RTI Resource 1: Fuchs, LS Math Intervention at the Secondary Prevention Level of the Tiered Prevention System: Six Key Principles. Retrieved from rtinetwork.org. The article examines and describes the six educational principles that tier 2 mathematics interventions should incorporate in an effort to help struggling students and close the achievement gap. The first principle, instructional explicitness, was created in response to the fact that students with mathematics difficulties benefit from explicit instruction in which teachers explicitly share the information that students need to learn (Fuchs). The second principle, instructional design that facilitates learning, aims to eliminate misunderstandings by using precise explanations and carefully sequenced and integrated instruction; and uses the assistance of a tutor in an effort to minimize a student's learning challenges and provides a set of foundational skills that students can apply (Fuchs). The third principle, a solid conceptual basis for the procedures taught, is often overlooked, causing confusion, gaps in learning, and the inability to maintain and integrate previously mastered content, leading to the fourth principle, exercise and practice (Fuchs). Drill and practice should contain cumulative review, the fifth principle, which builds on previously taught foundational skills and the use of mixed problem types (Fuchs). The sixth and final principle, motivators to help students regulate their attention and behavior and work hard, includes tangible reinforcements that should be included to help students who have frequently experienced failure and therefore do not try more out of fear of failure (Fuchs). the math teacher can use these ...... middle of paper ...... ions to master individual skills on a weekly basis. Using this approach, teachers let each student's results guide lesson planning and review needs on a weekly basis rather than waiting until the end of a section or unit. Additional information can be found at the Progress Monitoring Research Institute and the National Center on Student Progress. Monitoring websites and there are links to additional articles on monitoring progress in a tiered prevention system as well as linking progress monitoring results to interventions on the RTI website. RTI Resource 1: Fuchs, LS Mathematical intervention at the secondary prevention level of Multi-Tiered prevention system: six key principles. Retrieved from rtinetwork.org.RTI Resource 2: Fuchs, LS 2011. Validated forms of monitoring progress in reading and mathematics. Taken from rtinetwork.org.