Our #RacerScholars this week are professors Jamie Mahoney, Lynn Gannon Patterson, and Meagan Musselman from the College of Education and Human Services. All three professors contributed to the book, Examining Response to Intervention (RTI) Models in Secondary Education.
Dr. Mahoney co-authored chapter 4, “RTI and Reading at the Secondary Level,” with Dr. Carol Hall at the University of Phoenix. Drs. Patterson and Musselman co-authored chapter 6, “Response to Intervention in Middle and High School Mathematics.”
Abstract for “RTI and Reading at the Secondary Level”
Response to Intervention (RTI) provides a framework for effective prevention and intervention to students who have difficulty reading at all achievement levels by using a school-wide, tiered system. RTI is the means for helping struggling students become successful readers before they have a chance to fall behind. Using evidence-based reading strategies within multiple classrooms such as the inclusive classroom or the resource classroom provides students with learning disabilities the opportunity to succeed in all content areas while applying these reading strategies. All teachers can use these strategies to assist the at-risk and struggling reader make progress. The purpose of this chapter is to share research, resources, and reading instructional methods appropriate for students at the secondary level that can help them meet their academic needs.
Abstract for “Response to Intervention in Middle and High School Mathematics”
Secondary schools are complex in structure and are challenged daily to provide high-quality, effective Response to Intervention (RTI) models in their school settings. RTI must be handled very differently in a middle or high school compared to an elementary school, and larger numbers of students, stricter time constraints, lack of resources, and larger academic gaps are among the typical obstacles secondary teachers face, including math teachers. However, there are RTI models that will work well in math classes, including the Adolescent Mathematics Intervention Structure (AMIS), which focuses on providing motivation, opportunities for academic discourse, cooperative learning, and a positive mathematical classroom environment. Additionally, students thrive in a mathematical learning environment that includes a focus on multiple representations for the mathematics, manipulatives, and targeted learning centers designed specifically for middle and high school students. This chapter focuses on discussing AMIS and providing recommendations for its implementation in secondary math classes.
“RTI and Reading at the Secondary Level”
By: Carol Hall and Jamie Mahoney
2015, ch. 4, pgs. 78-101
“Response to Intervention in Middle and High School Mathematics”
By: Lynn Gannon Patterson, and Meagan Musselman
2015, ch. 6, pgs. 129-155