The U.S. Department of Education recommended response to intervention (RTI) as a promising technique for preventing early learning problems. In recent years, RTI research and implementation programs have been conducted in early reading across Texas. More recently, the Texas Education Agency has funded the development of the 3-Tier Mathematics Model for kindergarten, grade 1, and grade 2.
More information can be found on the 3-Tier Mathematics Model external website.
The purpose of the 3-Tier Mathematics Model is twofold.
First, the project focuses on developing and ensuring the technical adequacy (reliability and validity) of assessment measures for early identification of struggling students and for monitoring progress in early mathematics instruction. The 3-Tier Mathematics Model project has included the creation and field-testing of early mathematics assessment instruments, the Texas Early Mathematics Inventories – Progress Monitoring (TEMI-PM) and the Texas Early Mathematics Inventories – Outcome (TEMI-O), for kindergarten, grade 1, and grade 2. These measures were validated in a statewide assessment scale-up project in more than 90 schools in Texas during the 2007–2008 academic year.
Second, the project focuses on the development and validation of intervention booster lessons for at-risk students in kindergarten through second grade. Booster lessons to support Tier II secondary intervention have been developed and field-tested for kindergarten, first grade, and second grade.
After field-testing the booster lessons in five Texas school districts, the project led an intervention scale-up in 20 schools statewide during the 2008–2009 academic year. The purpose of the intervention scale-up was to work with teachers on the implementation of Tier II mathematics intervention, including assessment, intervention, and progress monitoring. In each of the 20 schools, one teacher from K–2 was selected to participate in the project. Training and intervention booklets were included.
After field-testing the TEMI-PM and TEMI-O in several Texas school districts, the project led a statewide standardization in 2008–2009. The project provided principals and teachers with information on how their students were performing on the K–2 mathematics Texas Essential Knowledge and Skills.
Kindergarten, first-grade, and second-grade students and their teachers
Diane Pedrotty Bryant