Effects of Tier 1 of the response to intervention model in maths: a pilot study with a panamanian school population
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Abstract
In math, both national and international reports (e.g., TERCE, PISA) have revealed low performance among the Panamanian school population.This study was designed to assess the effectiveness of a Tier 1 intervention within the Response to Intervention (RtI) model in math. The intervention was implemented by Panamanian teachers to improve early math skills of first-grade elementary students. A sample of 926 first-grade students (mean age in months= 79.3, SD= 5.4) was selected and divided into an experimental group (N= 534, 266 males, 268 females) and a control group (N=392, 185 males, 207 females). Teachers were instructed in the administration of the Indicators of Learning Progress in Mathematics (IPAM), a curriculum-based measure consisting of five isolated measures (magnitude comparison, number series, one-digit operations, multidigit operations, and place value understanding), to be administered at three different times during the school year, and in the implementation of a systematic and explicit instructional program to improve basic math skills. The intervention had a significant positive impact, as significant differences were found between students in the experimental and control groups in growth slopes for magnitude comparison, number series, multidigit operations, and place value understanding measures, except for one-digit operations. In conclusion, Panamanian first-grade students benefited from a Tier 1 intervention based on basic math skills, implemented by in-service teachers.
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