In this course, you will learn about the key components of Tier 1 Math Instruction and how they are related to the Rhode Island Mathematics Curriculum Framework. We will walk through goals, coherence and rigor, engagement, access, and assessment as they pertain to Tier 1 math instruction. You will learn how high-leverage and evidence-based instructional practices can be used to support student engagement and access to grade-level content.
Course Outcomes
At the conclusion of this course, participants will be able to:
- Define and describe Tier 1 math instruction and its role as the foundation of an effective MTSS framework.
- Explain how standards, curriculum, instruction, and assessment work together to support equitable access to grade-level mathematics for all students.
- Use High-Quality Curriculum Materials (HQCM) and standards-aligned learning goals to plan and deliver coherent, rigorous Tier 1 math instruction.
- Apply evidence-based instructional practices to increase student engagement, support access, and promote conceptual understanding, procedural fluency, and application.
Intended Audiences
- K–8 General Educators
- K–8 Special Educators
Course Type
- Self-Paced
Recommended Number of PLUs
- 3
Think about how you learned math — and the ways that you teach math to young learners. How can you help set up your students for future success in mathematics starting in the early grades? Children are interested in math well before they start school — they notice basic shapes, construct simple patterns, and learn to count. Early numeracy serves as the gatekeeper for higher-level mathematics. Using evidence-based practices to capitalize on children's natural interest in math can help lay the foundation for future success in mathematics. In this course, you will learn about the developmental progression of math skills and concepts, evidence-based strategies for teaching math to young children (and how to implement them!), and how to support students with mathematics difficulties.
At the conclusion of this course, participants will be able to:
- Understand developmental math progressions and how they impact the teaching of mathematics to young learners.
- Increase capacity for supporting young learners with math difficulties.
- Design learning activities that implement evidence-based practices for early numeracy into daily classroom routines and lessons.
Course Outcomes
- Understand developmental math progressions and how they impact the teaching of mathematics to young learners.
- Increase capacity for supporting young learners with math difficulties.
- Design learning activities that implement evidence-based practices for early numeracy into daily classroom routines and lessons.
Intended Audiences
- K–12 General and Special Educators
- Early Learning Providers
Course Type
- Self-Paced
Recommended Number of PLUs
- 3 PLUs
How can you better support your students with disabilities in the math classroom? Learn about how you can incorporate instructional supports to design more inclusive instruction that meets the needs of all of your students.
At the conclusion of this course, participants will be able to:
- implement the instructional supports of:
- Universal Design for Learning (UDL)
- differentiation
- scaffolding
- accommodations
- modifications
Course Outcomes
- Implement the instructional supports of Universal Design for Learning (UDL), differentiation, scaffolding, accommodations, and modifications.
Intended Audiences
- K–12 General and Special Educators
- Instructional Coaches
Course Type
- Self-Paced
Recommended Number of PLUs
- 2 PLUs
In this course, you will learn about a research-based math strategy you can implement in your classroom to boost students' mental math skills and develop their flexibility, accuracy, and efficiency when solving math problems. This course will introduce you to the major components of a number talk and suggest ways of using number talks in your classroom, including as a formative assessment method, so you can start integrating this powerful strategy in your teaching practice today.
At the conclusion of this course, participants will be able to:
- describe how number talks promote student understanding of mathematics
- identify the major components of a number talk
- plan for supports needed for struggling students
- identify ways you can use number talks for formative assessment
- apply the number talks strategy in your classroom
Course Outcomes
- Describe how number talks promote student understanding of mathematics.
- Identify the major components of a number talk.
- Plan for supports needed for struggling students.
- Identify ways to use number talks for formative assessment.
- Apply the number talks strategy in your classroom.
Intended Audiences
- K–12 General and Special Educators
- Instructional Coaches
Course Type
- Self-Paced
Recommended Number of PLUs
- 1.5 PLUs
NOTE: To implement, participants must have the PALS Math program materials.
Math Peer-Assisted Learning Strategies (PALS): Methods for Grades 2–6 was designed to support students' development and mastery of key calculation concepts and applications aligned with the curriculum for grades 2–6. In PALS Math, students work together to learn key concepts and procedures. Designed to supplement your regular classroom instruction, it will give your students a chance to practice what they are learning with a different look, different questions, and novel problems. This course will cover computational skills in addition, subtraction, multiplication, and division, as well as key concepts and applications across grades 2–6, including area and perimeter, fractions, money, ratios, probability, and more. Repeated scientific evaluations of PALS Math indicate that high-achieving, average-achieving, and low-achieving students, as well as students with disabilities, make more progress in PALS classrooms than in non-PALS classrooms.
At the conclusion of this course, participants will be able to:
- develop a classroom routine that increases your students' opportunities to respond and receive immediate corrective feedback.
- share the research supporting this practice across grade levels.
- confidently implement PALS in your classroom to support students' growth.
- intentionally pair your students for PALS Math using available data.
- train students in how to provide peer-mediated support.
Course Outcomes
- Develop a classroom routine that increases students' opportunities to respond and receive immediate corrective feedback.
- Share the research supporting this practice across grade levels.
- Confidently implement PALS in your classroom to support students' growth.
- Intentionally pair students for PALS Math using available data.
- Train students in how to provide peer-mediated support.
Intended Audiences
- Grades 2–6 Educators
- Interventionists and Specialists
- Special Educators
- Paraprofessionals
- Administrators
- Instructional Coaches
Course Type
- Self-Paced
Recommended Number of PLUs
- 3 PLUs
Have you ever wondered why some students require more specific instruction than others in the language of mathematics? How can educators support students' development of vocabulary around mathematical concepts? This course will provide easy-to-implement practices you can do tomorrow.
At the conclusion of this course, participants will be able to:
- identify the language of mathematics and the importance of vocabulary
- understand the challenges of word problems
- implement instructional practices to support language and vocabulary development
Course Outcomes
- Identify the language of mathematics and the importance of vocabulary.
- Understand the challenges of word problems.
- Implement instructional practices to support language and vocabulary development.
Intended Audiences
- K–8 General and Special Educators
- ESOL (MLL) Specialists
- Math Specialists
Course Type
- Self-Paced
Recommended Number of PLUs
- 1 PLU