Kirsten Fleming Executive Director

1
Kirsten Fleming Executive Director
Jonathan Thomas Assistant Director of Intervention
Alice Gabbard Director of Intervention
2
Our Primary Goal
To Increase Student Achievement
3
From Hibpsham, T. (Aug. 27, 2007). A
Brief Review of the Preparation of Kentucky
Mathematics and Science Teachershttp//www.kyepsb
.net/dataresearch/journals/index.asp
Kentucky students continue to lag behind the
national average in mathematics at both the 4th
and 8th grade levels. Estimates by the Kentucky
Council on Postsecondary Education of the
proportion of entering freshmen requiring
developmental mathematics at Kentucky
institutions of higher education indicate that
41 of all entering students -- and 35 of recent
high school graduates -- required these services,
a figure deemed unacceptably high by CPE.
4
From Ball, D. L. (1990). The mathematical
understanding that prospective teachers bring to
teacher education. The Elementary School Journal,
90, 449-466

• Assuming that the content of first-grade
  mathematics is something that any adult
  understands is to doom school mathematics to a
  continuation of the dull, rule-based curriculum
  that is so widely criticized. 

5
In fact, teaching mathematics to students in
the earliest grades is a demanding process that
requires surprisingly high levels of mathematical
knowledge. Elementary teachers must impart
mathematical knowledge to children who may have
difficulty understanding the content regardless
of how it is delivered, and teachers need to have
sufficiently broad understanding of the content
to be able to represent it in multiple ways .
From Ball, D. L. (1990). The mathematical
understanding that prospective teachers bring to
teacher education. The Elementary School Journal,
90, 449-466
6
DIAGNOSTIC INTERVENTION MISSION STATEMENT

• The goal of the state mathematics diagnostic
  intervention program is to expand the capacity of
  teachers to assess a childs current status and
  adjust instruction accordingly.

7
(No Transcript)
8
(No Transcript)
9
MIT Training and Support
10

• 86 MITs 45 from 2006 and 41 from 2007
• 64 Number Worlds 12 Math Recovery 10 Both

11
Fall 2007 Intervention Students Assessed by 86
MITs
12
Intervention Program Evaluation
13
(No Transcript)
14
Scaled Scores
15
Scaled Scores
16
FIRST GRADE TERRA NOVA ACHIEVEMENT BY PROGRAM
PRE National Percentile Math Recovery 9
Number Worlds 5 Comparison
14 Stanine Math Recovery 2 Number Worlds
2 Comparison 3
POST National Percentile Math Recovery
70 Number Worlds 34 Comparison
38 Stanine Math Recovery 6 Number Worlds
4 Comparison 5
17
Additional KCM Projects
18
Potential Service Model
Instructional Mathematics Coaches
Highly Trained MITs
K-12 Math Teacher Leaders
RTI TIER 3
Cognitive Coaching
All Schools
All Schools
RTI TIER 2
Teaching and Learning Resources
Differentiation
RTI TIER 1
PD in Content and Pedagogy
Community
PD for Family/Community Involvement
Evaluation and Research
Shared Vision
19
http//kentuckymathematics.org
Thank you for your time and attention. Please
visit us online at