Project STAIR 2.0

Supporting Teaching of Algebra: Individual Readiness (STAIR 2.0) is a pandemic relief project that works to accelerate pandemic recovery in Special Education. The project focuses on math and the educators who provide math support to students with disabilities in Grades 6, 7, and 8. We anticipate that STAIR 2.0 will result in improvements to teachers’ preparation and implementation of data-based individualization for middle school mathematics students. In this project, data-based individualization (DBI) serves as the overarching approach for addressing individual student’s needs when learning algebra while experiencing a learning disability in mathematics Implementing DBI will support student achievement and lead to measurable gains in students’ algebraic reasoning. The post-pandemic, societal need for this research is evidenced by local, state, and national testing measures in mathematics. STAIR 2.0 addresses Special Education Teachers’ needs by 1) providing DBI PD to increase data-based decision making, 2) increasing evidence-based intervention in math classrooms, and 3) utilizing assessment tools to make informed decisions. In Year 1 of the project, teachers are randomly assigned to receive intense coaching or light coaching on the use of DBI when teaching students with specific learning disabilities in mathematics. In Year 2, teachers will be grouped based on responsiveness to their coaching in Year 1. All teachers will receive continued coaching in the form of Core PD; most teachers will additionally receive Tailored PD; non-responders will be randomly assigned further PD (peer mentoring or booster sessions).