Specialized Mathematics Instruction to Reach All Learners: A Professional Learning and Coaching COVID Recovery Initiative

• In Event: Reimagining Inclusive Instructional Practices for Students With Disabilities

Abstract

Students experiencing mathematics difficulties prior to the pandemic likely are facing even greater challenges today. Supports are needed for educators to address learning gaps and accelerate mathematics gains, especially for students experiencing mathematics difficulty (MD). We examined the impact of Tier-2 educators’ teaching skill in mathematics for those who provided small-group intervention to Grades 4 and 5 students with MD. Eligible educators (n = 77) received a 24-week, professional learning-coaching model that included 4 professional-learning sessions and 8 coaching sessions across a 7-month period. Pre- to posttest gains on the Educator Instructional Practices (EIP) survey showed participating educators improved their understanding and confidence of evidence-based instructional practices, word-problem solving, multiple representations, and culturally-responsive practices (ES range = 0.53-0.84).
 

Authors

• Katherine A. Berry, University of Texas at Austin

• Megan Carroll, University of Texas at Austin

• Sarah R. Powell, University of Texas at Austin

• Jessica Manning-Acebo, University of Texas at Austin

• Katie B. MacLean, University of Texas at Austin