Videos

Curriculum-based measurement (CBM) created the possibility of assessment-informed instruction which yields one of the largest effect sizes in education. CBM in math, however, has lagged behind reading in research and practice. Recent research in math CBM indicates some key differences in their utility, conventions, and potential for driving decisions in multi-tiered systems of support and response to intervention. This session will detail the why and how-to’s of using mastery measurement CBM in mathematics to drive screening, progress monitoring, and program evaluation decisions in math MTSS. (Grades K - 8; School Psych)

Despite the evidence to support systematic, explicit instruction, it is a method that often gets a bad rap, even being omitted from recent position statements by major educational organizations. In this session, the presenter will dive into some of the key research studies and practical insights behind this instructional approach, demonstrating how clear, interactive, scaffolded teaching can make even the most complex concepts accessible to all learners.

This session presents a study examining the effectiveness, implementation, and acceptability of an explicit, systematic mathematics vocabulary intervention implemented by teachers. Thirty secondary students with learning difficulties and disabilities were randomly assigned to treatment and control conditions. Results indicate the intervention was effective, feasible, and acceptable. Future research in different settings and including measures to assess maintenance are needed. (Grades 6 - 12)

This presentation will focus on interventions that link mastered facts to new and related skills (e.g., using basic addition skills to learn subtraction). Participants will leave the session with the ability to access and use materials to support computation skills across operations.

In this session, we will learn methods for leveraging linguistic structure (e.g., morphology, semantics, syntax) to provide direct instruction in academic language to English learners in math. We will learn an evidence-based routine for introducing academic vocabulary. We will also explore how English morphology and syntax can be taught to support English learners' math content learning, vocabulary development, comprehension, and expression. Examples will feature math content from both primary and secondary grade levels.(Grades K - 12)

Participants will learn how to use virtual manipulatives and representations to support conceptual understanding of mathematics. Dr. Hughes will demonstrate how to use algebra tiles to solve different equations. Participants will have opportunity to try different virtual manipulatives and leave with a list of free resources.

Comprehension and working memory present unique challenge for students with learning challenges in problem solving. Using recommendations from the IES What Works Practice Guide, we can generate strategies which support students in attacking word problems by incrementally breaking tasks down, utilizing the ability to visualize or draw, organize and reason mathematically.

Teaming is a critical wraparound structure necessary to ensure sustainability of evidence-based practices in schools. We will review the development of problem-solving teams to support evidence-based multitiered math practices in schools, including (a) timelines for onboarding teams, (b) constructing the teams, and (c) applicable materials to support efficient decision-making.

This session will define math anxiety and describe the research evidence on the relationship between math anxiety and math performance. Considerations for addressing math anxiety in the general education classroom will be discussed and strategies for addressing math anxiety within the context of math intervention design and delivery will be provided. (Grades K- 8 )

This video models addition and subtraction using representations for place value.