardsAssessment for Fractions and DecimalsWhen Are Calculators Sufficient?Teaching the "What" With Fractions and DecimalsTeaching the "How to Compute" With Fractions and DecimalsTeaching Fluency With Fractions and DecimalsIn ContextSummary8. Teaching Problem Solving StrategicallyProblem-Solving ProgramsSummary9. The Importance of Teaching Mathematical VocabularyThe Importance of Teaching Mathematical VocabularyInstructional Activities to Promote Learning of Essential Mathematical VocabularyAssessing Students′ Knowledge of Mathematical VocabularySummary10. Next Steps in the RTI ProcessProfessional DevelopmentReconsidering the Tier 1 Mathematics CurriculumWhy Is This Important for Educators Implementing an RTI Math Model?An Alternative Approach: A Two Tier 1 Core Mathematics ProgramSummaryReferencesIndex

"Does a great job of blending ideas from mathematics education and the National Mathematics Panel Report with special education research. A great resource for those starting an RTI mathematics program."

Paul J. Riccomini is an experienced classroom teacher, author, mathematician, and leading special education expert. Dr. Riccomini began his career as a dual-certified general education mathematics teacher of students with learning disabilities, emotional and behavioral disabilities, and gifted and talented students in Grades 7–12. He taught mathematics to both general and special education students in inclusive settings. He is coauthor of the best-selling Response to Intervention in Math (Corwin, 2009) book and is an associate professor of education at the Pennsylvania State University. His teaching experiences required him to have both strong content knowledge in mathematics and to develop and maintain strong collaborative relationships with both general and special educators. As a former middle and high school mathematics teacher, he knows firsthand the challenges faced by students who struggle in mathematics and recognizes the importance of early mathematics development. He hopes the writing of this book will assist teachers in their efforts to develop young mathematicians.Dr. Riccomini provides professional development in schools across the nation. His dynamic presentations offer research-validated practices that focus on the development of improved instructional practices for all students. Dr. Riccomini’s written work includes numerous research and practitioner articles for students with and without learning disabilities, including one of the first books to address Response to Intervention in the area of mathematics. Additional publications he coauthored include three Tier 2 Interventions for the areas of fractions, integers, and simple equations.Bradley S. Witzel, PhD, is an award-winning teacher and professor who works as an associate professor and education program coordinator at Winthrop University, the flagship education college for the state of South Carolina. As a classroom teacher, and before that as a paraeducator, he worked in multiple settings teaching mainly math and science to high-achieving students with disabilities. Dr. Witzel has written five books, including the best-selling Response to Intervention in Math through Corwin, as well as several dozen book chapters, research and practitioner articles, and training manuals. He has also produced six education videos and several hundred conference and workshop presentations. He is a selected member of the Governing Board of the Southeast Regional Educational Laboratory (REL), funded by the Institute of Education Sciences (IES), and of the Smarter Balanced Assessment Consortium (SBAC) Accessibility and Accommodations work group. Dr. Witzel currently serves as the editor of Focus on Inclusive Education through the Association for Childhood Education International (ACEI) and recently served as a panelist on the IES practice guide Assisting Students Struggling with Mathematics and as an invited reviewer of the final report from the National Mathematics Advisory Panel. Most importantly, he is a father of two, husband of an educator, and son of two educators.

• PrefaceAcknowledgmentsAbout the Authors1. What Is RTI, and Why Is It Important?Overview of RTIKey Research Support for RTI and MathematicsSummary2. The RTI Process for Math: Getting StartedSelection of the RTI Team MembersBelief SystemCommon Models of ImplementationAssessmentImportance of the Core Mathematics ProgramSummary3. A Tiered Approach to More Effective Mathematics InstructionTier 1 Instruction and CurriculumTier 2 Intervention and CurriculumTier 3 Instruction and CurriculumSummary4. Mathematics Interventions OverviewWho Needs Intervention?What Do I Teach for the Intervention?Who Should Intervene?Where?How Long?How Do I Organize My Curriculum?What Types of Curricular Strategies Should Be Used for Tier 2 and Tier 3 Interventions?Summary5. Number Sense and Initial Math SkillsAssessments of Number SenseInstructional Delivery of Number SenseCurricular Elements of a Number Sense InterventionIn ContextSummary6. Building Students′ Proficiency With Whole NumbersImportance of Proficiency in Whole NumbersGeneral Recommendations for Building ProficiencyBuilding Automatic Recall of Basic Facts With the Mastering Math Facts ProgramBuilding Proficiency With Whole Numbers Through PALS MathSummary7. Fractions and DecimalsFractions in the StandardsAssessment for Fractions and DecimalsWhen Are Calculators Sufficient?Teaching the "What" With Fractions and DecimalsTeaching the "How to Compute" With Fractions and DecimalsTeaching Fluency With Fractions and DecimalsIn ContextSummary8. Teaching Problem Solving StrategicallyProblem-Solving ProgramsSummary9. The Importance of Teaching Mathematical VocabularyThe Importance of Teaching Mathematical VocabularyInstructional Activities to Promote Learning of Essential Mathematical VocabularyAssessing Students′ Knowledge of Mathematical VocabularySummary10. Next Steps in the RTI ProcessProfessional DevelopmentReconsidering the Tier 1 Mathematics CurriculumWhy Is This Important for Educators Implementing an RTI Math Model?An Alternative Approach: A Two Tier 1 Core Mathematics ProgramSummaryReferencesIndex

"Does a great job of blending ideas from mathematics education and the National Mathematics Panel Report with special education research. A great resource for those starting an RTI mathematics program."

