A Tier 3 Middle School Math Intervention: An SRSD-Division Exploration.

This single-subject design study examines the effectiveness of a Tier 3 math intervention designed to address the academic challenges of three fifth-grade students not meeting minimum proficiency standards in long division. Using the self-regulated strategy development (SRSD) model, the intervention targeted procedural fluency and conceptual understanding, fostering self-regulation skills such as goal setting, self-talk, and selfmonitoring. A university teacher educator and two preservice teachers delivered six lessons over 12-15 sessions in a rural Midwest school. Results from a multiple-probe design demonstrated a functional relation between the SRSD intervention and improved long-division performance. Qualitative data also indicated enhanced conceptual understanding. These findings suggest that SRSD can support students struggling to meet academic expectations through explicit instruction and self-regulation strategies. [ABSTRACT FROM AUTHOR]