ABSTRACT
Multi-level frameworks for supporting the learning of students with and without disabilities have become prevalent in schools over the last two decades. Academic multi-level frameworks may be referred to as multi-tier systems of support (MTSS) or response-to-intervention (RTI). All terms describe a framework for providing appropriate levels of support for the individual needs of elementary students. In this chapter, we use the term multi-level framework (D. Fuchs, Fuchs, and Compton, 2012) and highlight research and practices about the framework in the area of elementary mathematics.
