Examining Interactions across Instructional Tiers: Do Features of Tier 1 Predict Student Responsiveness to Tier 2 Mathematics Intervention?

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  • Additional Information
    • Availability:
      SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      14
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R305K040081
      R305A080699
    • Education Level:
      Early Childhood Education
      Elementary Education
      Kindergarten
    • Subject Terms:
      Multi Tiered Systems of Support; Mathematics Instruction; Intervention; Fidelity; Program Implementation; Classroom Techniques; Predictor Variables; Mathematics Achievement; Class Size; Effect Size; At Risk Students; Response to Intervention; Kindergarten; Young Children; Elementary School Teachers
    • Subject Terms:
      Oregon; Texas
    • Accession Number:
      10.1177/00222194221102644
    • ISSN:
      0022-2194
      1538-4780
    • Abstract:
      High-quality Tier 1 instruction is frequently conceptualized as the "foundation" for other tiers of intervention within multitiered systems of support (MTSS) models. However, the vast majority of Tier 2 intervention studies do not account for Tier 1 variables when examining intervention effectiveness. The purpose of this study was to examine Tier 1 predictors, or "quality indicators," of differential responsiveness to Tier 2 mathematics intervention. Data were drawn from a large-scale data set 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: (a) classroom-level mathematics gains, (b) Tier 1 fidelity of implementation, (c) Tier 1 classroom management and instructional support, and (d) 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. [For the corresponding grantee submission, see ED626857.]
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2023
    • Accession Number:
      EJ1382189