ABSTRACT
This chapter uses the term multi-level framework and highlights research and practices about the framework in the area of elementary mathematics. 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 or response-to-intervention. The chapter refers to any person responsible for instructional delivery or decision making within a multi-level framework as an educator. It provides educators with a glimpse into evidence-based practices for instruction at Levels 1, 2, and 3 to help increase educator knowledge about multi-level frameworks in mathematics. By implementing a multi-level framework, educators meet the needs of all students and make decisions about supplemental support in a timely fashion. This effort will likely improve the mathematics outcomes for a range of students.
