EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
6/18/2019 | 12:10 PM - 1:10 PM | Aligning Core Math Instruction and Math Intervention: Supporting Students Across the Tiers | Ballroom B
Aligning Core Math Instruction and Math Intervention: Supporting Students Across the Tiers
Within a Multi-tiered System of Support (MTSS), students who struggle to learn math often receive core math instruction and supplemental math intervention in different settings, with different sets of curriculum materials, and different teachers. Research notes that misalignment between core and intervention materials (Gersten, 2016) can be problematic. For example, intervention materials may cover fewer topics in greater depth or use different instructional methods or vocabulary to teach similar skills (Fuchs et al., 2016), compared to core instruction. For students who receive intervention, this misalignment may result in additional confusion because of the inability to generalize skills, incomplete or conflicting instruction and expectations, and instruction in general education settings that may not be at their level. This presentation will increase participants understanding of the characteristics of students with math difficulty, knowledge of alignment and misalignment of math practices and vocabulary and how to connect skills across the tiers that can lead to a deeper understanding and student success.
- Understand characteristics for students with math difficulty, as well as challenges in transitioning between and among core instruction and intervention.
- Understand how to design and provide intensive intervention aligned with core instruction for students needing tiered instruction.
- Review evidence-based practices for students receiving tiered instruction.
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Presenters/Authors
Kathleen Pfannenstiel
(), American Institutes for Research, kpfannenstiel@air.org;
Kathleen Hughes Pfannenstiel, Ph.D., is a senior researcher at American Institutes for Research. Currently, Dr. Pfannenstiel is principle investigator for an Office of Special Education Programs (OSEP) model demonstration grant. Additionally, she serves as a content specialist and lead of the mathematics cross-state learning collaborative for the National Center on Systemic Improvement (NCSI).
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Financial -
Nonfinancial -