Overview
This 4-year funded project takes place in a large, suburban school district in central Texas with identified students in first and second grades randomly assigned to treatment or comparison groups. The focus of this research project is the validation of a response to intervention, multitiered (Tier II and Tier III) model to teach students in first and second grades identified as being at risk (Tier II) or as having severe mathematics difficulties (Tier III). Expected outcomes include the validation of intervention lessons with progress-monitoring tools.
Outcomes
Research is ongoing.
Project Design
Purpose
Early identification and intervention is needed for students who are at risk for mathematics difficulties. This project addresses critical questions about (a) the levels of response expected for first- and second-grade students with mathematics difficulties at the Tier II and Tier III levels of instruction and (b) the research-based evidence to identify and appropriately treat students with severe mathematics difficulties and disabilities.
Procedures
In year 1, we identified at-risk students in first grade, cohort 1, and randomly assigned them to Tier II treatment or comparison groups. In year 2, we identified Tier II treatment students from cohort 1 who did not make adequate progress (scored below the 10th percentile on the beginning-of-year screening measure) and randomly assigned them to Tier III or to remain in Tier II intervention. All cohort 1 treatment students who scored below the benchmark but above the 10th percentile remained in intervention. We dismissed cohort 1 treatment students who scored above the beginning-of-year benchmark in grade 2. We conducted follow-up testing in grade 3, year 3.
In year 2, we assigned a second cohort of at-risk students in first grade, cohort 2, to Tier II treatment or comparison. In year 3, we identified Tier II treatment students from cohort 2 who did not make adequate progress (scored below the 10th percentile on the beginning-of-year screening measure) and randomly assigned them to Tier III or to remain in Tier II intervention. All cohort 2 treatment students who scored below the benchmark but above the 10th percentile remained in intervention. We dismissed cohort 2 treatment students who scored above the beginning-of-year benchmark in grade 2. We conducted follow-up testing in grade 3, year 4.
Participants
First- and second-grade students with identified risk status for mathematics difficulties