Examining Early Mathematics Trajectories of English Language Learners (PO372)

  • PMD: 3,8
  • Skill Level: Introduction
  • Session 4: Assessment and Intervention in an RTI Framework
  • Live Chat:
    Tuesday, February 23, 2021
    6:15 PM–7:15 PM
    (Posters available on demand at any time during the convention week and for sixty days thereafter.)

Learner Objectives

This session will help participants…

  1. gain strategies for implementing evidence-based practices to support ELLs with acquisition of early mathematics skills within an RTI framework, with an emphasis on narrowing achievement gaps between ELL students and their classmates.
  2. understand how early numeracy developmental trajectories differ based on ELL status during kindergarten, and how screening tools predict those growth trajectories.
  3. gain research-based information on explicit instructional strategies that are especially helpful for ELLs.

Description

Early mathematics proficiency is critical for later academic success. English language learners (ELLs) may be especially in need of evidence-based support to acquire proficiency in mathematics. In this presentation, we examine how student- and teacher-level factors, including math risk status and explicit instructional indicators, impact early mathematics growth trajectories of ELL students. Benefits to attendees include a research-informed understanding of using evidence-based practices, such as universal screening and explicit instruction, to support ELLs.

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Presenter(s)

Taylor A. Lesner, University of Oregon
Elizabeth Glenn, University of Oregon
Nicole A. Heller, University of Oregon

Contributor(s)

Ben Clarke, PhD

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