Equity & Inclusion
________ in the context of education refers to the fair and impartial access of resources, opportunities, and support to all students, tailored to their individual needs and circumstances.
Equity
How many interventions will you perform?
6
What is the goal of Culturally Responsive Teaching?
To create an inclusive and supportive learning environment for all
IEP goals must be ___________ & ______________.
realistic and measurable
What is interventions could you use to help Mia? (grade 2)
Strengths:
-Recognizes numbers 1-100.
-Understands basic addition with sums under 10.
-Eager to participate in math activities.
Areas of Need:
-Struggles with subtraction, especially with regrouping.
-Difficulty understanding place value (tens and ones).
-Limited number sense when estimating quantities or comparing numbers.
Goal:
-By the end of the semester, the student will demonstrate the ability to solve subtraction problems with differences under 20 with 80% accuracy using visual aids.
Possible responses:
Use manipulatives (base-ten blocks, number lines, or counters) to support subtraction and place value.
Create connections between addition and subtraction to leverage strengths
Use apps or board games to practice subtraction facts in engaging ways.
These two things are both important, but are not interchangeable.
Equity & Inclusion
What will you do 3 separate times?
Progress Monitor
You should not only acknowledge diversity and culture in your classroom, but you should also do what?
Incorporate students backgrounds and cultures into your classroom teaching/environment
What are the 3 areas you will focus on from the IEP to help guide your interventions?
strengths, needs, goals
What interventions would you use with Liam?
(Grade 5)
Strengths:
-Understands multiplication facts through 5.
-Can identify and work with simple fractions (e.g., halves and fourths).
-Shows interest in using manipulatives and hands-on activities.
Areas of Need:
-Difficulty transitioning from concrete to abstract math concepts (e.g., fractions as division).
-Struggles with multi-step word problems and identifying operations needed.
-Limited understanding of decimal place value and operations.
Goal:
-By the end of the school year, the student will solve grade-level multi-step word problems with scaffolded support in 4 out of 5 opportunities.
Possible suggestions:
Use fraction strips or area models to bridge the gap from hands-on to abstract understanding
Teach students to break problems into smaller steps using tools like a problem-solving checklist.
Incorporate activities that connect fractions and decimals to real-life scenarios, such as baking or shopping.
Promoting equity means that you understand and address the systematic barriers that affect students' educational experiences and are mindful of _______.
biases
How many lessons do you have to teach?
1
When you are thinking of how to incorporate culturally responsive teaching follow the UCP rule. What does UCP stand for?
Understand, Create, Practice
Where should students learn?
In the least restrictive environment
What interventions would you use with Sophia?
(Grade 7)
Strengths:
-Performs well on calculations involving whole numbers.
-Demonstrates strong effort and is willing to ask for help when stuck.
-Can graph simple equations on a coordinate plane.
Areas of Need:
-Lacks fluency in operations with fractions and decimals.
-Struggles to apply math skills to real-world contexts.
-Avoids tasks requiring reasoning or justification of answers.
Goal:
-By the end of the semester, the student will independently solve fraction and decimal operations (add, subtract, multiply, divide) with 85% accuracy in classwork and assessments.
Have students review solved problems to identify and correct errors, promoting reasoning skills
Use project-based learning to apply math skills, such as calculating costs for a class event
Use games like "Fraction Bingo" or digital platforms like Prodigy to make practice engaging.
Provide fraction tiles, decimal grids, or virtual tools to visually represent fraction and decimal operations
All students should feel safe, valued, and respected creating a sense of __________.
belonging
What should be included in the Intervention Toolkit (Specific #s)
At least 6 interventions and 2 games
How can we use the strengths, needs, and goals of our students to practice culturally responsive teaching?
Possible responses:
Integrate students cultural identities and community experiences into lessons (connecting math problems to their lived experiences or traditions).
acknowledge and celebrate students’ unique problem-solving strategies
allow students to showcase their strengths through self-directed projects that reflect their interests
differentiate instruction to ensure all students, regardless of background, have access to the same learning opportunities
Define an instructional intervention.
Possible responses:
a specific program or set of steps to address an academic need
a set of action items that a teacher can take to improve a child's academic progress
used by schools to support students who face academic difficulties
help to address any gaps in a child's progress
What interventions would you use with Jacob?
(Grade 10)
Strengths:
-Understands linear equations and basic algebraic concepts.
-Can recognize patterns and sequences.
-Enjoys collaborative learning and group activities.
Areas of Need:
-Struggles with quadratic equations and factoring.
-Difficulty applying formulas in geometry (e.g., area, perimeter, volume).
-Frequently forgets steps in multi-step algebraic problems, leading to errors.
Goal:
-By the end of the school year, the student will solve quadratic equations using factoring or the quadratic formula with 80% accuracy, including real-world applications.
Possible suggestions:
Teach memory aids for steps in solving equations (PEMDAS)
Provide visual or written problem-solving guides for multi-step algebra problems and geometry formulas
Assign collaborative projects
There are 4 strategies for promoting equity. What are they?
Culturally Responsive Teaching
Differentiated Instruction
Inclusive Classroom Environment
Continuous Professional Learning
How many points is the Final Case Study Report at the start of your binder worth?
75
Students deserve to know that they ______ and have ________.
matter, worth
List 3 strategies for matching students strengths, needs, or goals to an intervention.
Possible answers:
Leverage strengths to address needs
Used preferred learning style
Incorporate interests
Break down tasks into more manageable steps
Provide explicit instructionOffer visual supports/ manipulatives
What interventions would you use with Lilly?
(Grade 12)
Strengths:
-Excels in recognizing data patterns and analyzing graphs.
-Can complete multi-step problems with consistent scaffolding support.
-Motivated by career-related math connections (e.g., STEM fields).
Areas of Need:
-Significant gaps in conceptual understanding of calculus or pre-calculus concepts.
-Difficulty managing executive functioning tasks (e.g., organizing work, managing time during tests).
-Struggles to interpret and apply complex word problems involving abstract math concepts.
Goal:
-By the end of the year, the student will independently solve pre-calculus problems (e.g., logarithms, limits) using structured problem-solving strategies, achieving 75% accuracy on assessments.
Possible suggestions:
Break down abstract calculus concepts into smaller, manageable steps (e.g., use visuals for derivatives).
Utilize online software to explore advanced concepts interactively
Offer explicit instruction in study skills, such as time management and test preparation strategies.
Connect math to career-related examples