-
About the RELs
+
-
For more than 50 years, the RELs have collaborated with school districts, state departments of education, and other education stakeholders to help them generate and use evidence and improve student outcomes. Read more
-
- Regions +
- Products
-
Topics
+
- Achievement Gap Career Readiness Charter Schools College Readiness COVID-19 Data Use Discipline Dropout Prevention
- Early Childhood Education English Language Learners Equity Literacy Mathematics Online Courses Postsecondary Education Principals
- Research Tools Rural Schools Social Emotional Learning Special Education Student Characteristics Teacher Effectiveness Teacher Persistence Teacher Recruitment
- Events
- Blog
- Connect with Us +
Home REL Northeast & Islands New PD Opportunity for Math Intervention Teachers in Massachusetts
New PD Opportunity for Math Intervention Teachers in Massachusetts
Are you looking to strengthen support for students struggling with mathematics? Are you interested in learning evidence-based strategies to make the most of math intervention?
Consider participating in a new course specifically designed for math intervention teachers in grades 4 and 5.
As part of the Math Intervention Professional Development Study, this course presents a unique, free opportunity for Massachusetts teachers to learn about and apply practical evidence-based strategies in their classrooms. Participating teachers will either receive the course during the 2024/25 (Cohort 1) or 2025/26 (Cohort 2) school year. To support researchers to understand how the professional development (PD) course helps teachers and students, participating teachers will also complete and coordinate with researchers on pre- and post- student assessments and surveys in the 2024/25 school year.
Now recruiting math intervention teachers for the 2024/25 school year!
Fill out this form or contact Katherine Schwinden (kschwin@wested.org), recruitment lead, for more information.
About
The Massachusetts Partnership to Support Student Learning Through Math Intervention at Regional Educational Laboratory (REL) Northeast & Islands is leading the study. National math education experts developed a high-quality professional development course for math intervention teachers. The PD course is grounded in evidence-based recommendations from a new What Works Clearinghouse Practice Guide, Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades. These recommendations for effective practices are based on the strongest evidence in the field of math intervention research.
Who is this course designed for?
The course is specifically designed for teachers of mathematics intervention in grades 4 and 5. This includes teachers with different roles, such as interventionists, Title I teachers, mathematics specialists, general educators, and special educators.
Eligibility for Participation
- Teach at a Massachusetts public school.
- Teach math intervention to students in grade 4 and/or 5 during the 2024/25 school year.
- Provide math intervention one or more times per week for a total of at least 60 minutes (e.g., teach two 30-minute classes or three 20-minute classes per week).
- Math intervention can be provided in different settings and formats:
- A separate math intervention class, such as a class that students attend instead of an elective
- An intervention/enrichment block, such as a What I Need (WIN) block that has concurrent intervention and enrichment classes for students
- A designated time during core math instruction for small group intervention
- Students are enrolled in a math intervention class for at least one quarter (9–10 weeks).
- Teachers do not need to use a specific intervention program or have a program.
Overview of the Course in the 2024/25 School Year
- Five modules that each focus on a recommendation: mathematical language, representations, number lines, word problems, and systematic instruction
- Math activities on high-priority topics, including fractions and decimals
- Hybrid format combines self-paced online sessions with professional learning community (PLC) sessions (virtual, afterschool)
- Starts with a Kick-Off Session (in-person, on a school day)
- Course spans six months
- About one module per month for a total of 28 hours of PD
- Supports teachers who have a variety of intervention programs or do not have a program
Will I be compensated for my time and efforts?
Yes, both cohorts of teachers may receive up to $840 for their participation in the PD course and completing/administering surveys and assessments.
What have other math intervention teachers said about the PD course?
Teachers who piloted an earlier version of the course with REL Northeast & Islands had the following remarks:
- "Really relevant and helpful to have PD that is specific to math interventionists."
- "I appreciate the many useful activities that I can take away with me."
- "I loved trying new routines and thinking about how to incorporate them into my practice on a regular basis. I think this is a great and useful PD for intervention teachers."
- "I really liked that we got a good overview of the strategy, a video example of it in action and got to try it."
- "It was very relevant and useful. And that was a breath of fresh air to come back with something I could use and will use again. It wasn’t a one and done."
- "I would definitely recommend this course to math interventionists. The strategies presented are all research-based best practices and the routines all supported the recommendations."
- "It is well organized with thoughtful, meaningful products."
