The Power of Interviewing Students: Using Interviews to Uncover Student Thinking and Guide Instruction
by MacVicar, T., Brodesky, A., & Fagan, E. Mathematics Teacher: Learning and Teaching PreK-12, 2021, Volume 114: Issue 6, pp. 436-444.
Describes the use of formative assessment interviews in a middle grades intervention class and provides suggestions for teachers.
Provides suggestions for planning, implementing, and strengthening mathematics intervention classes.
National Survey on Supporting Struggling Mathematics Learners in the Middle Grades: Executive Summary
by Brodesky, A., Zweig, J., Fagan, E., Karp, K., & Hirsch, L., April 2018, Waltham, MA: Education Development Center, Inc.
Provides a summary from the findings of a national survey on how schools implement mathematics intervention classes in grades 6-8.
Supplementary materials are available on the National Survey Resources
Moving Beyond One-Size-Fits-all PD: A Model for Differentiating Professional Learning for Teachers
by Brodesky, A., Fagan, E., Tobey, C.R. and Hirsch, L. in NCSM Journal of Mathematics Education Leadership, Spring 2016, pp. 20-37.
Describes a model for differentiating professional development to address teachers’ varied knowledge, experiences, and interests.
Targeting Instruction with Formative Assessment Probes
by Fagan, E., Tobey, C.R., and Brodesky, A. in Teaching Children Mathematics, Oct. 2016, Vol. 23, No. 3, pp. 146-157.
Describes a strategic process for using formative assessment probes to gather and interpret evidence of student mathematics understandings and misconceptions and then targeting instruction to address identified needs.
Model for Collaboration: Study Groups Are an Effective Way to Plan Math Instruction for Students with Special Needs
by Brodesky, Amy R., Gross, Fred. E., McTigue, Anna S., and, Palmer, Allysen in Educational Leadership (online), February 2007, ASCD
Describes the design, study group experience, and preliminary impact of Addressing Accessibility in Middle School Mathematics, a two-year professional development program completed in 2006.
Is Key: How a Community of Practice Promotes Technology Integration
by Zorfass, J. in Journal
of Special Education Technology, Volume 20, 2005.
Describes the STAR Cycle, a component of the STAR Tech Professional Development Program developed at EDC. Its goal is to promote the integration of technology into the curriculum to benefit students with and without disabilities. General and special education teachers engage in a process of looking at student work; this article covers the process, a case study, and evidence of impact from several schools.
for Students with Special Needs: A Professional Development Activity
by Brodesky, Amy R., Gross, Fred. E., McTigue, Anna S.,
and Tierney, Cornelia C. in Teaching
, October 2004, Volume 11, Issue 3, pp. 146-154.
Describes a professional development activity on planning strategies to make mathematics lessons more accessible for students with special needs.
This report describes in-depth practices at six schools that are making targeted efforts to improve math education for students with disabilities and other struggling learners. It examines each school's practices for improving the math learning of all students as well as specific supports for students with disabilities and other struggling learners and identifies the challenges that schools face to serve students with diverse needs.
This NCSM Improving Student Achievement Series is a set of position papers designed to provide research-based practices for school and district mathematics education leaders.
We have compiled a list of mathematics intervention programs, assessments, reports, and other relevant materials. The document is intended to serve as a resource and does not include recommendations for particular programs.