How will Response to Intervention (RTI) effect math instruction and student performance?
It is the desire of every teacher to see their students perform well in academics, especially in mathematics. This desire is strengthened by The No Child Left Behind Act (NCLB) of 2001 which emphasizes on student achievement in mathematics. For this reason, school administrators and educators are consistently examining ways of improving academic performance of their lower performing students as well as the at- risk students.
Most school administrators and teachers agree that Response to Intervention will be a vital instrument to use in the attempt to ensure that all students succeed. According to Lembke, Hampton & Beyers (2012), Response to Intervention is a change in performance or behavior due to intervention. Many researchers speculate that the intervention will be a reliable tool for many teachers because it provides a framework in which reliable data is stored as the basis for making relative judgments on which students need help the most and how much they need. In line with the effect of the RTI on the education system, this paper discusses how the Response to Intervention will effect math instruction and student performance. It discusses the practices and procedures of Response to Intervention that will have effect on the traditional math instructions and subsequently impact on student performance.
Review of Literature
The current research on Response to Intervention suggests that many students with academic difficulties can be effectively remediated by intense exposure to evidence based reading instructions (Lembke, Hampton & Beyers 2012). The research shows that approximately 5% of the students in U.S experience a disability in mathematics (Lembke, Hampton & Beyers 2012). Despite the prevalence of math disability among students, there is still inadequate synthetic research in this area which is unfortunate because mathematics skills are crucial for success of students at school and at the workplace (Brown-Chidsey & Steege 2011). Having established the measurement procedures to monitor growth, it is necessary for intensive research validating Response to Intervention models in the area since they are expected to result in significant changes in the way mastery and understanding of students. Several Intervention strategies developed have created effective outcomes for students. One such strategies that has been instrumental in improving mathematics calculation is reinforcement. Fletcher (2012) did an extermination on the effects of reinforcement on arithmetic in students with learning disabilities. They found out that two type of reinforcement offered; a tangible and extra free time were effective in increasing fluency rates. Goal setting is also another intervention strategy that has been used to increase performance in mathematics. Under this strategy, students can set their own goals or rely on the goals set by their instructors. The students are then expected to work and attain their set goals. The influence of the goals makes the students solve more problems than they would have solved without the goals. However, Fletcher (2012) established that students with self- selected goals are significantly more efficient in mathematics that those with assigned goals.
Despite the impact …