Benefits
Benefits for Teachers
- Participate in free, high-quality PD taught by experienced facilitators.
- Build evidence-based strategies to support your students.
- Watch authentic videos of intervention classes and demonstrations of teaching strategies.
- Try ready-to-use instructional routines that incorporate recommended strategies.
- Collaborate with intervention teachers in Professional Learning Communities (PLCs).
- Earn a Certificate of Completion for 28 Professional Development Points (PDPs).
- Optional graduate credit available for a fee through Worcester State University.
Benefits for Schools and Districts
- No cost to schools or districts.
- The research-based strategies featured in the PD course complement existing math intervention programs, other mathematics instructional materials, and the core curriculum already in use at schools.
- The opportunity to participate in PLCs with other math intervention providers may support intervention teachers to build a community of learners across both schools and districts, thus allowing greater connections and opportunities for growth.
- Flexibility in timing of sessions so as to not interfere with other school priorities.
Study Details
About the Efficacy Study
REL Northeast & Islands researchers are conducting a study to investigate how the PD course supports math intervention teachers and students.
Study Timeline
Teachers will be randomly assigned to receive the full PD course for the 2024/25 school year (Cohort 1) or a shorter version of the PD course in summer and fall 2025 (Cohort 2). All teachers (Cohorts 1 and 2) will participate in data collection during the 2024/25 school year.
October 2024 |
October 2024– |
April 2025 |
July 2025– |
|---|---|---|---|
All teachers and students complete pre-study surveys and assessments. |
Cohort 1 teachers participate in PD and complete post-module logs. |
All teachers and students complete post-study surveys and assessments. |
Cohort 2 teachers participate in PD (optional). |
Teacher Commitments
During the 2024/25 school year, both cohorts will:
- Complete pre- and post-surveys
- Coordinate with researchers on pre- and post- student assessments and surveys
Teachers in Cohort 1 will participate in the full course during the 2024/25 school year:
- One full-day, in-person kick-off session (on a school day)
- Eight virtual PLC sessions (1.5 hours each, afterschool, about 2–3 weeks apart)
- Three online sessions (self-paced, asynchronous)
October–November |
November– |
January– |
February– |
March |
|---|---|---|---|---|
| 1. Math Language | 2. Representations | 3. Number Lines | 4. Word Problems | 5. Systemic Instruction |
Kick-off Session |
Online Session |
Online Session |
Online Session |
PLC Session |
Teachers in Cohort 2 will have the option to participate in a shorter version of the course in summer and fall of 2025.
Frequently Asked Questions
The study team will use student and teacher assessments and surveys, and teacher logs to determine:
- The impact of the PD course on students’ self-efficacy related to math and on their math knowledge of fractions and number lines.
- The impact of the PD on teachers’ self-efficacy for assisting students with mathematics difficulties, math knowledge for teaching fractions and number lines, and instructional practices designed to support students receiving math intervention.
- The extent to which the PD course is implemented with fidelity, what challenges teachers face in implementing strategies from the PD course with students, and what additional supports might be needed to help teachers address these challenges.
The research team is conducting a randomized controlled trial, which will provide the most rigorous evidence concerning the impact of the PD course on student and teacher outcomes. By having a treatment group (Cohort 1) and a comparison group (Cohort 2), we can compare outcomes after Cohort 1’s participation in the PD course in the 2024/24 school year to Cohort 2’s outcomes to more rigorously understand and draw meaningful conclusions about the PD course’s impact.
They will receive a shorter version of the PD course in summer/fall 2025:
- Free, high-quality PD for 3 modules led by experienced facilitators
- All the course materials and resources
- Certificate of Completion for 18 PDPs
- Option to enroll for graduate credit for a fee to Worcester State University
- Stipend up to $840
Teachers in both cohorts can earn Certificates of Completion for PDPs. Cohort 1 teachers will participate in the full course which provides 28 PD hours. Cohort 2 teachers will participate in a shorter version which provides up to 18 PD hours.
The course focuses on key number and operations topics, such as fractions, that are a high priority for mathematics intervention in the upper elementary grades. Building a strong foundation with fractions is critical for students’ success with grade-level mathematics and future math success. The modules provide example activities for supporting students’ learning of fraction magnitude, representations, equivalence, comparison, and operations. The course also includes activities on multiplication and division of whole numbers and on decimal concepts and operations.