Paul J. Riccomini is an experienced classroom teacher, author, mathematician, and leading special education expert. Dr. Riccomini began his career as a dual-certified general education mathematics teacher of students with learning disabilities, emotional and behavioral disabilities, and gifted and talented students in Grades 7–12. He taught mathematics to both general and special education students in inclusive settings. He is coauthor of the best-selling Response to Intervention in Math (Corwin, 2009) book and is an associate professor of education at the Pennsylvania State University. His teaching experiences required him to have both strong content knowledge in mathematics and to develop and maintain strong collaborative relationships with both general and special educators. As a former middle and high school mathematics teacher, he knows firsthand the challenges faced by students who struggle in mathematics and recognizes the importance of early mathematics development. He hopes the writing of this book will assist teachers in their efforts to develop young mathematicians.Dr. Riccomini provides professional development in schools across the nation. His dynamic presentations offer research-validated practices that focus on the development of improved instructional practices for all students. Dr. Riccomini’s written work includes numerous research and practitioner articles for students with and without learning disabilities, including one of the first books to address Response to Intervention in the area of mathematics. Additional publications he coauthored include three Tier 2 Interventions for the areas of fractions, integers, and simple equations.Bradley S. Witzel, PhD, is an award-winning teacher and professor who works as an associate professor and education program coordinator at Winthrop University, the flagship education college for the state of South Carolina. As a classroom teacher, and before that as a paraeducator, he worked in multiple settings teaching mainly math and science to high-achieving students with disabilities. Dr. Witzel has written five books, including the best-selling Response to Intervention in Math through Corwin, as well as several dozen book chapters, research and practitioner articles, and training manuals. He has also produced six education videos and several hundred conference and workshop presentations. He is a selected member of the Governing Board of the Southeast Regional Educational Laboratory (REL), funded by the Institute of Education Sciences (IES), and of the Smarter Balanced Assessment Consortium (SBAC) Accessibility and Accommodations work group. Dr. Witzel currently serves as the editor of Focus on Inclusive Education through the Association for Childhood Education International (ACEI) and recently served as a panelist on the IES practice guide Assisting Students Struggling with Mathematics and as an invited reviewer of the final report from the National Mathematics Advisory Panel. Most importantly, he is a father of two, husband of an educator, and son of two educators.

• PrefaceAcknowledgmentsAbout the Authors1. What Is RTI, and Why Is It Important?Overview of RTIKey Research Support for RTI and MathematicsSummary2. The RTI Process for Math: Getting StartedSelection of the RTI Team MembersBelief SystemCommon Models of ImplementationAssessmentImportance of the Core Mathematics ProgramSummary3. A Tiered Approach to More Effective Mathematics InstructionTier 1 Instruction and CurriculumTier 2 Intervention and CurriculumTier 3 Instruction and CurriculumSummary4. Mathematics Interventions OverviewWho Needs Intervention?What Do I Teach for the Intervention?Who Should Intervene?Where?How Long?How Do I Organize My Curriculum?What Types of Curricular Strategies Should Be Used for Tier 2 and Tier 3 Interventions?Summary5. Number Sense and Initial Math SkillsAssessments of Number SenseInstructional Delivery of Number SenseCurricular Elements of a Number Sense InterventionIn ContextSummary6. Building Students′ Proficiency With Whole NumbersImportance of Proficiency in Whole NumbersGeneral Recommendations for Building ProficiencyBuilding Automatic Recall of Basic Facts With the Mastering Math Facts ProgramBuilding Proficiency With Whole Numbers Through PALS MathSummary7. Fractions and DecimalsFractions in the StandardsAssessment for Fractions and DecimalsWhen Are Calculators Sufficient?Teaching the "What" With Fractions and DecimalsTeaching the "How to Compute" With Fractions and DecimalsTeaching Fluency With Fractions and DecimalsIn ContextSummary8. Teaching Problem Solving StrategicallyProblem-Solving ProgramsSummary9. The Importance of Teaching Mathematical VocabularyThe Importance of Teaching Mathematical VocabularyInstructional Activities to Promote Learning of Essential Mathematical VocabularyAssessing Students′ Knowledge of Mathematical VocabularySummary10. Next Steps in the RTI ProcessProfessional DevelopmentReconsidering the Tier 1 Mathematics CurriculumWhy Is This Important for Educators Implementing an RTI Math Model?An Alternative Approach: A Two Tier 1 Core Mathematics ProgramSummaryReferencesIndex

"Does a great job of blending ideas from mathematics education and the National Mathematics Panel Report with special education research. A great resource for those starting an RTI mathematics program."