ABSTRACT
This study examined key components of successful math intervention programs in elementary schools that can be applied to an elementary math intervention program in a cyber school servicing students from the state of Pennsylvania. Participants included four cyber school teachers and three brick-and-mortar teachers in the Philadelphia, Chester, Delaware, and Montgomery counties. During a period of 8 weeks, key components of math intervention were identified in literature, surveys, and interviews. Data were first organized in literature and analyzed for emergent themes including 1) group: size, frequency of intervention, and student ability, and 2) effective strategies: assessments, instruction, and progress monitoring. Additional data were collected in interviews and a focus group. The qualitative data was coded by group or effective strategy. This research suggests that students with math difficulties (identified by each institution) should receive math intervention three to five times a week for 15 to 45 minutes sessions. Students should complete the intervention in a small group setting. It is most beneficial for students to understand concrete math concepts before they can master abstract concepts. I plan to use these findings to develop a new math intervention model to better support students with math difficulties in a cyber school.
ABOUT THE RESEARCHER
THE RESEARCHER
JULIE DOUGHERTY (GRODZKI)
WEST CHESTER UNIVERSITY
MAY 2020
My journey as an educator began when I was in fifth grade and I decided I wanted to be a teacher. I loved math and I initially wanted to work as a secondary math teacher. In high school I had the opportunity to study early childhood education through a preschool lab program. I realized I enjoyed working with young children and decided to study early childhood and elementary education at Temple University. I graduated from Temple in 2012 and landed my first job as a Pre K Counts teacher in Philadelphia. After that year I became a substitute teacher in Delaware County and Chester County. I worked mainly in Springfield School District and later became a building substitute at Sabold Elementary School. My experience as a building substitute allowed me to observe others and improve my teaching. In 2015 I worked as a long term substitute in a third grade classroom at a cyber school serving students K-12. In 2016 I was offered a permanent position at the cyber school as a fifth grade teacher. I worked as a fifth grade teacher until 2019 when I became a math interventionist. In this position I support low performing 4th and 5th grade students. Working as a cyber teacher has many challenges. The challenges I face motivate me to find solutions and improve my students’ learning experience. I continuously want to improve my teaching, instruction, and relationships with my students. Therefore, I chose to further my education in the M.Ed. program at West Chester University in which I will complete in May 2020.