Addressing Accessibility in Mathematics
three middle-school aged children
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Strengthening Math Intervention in the Middle Grades: Guide for Leaders
by Brodesky, A., Fagan, E., and MacVicar, T., Waltham, MA: Education Development Center, Inc.
Provides information and suggestions for implementing math intervention classes, including setting goals, scheduling, staffing, class size, identifying students, and other topics. This guide is written for mathematics leaders, principals, and other school/district leaders.
Strengthening Math Intervention in the Middle Grades: Guide for Teachers
by Brodesky, A., Fagan, E., and MacVicar, T. (in press). Waltham, MA: Education Development Center, Inc.
Provides information, examples, and suggestions for teaching math intervention classes. This guide is written for teachers of math intervention classes and math coaches/specialists who work with them.
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.
Strengthen Mathematics Intervention to Promote Student Success: Suggestions for Middle Level Principals
by Brodesky, A., Fagan, E., & MacVicar, T., Principal Leadership, February 2021
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 page.
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.
A 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.
Collaboration 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.
Planning Strategies 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 Children Mathematics, 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.
Math education practices for students with disabilities and other struggling learners: case studies of six schools in two Northeast and Islands Region states
Louie, J., Brodesky, A., Brett, J., Yang, L., & Tan, Y. (2008) Institute for Education Sciences (IES) Regional Educational Laboratory Program
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.
NCSM Improving Student Achievement by Leading the Pursuit of a Vision for Equity.
The NCSM Improving Student Achievement Series, No.3/Spring 2008
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.
Uncovering Student Thinking about Mathematics in the Common Core


List of Mathematics Intervention Programs and Resources (Updated 11/9/21).
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.