Regina “Gina” Harwood Gresham, Ph.D., is an Educational Psychologist, Behavioral Specialist, and an Associate Professor in Mathematics Education at the University of Central Florida, Orlando. She is also a national mathematics consultant and is actively involved in presenting professional development workshops to improve mathematics achievement and implement RTI in the mathematics classrooms across the U.S.
A National Trainer/Speaker on RTI in Mathematics, Gina was recently featured in a national video on RTI in Mathematics with the Bureau of Education and Research. She has published numerous international/national research articles and has authored/co-authored five books on teaching middle school math and response to intervention in elementary school.
Dr. Gresham is a former public school teacher who has taught learners in high at-risk urban settings. Her current research, writing, and professional development interest areas include response to intervention in the mathematics classrooms; the psychology of mathematics, particularly mathematics anxiety; teacher self-efficacy; and learning style.
Gina Gresham was the recipient of her university’s Scholarship in Teaching and Learning Award, Excellence in Undergraduate Teaching Award, Teacher Recognition and Appreciation Award, and the Christa McAuliffe Teaching Award-Lockheed Martin/UCF K-8 Program Award. She received her undergraduate degree in education from Jacksonville State University; her Masters in Education, Educational Specialist from the University of Alabama, Tuscaloosa; and her Ph.D. with special emphasis in Education, Educational Psychology, Cognition and Instruction, and Neuro-physiology/Neuro-psychology from the University of Alabama where she was also a Graduate Fellow.
Dr. Mary Little is an Associate Professor in Exceptional Student Education at the University of Central Florida where she also serves as the Coordinator of Graduate Programs. She teaches traditional and on-line courses in mathematics, assessment, instruction, action research, and program evaluation at the graduate and undergraduate levels.
Dr. Little has received more than $15 million in external funding for research and development from federal, state, and private funding agencies including the Institute for Educational Sciences (IES) and the Office of Special Education Programs (OSEP). Currently she serves as the Principal Investigator for Building Bridges in Teacher Education, a federally-funded research and development project through OSEP designed to research, develop, and enhance the existing graduate programs at UCG with the goal of ensuring highly-qualified special education teachers in the content areas of mathematics and science and improving learning outcomes for secondary students, especially within diverse urban schools.
In the K-12 schools Mary has served as a secondary teacher, co-teacher, program coordinator, and principal. Her interests include evidence-based instructional practices, interventions, teacher efficacy, and student learning related to teacher learning. As a secondary mathematics teacher she was awarded “Teacher of the Year” by the Council for Learning Disabilities.
Chapter 1: Response to Intervention in Mathematics
What is Response to Instruction/Intervention (RTI)?
What RTI is Not?
Meeting the Instructional Needs of All Learners in Mathematics
Connections: RTI with Common cord Standards and NCTM Focal Points in Mathematics
Chapter 2: Setting the Stage for RTI in the Classroom by Understanding the Fundamentals
RTI and How It Works
Tiered Instruction-Why and How It Works
Instructional Decision-making Processes for RTI Implementation
Instructional Variables in the Mathematics Classroom
Beginning and Delivering and Intervention Plan for Students
Coordinating Interventions with Core Classroom Instruction
Chapter 3: Knowing the Students are Learning-Use of Assessment Data
Understanding the Purposes and Types of Assessment
Assessments used within RTI
Using Assessment to Plan Instruction within RTI in Mathematics
Chapter 4: Teaching All Students in My Classroom-Tier 1
An Overview of Tier 1
Universal Screening and Instructional Variables
Effective Instruction in the Mathematics Classroom
Using Concrete Manipulatives and Multiple Representations
Scaffolding Instruction for Mathematical Learning
Curriculum Based Assessments for Instructional Decision-Making
Chapter 5: Interventions within Tier 2
An Overview of Tier 2
Using Data to Select Interventions for Students
Intensifying and Implementing Interventions; Standard protocol and Problem-Solving
Organizing for Instruction: Grouping and Scheduling
Monitoring Student Progress for Instructional Decision-Making
Chapter 6: Intensifying Interventions within Tier 3
Variables to Intensifying During Tier 3
Ms. Holly’s Planning for RTI
Diagnostic Assessment and Teaching at Tier 3
Special Education Services within RTI
Chapter 7: Supporting Students in Our School through Professional Learning about RTI
Supporting Students through Collaboration within RTI
Making RTI Work for Students
Professional Learning: Getting Connected with Colleagues
Building Professional and Collegial Learning Communities for RTI Implementation
RTI Embedded Within Continuous School Improvement
Teacher Resources for RTI and Differentiated Instruction
Book Study Guide
Professional Learning Community (PLC) Resource
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