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Tuesday, January 22 • 4:00pm - 5:00pm
Response to Intervention: Strategies for Teaching Mathematics for Grades 3-8

Participants will learn to adapt classroom lessons for a diverse group of learners in grades 3-8. The speakers will share evidence-based strategies from the IES Practice Guide (Gersten et al., 2009) such as concrete-semi-concrete-abstract (CSA) and others that emphasize developing a balanced understanding of both concepts and skills. Participants will experience classroom-tested tasks that create more robust learning and focus on ways in which to question students to promote learning and to assess in a formative way. This session will also discuss the use of assessments such as: 1) diagnostic interviews to carefully tailor instruction for students who struggle with learning mathematics and; 2) progress monitoring tools that emphasize conceptual understanding. By sharing a variety of classroom-tested activities, the presenters will show how to link Common Core State Standards to engaging and motivating mathematics instruction.

avatar for David Barnes

David Barnes

While on the staff at the National Council of Teachers of Mathematics has been working diligently to increase the cooperation be mathematics educators and Title I professionals in support of students and teaches engaged in mathematics learning.
avatar for Barbara Dougherty

Barbara Dougherty

Barbara J. Dougherty served on the Board of Directors for the National Council of Teachers of Mathematics (NCTM). She was a former special education teacher and is currently a co-PI on two IES grants focusing on progress monitoring and curriculum for struggling learners.
avatar for Karen Karp

Karen Karp

Karen is a professor of mathematics education at the University of Louisville. She was an elementary school teacher on Long Island in New York. Karen is a co-author of Elementary and Middle School Mathematics: Teaching Developmentally and other books. former member of the NCTM Board... Read More →

Tuesday January 22, 2013 4:00pm - 5:00pm EST
Governors' A