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Goal

Primary Objective: At least 80% of the 25 participating students will demonstrate measurable growth from STAR Math PM1 to PM3, supported by standards-based skill checks, classroom assessments, and Algebra 1 EOC-style practice data.
Students with disabilities often demonstrate stronger mathematical understanding when instruction combines explicit modeling, visual representations, hands-on materials, repeated practice, and opportunities to explain their reasoning. Many high-school students receiving ESE support continue to have gaps in prerequisite skills involving equations, integers, fractions, functions, graphing, proportional relationships, and multi-step problem solving. These gaps can make it difficult to access grade-level Algebra and Geometry content and to demonstrate proficiency on classroom assessments, STAR Math progress monitoring, and the Algebra 1 End-of-Course assessment.
The goal of Building Math Confidence: Hands-On ESE Math Intervention is to provide targeted small-group mathematics intervention using visual, tactile, and differentiated resources aligned with Florida B.E.S.T. Standards and the district's existing mathematics curriculum. Students will use algebra manipulatives, coordinate-plane boards, scientific calculators, dry-erase problem-solving materials, graphic organizers, task cards, and differentiated practice activities during teacher-led small-group instruction, remediation, and EOC preparation.
The primary measurable objective is for at least 80% of the 25 participating students to demonstrate growth from STAR Math PM1 to PM3. Additional measures will include improvement on classroom assessments, standards-based skill checks, district benchmark data, and Algebra 1 EOC-style practice assessments. The project is designed to strengthen accuracy, perseverance, independence, and confidence in mathematics.
 

 

Category

Robots - LEGO or other 

 

What will be done with my students

Students will participate in targeted mathematics intervention in small groups based on individual data and identified areas of need. STAR Math results, classroom performance, assessment data, and teacher observation will be used to identify skills requiring remediation.

During intervention sessions, instruction will follow a consistent sequence: model the skill, practice together, complete guided practice, and move to independent application. Students will use algebra tiles and other manipulatives to represent equations and algebraic expressions before transitioning to symbolic problem solving. Coordinate-plane dry-erase boards will support graphing of linear relationships, inequalities, systems, transformations, and geometric concepts while allowing immediate corrective feedback.

Students will use scientific calculators during appropriate problem-solving activities to build fluency with the tools used in grade-level mathematics. Visual reference materials, graphic organizers, and differentiated task cards will help students break complex multi-step problems into manageable steps. District-supported resources such as Big Ideas Math, Exact Path, Study Island, College Board resources, and STAR Math will be incorporated when appropriate so that intervention remains aligned with district curriculum and assessment expectations.

Short standards-based progress checks will be used throughout the project so instruction can be adjusted quickly based on student performance. 

 

Benefits to my Students

This project will provide students with disabilities additional ways to understand mathematics beyond traditional pencil-and-paper instruction. Students will benefit from:

increased access to grade-level mathematics through visual and hands-on representations;

targeted remediation of individual prerequisite skill gaps;

opportunities to practice challenging skills in a supportive small-group setting;

immediate feedback and correction of misconceptions;

stronger connections among concrete models, visual representations, equations, graphs, and real-world problems;

improved ability to select strategies and solve multi-step problems independently;

repeated exposure to Algebra 1 EOC-style and college-readiness mathematics problems; and

increased confidence, persistence, and willingness to attempt challenging mathematics.

For ESE students, the materials provide multiple means of representation and engagement while allowing instruction to be differentiated without lowering grade-level expectations. 

 

Budget Narrative

The requested materials will create a reusable mathematics intervention system for students with disabilities. Algebra manipulatives and coordinate-plane boards will allow students to move between concrete, visual, and symbolic representations of mathematical concepts. Scientific calculators will support calculator fluency and grade-level problem solving. Task cards, visual supports, and differentiated practice materials will allow instruction to be individualized based on STAR Math and classroom assessment data.

Dry-erase materials will allow students to practice multiple problems, correct errors immediately, and demonstrate their thinking without relying exclusively on worksheets. Laminated reference resources and individual intervention binders will provide organized supports for remediation and skill review. These materials are reusable and will continue to benefit students beyond the initial grant year.

Building math confidence will provide targeted, hands-on mathematics intervention for 25 high-school students with disabilities who demonstrate gaps in prerequisite and grade-level math skills. Students will receive small-group instruction using manipulatives, visual supports, graphing tools, calculators, differentiated task cards, and district-supported resources. Progress will be monitored using STAR Math, classroom assessments, standards-based skill checks, and Algebra 1 EOC-style practice. The primary project goal is for at least 70% of participating students to demonstrate measurable STAR Math growth from PM1 to PM3. 

 

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