Current Issues in Middle Level Education - Issue 2 - Supporting Middle School Students in Tier 2 Math Labs

Oct 15, 2026

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Response to Intervention (RtI) provides structured support for struggling learners, yet no single universal RtI model exists, especially for mathematics at the secondary level. This article presents an evidence-based approach for delivering Tier 2 mathematics supports through secondary math labs, including research-supported interventions and a middle-school vignette drawn from multiple real cases to illustrate effective Tier 2 service use.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Response to Intervention (RtI) Overview

Tiered Supports in RtI

Tier 2 Math Supports and Service Delivery

Math Labs for Tier 2 Interventions

Current Issues in Middle Level Education | Volume 24 Issue 2 | Article 3 | | --- | --- | | 2019
Supporting Middle School Students in Tier 2 Math Labs: Instructional Strategies
Emily C. Bouck
Michigan State University, [ecb@msu.edu](ecb@msu.edu)
Jiyoon Park [parkjiy4@msu.edu](parkjiy4@msu.edu)
Mary Bouck
[mbouck@msu.edu](mbouck@msu.edu)
Jim Alspaugh
[alspaughj@sjredwings.org](alspaughj@sjredwings.org)
Stacey Spitzley
[sspitzley@ioniaschools.org](sspitzley@ioniaschools.org)
Follow this and additional works at: [https://digitalcommons.georgiasouthern.edu/cimle](https://digitalcommons.georgiasouthern.edu/cimle)
SeePnaertoe ourriiltuinauItnrction Commons, Disability and Equity in Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, and the Science and Mathematics Education Commons
| | Recommended Citation Bouck, Emily C.; Park, Jiyoon; Bouck, Mary; Alspaugh, Jim; Spitzley, Stacey; and Buckland, Angela (2019)"Supporting Middle School Students in Tier 2 Math Labs: Instructional Strategies," Current Issues in Middle Level Education: Vol. 24 : Iss. 2 , Article 3. DOI: 10.20429/cimle.2019.240203 Available at: [https://digitalcommons.georgiasouthern.edu/cimle/vol24/iss2/3](https://digitalcommons.georgiasouthern.edu/cimle/vol24/iss2/3) This best practices is brought to you for free and open access by the Journals at Digital Commons@Georgia Southern. It has been accepted for inclusion in Current Issues in Middle Level Education by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [digitalcommons@georgiasouthern.edu](digitalcommons@georgiasouthern.edu). Supporting Middle School Students in Tier 2 Math Labs: Instructional Strategies Authors Emily C. Bouck, Jiyoon Park, Mary Bouck, Jim Alspaugh, Stacey Spitzley, and Angela Buckland This best practices is available in Current Issues in Middle Level Education: [https://digitalcommons.georgiasouthern.edu/cimle/vol24/iss2/3](https://digitalcommons.georgiasouthern.edu/cimle/vol24/iss2/3) Supporting Secondary Students in Tier 2 Math Labs: Instructional Strategies Emily C. Bouck Michigan State University Jiyoon Park Michigan State University Mary K. Bouck Independent Mathematics Education Consultant Jim Alspaugh St. Johns Public Schools Stacy Spitzley Ionia Public Schools Angela Buckland Portland Public Schools Abstract Response to Intervention (RtI) has become a common support system for students; yet, no universal RtI model exists, especially for mathematics and specifically atthe secondary level. This article focuses on a specific model for delivering Tier 2 mathematics supports and services at the secondary level: math labs. Evidence– based and research–supported interventions are discussed that support the delivery of Tier 2 services within a math lab secondary RtI structure. A fictionalized vignette, drawing from multiple actual cases, is presented to highlight the use of a Tier 2 math lab within a middle school setting. Published by Digital Commons@Georgia Southern, 2019 18 Response to Intervention Response to intervention (RtI) is defined as a systematic approach to providing early intervention for struggling students and identifying students in need of targeted, intensive, and/or special education services. With RtI, students receive multiple tiers of support depending on their needs and response to instruction and intervention (Cusumano, Algozzine, & Algozzine, 2014) . RtI has become a common support system for students – as well as a means of carrying out the child find process for determining students with disabilities – yet, no universal RtI model exists (Yell, 2012) . Common RtI models include three or four tiers (Mellard, McKnight, & Jordan, 2010) . Tier 1 in RtI is a universal intervention, meaning all students receive Tier 1 service and interventions through their involvement in the general

FAQs

What problem does the article address about RtI for secondary mathematics?

It notes that, despite RtI being widely used, no universal RtI model exists for mathematics at the secondary level, requiring clearer approaches for Tier 2 services.

How does the article define Tier 2 in the RtI framework?

Tier 2 is described as targeted instruction for students not responding to Tier 1 and/or performing below grade level based on universal screening assessments.

What is the core method highlighted for Tier 2 mathematics supports?

The article focuses on delivering Tier 2 mathematics supports through math labs within a secondary RtI structure, using evidence-based interventions.

Oct 15, 2026

Upload by nayy☆