​UA MSP: Differentiating Mathematics Instruction within Communities of Learners

The UA MSP seeks to reduce the achievement gap between special education students and general education students by working with teams of teachers committed to implementing differentiated mathematics instruction through collaborative teaching. Each team of teachers will include at least one special education teacher and one general education teacher and will work through a blend of synchronous and asynchronous professional development activities within grade band professional learning groups to achieve the project goals within the framework of the professional development components.
Project Goals
  • Increase mathematical knowledge for teaching of K-12 participating teachers.
  • Improve implementation of critical thinking skills of ALL students as defined by the Standards for Mathematical Practice.
  • Increasing mathematics achievement of all students while decreasing the achievement gap of special education students.
  • Develop a culture of collaboration among teachers and leaders within schools
  • Develop communities of learners in mathematics classrooms with shared responsibilities and authority between the teachers and the students.
Professional Development Components:
  • One-two academic years
  • Professional Development days include 2 days shortly before each school year starts (includes $100 per day stipend for each teacher), 3 days during the school year (the project reimburses the school district for substitute costs), and 1-2 days shortly after each school year ends (includes $100 per day stipend)
  • Other components include access to an online mathematics learning system, in-school coaching, readings and reflections through a discussion board, and classroom implementations of co-teaching models in mathematics.
Team Composition:
  • 2-4 individuals that must include at least one special education teacher and one general education teacher.
  • The team must be committed to try different implementations of co-teaching mathematics
  • Some examples of teams are a general education and special education pair; a grade level team of two general education teachers, a special education teacher, and a paraprofessional; an instructional coach, a special education teacher, and a general education teacher.
  • More than one team can be from a single school.
Expectations:
  • Participate in all of the professional development components, including homework assigned for between sessions. This homework will count toward the professional development hours given through sti-pd.
  • Complete surveys and mathematics knowledge assessments at three times during the project duration.
  • Allow an individual from the project evaluation team to conduct classroom observations of a mathematics lesson three times each school year.
  • The Team's school and district administration will work with the team to facilitate co-teaching opportunities and provide the planning time for the team as they implement co-teaching mathematics lessons as part of the project.
  • The Team's school and district administration will work with the project evaluators to collect aggregate ACT ASPIRE data for the students in the classrooms of team members during the project time period.