Pivoting Training and Coaching for an Early Numeracy Intervention During COVID-19

Area of Science:

• Education
• Psychology
• Mathematics Education

Background:

• Early numeracy skills are foundational for later academic success in mathematics.
• Identifying and supporting kindergarteners at risk for math difficulties is crucial for closing achievement gaps.
• The COVID-19 pandemic necessitated innovative approaches to professional development and educational interventions.

Purpose of the Study:

• To evaluate the feasibility and effectiveness of the ROOTS early numeracy intervention using remote professional development for teacher training.
• To assess the impact of the ROOTS intervention on mathematics achievement in kindergarten students.
• To explore the utility of remote professional development in supporting early numeracy interventions.

Main Methods:

• A randomized controlled trial design was employed to compare the ROOTS intervention group with a control group.
• Interventionists received training and ongoing coaching through a remote professional development format.
• Implementation fidelity was monitored to ensure consistent delivery of the intervention.

Main Results:

• Interventionists found the remote training and coaching for the ROOTS program acceptable and feasible.
• High levels of implementation fidelity were achieved with the remote professional development model.
• Children participating in the ROOTS intervention demonstrated significantly greater gains in mathematics achievement compared to the control group.

Conclusions:

• Remote professional development is a viable and effective format for training educators in early numeracy interventions like ROOTS.
• The ROOTS intervention, supported by remote professional development, successfully improved early mathematics skills in kindergarteners.
• This approach offers a scalable solution for supporting early math education, particularly in response to public health challenges.