Young, Michael Scott2014-12-082014-12-082014http://udspace.udel.edu/handle/19716/13429This paper examines the critical components required to establish a Response to Intervention (RTI) program at the secondary level in mathematics. The difficulty accomplishing this is that the majority of existing RTI programs focus on reading at the elementary level. My attempt is to create a framework I can utilize in a high school setting that will allow the facilitation of RTI. The development of a secondary RTI framework is critical in order for a successful mathematics intervention program to be developed. Without a functional framework, the RTI program will not succeed. In order to maintain focus throughout the project, I utilized several guiding questions when attempting to identify various RTI framework components: 1. Is the identified RTI framework component specific to the secondary level or can a school modify it for the secondary level? 2. Is the RTI framework component specific to a mathematics program or can a school utilize it in a mathematics program? 3. Has the identified RTI component been used in an RTI program that has experienced success? 4. How can a school modify its schedule to accommodate an RTI program? I developed the framework by considering the answers to these questions.Cape Henlopen High School (Lewes, Del.)Mathematics -- Study and teaching -- Delaware -- Lewes.Response to intervention (Learning disabled children) -- Delaware -- Lewes.Thesis897735826