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West Ashley Library
9 a.m. - 7 p.m.
Phone: (843) 766-6635
Folly Beach Library
9 a.m. - 5:30 p.m.
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. - 8 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. - 8 p.m.
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
9 a.m. - 8 p.m.
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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John L. Dart Library
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Phone: (843) 722-7550
Baxter-Patrick James Island
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Phone: (843) 795-6679
Main Library
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Phone: (843) 805-6930
Bees Ferry West Ashley Library
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Mobile Library
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Phone: (843) 805-6909
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Examining Interactions across Instructional Tiers: Do Features of Tier 1 Predict Student Responsiveness to Tier 2 Mathematics Intervention?
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- Author(s): Sutherland, Marah (ORCID
Sutherland, Marah (ORCID 0000-0002-6108-8515 ); Lesner, Taylor; Kosty, Derek; Lussier, Cayla; Smolkowski, Keith; Turtura, Jessica; Doabler, Christian T.; Clarke, Ben- Language:
English- Source:
Grantee Submission. 2022.- Publication Date:
2022- Document Type:
Reports - Research - Language:
- Additional Information
- Peer Reviewed: Y
- Source: 41
- Sponsoring Agency: Institute of Education Sciences (ED)
- Contract Number: R305K040081
R305A080699 - Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education - Subject Terms:
- Subject Terms:
- Accession Number: 10.1177/00222194221102644
- Abstract: High-quality Tier 1 instruction is frequently conceptualized as the "foundation" for other tiers of intervention within multi-tiered systems of support (MTSS) models (Gersten et al., 2009). However, the vast majority of Tier 2 intervention studies do not account for Tier 1 variables when examining intervention effectiveness (Hill et al., 2012). The purpose of the current study was to examine Tier 1 predictors, or "quality indicators", of differential responsiveness to Tier 2 mathematics intervention. Data was drawn from a large-scale dataset where all teachers taught the Early Learning in Mathematics (Tier 1) core program across the academic year, and a subset of students were selected for the ROOTS (Tier 2) mathematics intervention. We examined the following Tier 1 variables: (1) classroom-level mathematics gains, (2) Tier 1 fidelity of implementation, (3) Tier 1 classroom management and instructional support, and (4) class size. Response to Tier 2 intervention was not significantly predicted by any of the Tier 1 variables examined, however the pattern of Hedges' g effect sizes suggested that students with higher quality of Tier 1 instruction tended to benefit less from the Tier 2 ROOTS intervention. Results are discussed in the context of implications for research and practice. [This paper will be published in the "Journal of Learning Disabilities."]
- Abstract: As Provided
- IES Funded: Yes
- Publication Date: 2023
- Accession Number: ED626857
- Peer Reviewed:
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