Principal Investigators
Brian R. Bryant, Co-principal Investigator
Additional Investigator
Funding Agency
U.S. Department of Education, Institute of Education Sciences
Overview
This 4-year funded project is taking place in a large suburban school district in central Texas with identified students in first and second grade randomly assigned to treatment or comparison groups. Housed within the MCPER Mathematics Institute for Learning Disabilities and Difficulties, the focus of this research project is the validation of a response to intervention (RTI), multitiered (Tier II & III) model to teach students in first and second grades who have been identified as being at risk (Tier II) or further identified as having severe mathematics difficulties (Tier III). Expected outcomes include the validation of intervention lessons with progress-monitoring tools.
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, using random assignment, we identified at-risk students in first grade and assigned them to Tier II treatment or comparison groups. In Year 2, we identified Tier II treatment students who were not making adequate progress and randomly assigned them to Tier III or to remain in Tier II. We also identified second-grade students who continued to qualify for Tier II intervention. Follow-up testing will be conducted in third grade. We will repeat this process with a second cohort of first-grade students in Year 2, working with them and conducting follow-up testing in Year 4.
Status/Timeline
The project is currently in its second year and is expected to continue through June 30, 2011.
Participants
First- and second-grade students with identified risk status for mathematics difficulties.
Sites
Eight elementary schools in a large suburban school district in central Texas.
Outcomes
Research is ongoing.
Presentations
Institute for Education Sciences, June 2008
Pacific Coast Research Conference, February 2009
Council for Exceptional Children, April 2009