Exploring the use of response to intervention and universal design to foster mathematics achievement

The purpose of this study is to identify current practices assisting at-risk students in the mathematics classroom and tell how UDL and RtI could be used to enhance student learning outcomes in mathematics. This exploration gathers information from educators supporting the implementation of the Universal Design for Learning (UDL) principles while using the Response to Intervention (RtI) framework in an urban school district, which fosters student achievement in mathematics. The information is generated by means of qualitative methods. Fourteen educators presented insight on the use of the structures in their direct-run schools within an urban school district through interviews and a focus group session. Documents that support the implementation of UDL principles and RtI are given, also.;Facets of the study explore the mathematics program and how it was made accessible to general education students. Accessibility is accomplished in the investigation through two ways. One way is through collaborative decision making, which is characteristic to Response to Intervention. The other way is through the means provided to students using Universal Design for learning principles—multiple representation, multiple action and multiple engagement. We find that there are current practices for screening at risk students in mathematics and that UDL and RtI combined could be used as strategies to enhance student learning outcomes in mathematics.