Leading for Success: Building Capacity to Improve Mathematics Learning for Students with Disabilities

This institute is designed to help administrators use their leadership roles to improve math instruction for students with disabilities. Teams will learn about relevant research, view classroom videos, read case stories, engage in discussions, examine current practices, and plan together. The institute will focus on the following topics:

Strengthening teachers’ use of accessibility strategies to improve the math learning of students with disabilities
Fostering collaboration between math education and special education teachers
Selecting and implementing math interventions for struggling learners
Building supportive school structures and cultures that promote accessibility

Who should take this Institute? School and district teams of 4-10 people. These teams can include: math leaders, special education leaders, principals, assistant principals, assistant superintendents for curriculum and instruction, and other school or district leaders. The institute focuses on both the elementary and middle school levels.

What do administrators say about the Institute?

"It was informational, helpful and practical. It gave us opportunities to put what we learned into action. It will assist our district in meeting AYP."
"Our Team developed realistic goals for our district… We all developed a systemic plan."
"The institute was very practical. When you've been in education as long as I have, you've been to a lot of conferences and come away with the feeling that you've wasted your time. This was a great experience that came at just the right time. It giving me something that I can put to good use."

Click for more specifics of what administrators gained from the course.

Dates and Time: The institute is designed to run for two full days in the summer plus a ½-day follow-up during the school year.

To find out more, please contact us.

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This project is supported by the National Science Foundation Grant No. 1621294. Opinions expressed are those of the authors and not necessarily those of the Foundation.