$2 million grant targets response of students with mathematics difficulties to intervention
The Vaughn Gross Center for Reading and Language Arts has been awarded a four-year, $2 million grant from the Institute of Education Sciences (IES) to address critical questions about the response of students with identified mathematics difficulties to Tier II and III intervention.
Diane Bryant and Brian Bryant will lead the new project, titled “Validating a Response to Intervention Multitiered Model for Primary Grades Students with Mathematics Difficulties.” The study will take place in 10 elementary schools in central Texas, beginning with students in first grade and expanding to students in second and third grades over the duration of the research.
According to Diane Bryant, “The IES grant affords us the opportunity to systematically study the early identification of students who may be at risk for mathematics difficulties and how they respond to more intensive Tier II and Tier III intervention. The response to intervention (RTI) multitiered model has been well validated in the area of early reading. Our focus is to employ similar procedures in the area of early mathematics assessment and intervention. There is quite a demand in our state and nationwide for validated interventions for teachers to use with students who are having problems learning early mathematics skills and concepts. We are excited about the opportunity this new funding provides in the area of RTI and early mathematics instruction.”
For more information on the new project, contact Diane Bryant or Brian Bryant.