Kirsten Fleming
Executive
Director
Alice Gabbard
Director of
Intervention
Jonathan
Thomas
Assistant
Director of
Intervention
Our Primary Goal
To
Increase
Student
Achievement
“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.”
From: Hibpsham, T. (Aug. 27, 2007). A Brief Review of the Preparation of
Kentucky Mathematics and Science Teachers
http://www.kyepsb.net/dataresearch/journals/index.asp
“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.”
From: Ball, D. L. (1990). The mathematical understanding that prospective teachers bring to teacher
education. The Elementary School Journal, 90, 449-466
“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, 449466
DIAGNOSTIC INTERVENTION
MISSION STATEMENT
The goal of the state mathematics
diagnostic intervention program
is to expand the capacity of
teachers to assess a child’s
current status and adjust
instruction accordingly.
Screening Test,
Placement Tests,
Weekly Tests, Unit
Tests
Prepared lessons
with workbooks
One month—one
year; recommended
group size: 5
Building Blocks and
eMath Tools
Software
Diagnostic Interviews
in Numeracy
Learning
Framework in
Number &
Instructional
Framework in Number
Short term one-onone instruction with
flexibility for groups
Specialist
Certification and
Leadership
Development
MIT Training and Support
Weekly Online Meetings
Regional Coordinator Visits
10 Days of Training, First Year
3 Days of Training, Second Year
Frequent Email Correspondence
Conference Attendance/Leadership
 86 MITs; 45 from 2006 and 41 from 2007
 64 Number Worlds; 12 Math Recovery; 10 Both
Fall 2007 Intervention Students
Assessed by 86 MITs
K
Number
Math
Worlds Recovery
395
31
Total
426
1st
501
221
722
2nd
673
27
700
3rd
653
33
686
2222
312
2535
Total
Intervention Program Evaluation
Student
Assessment:
Terra Nova,
Fox Adds Up
Teacher
Assessment:
LMT, Beliefs
Survey,
Opinion
Surveys, Focus
Groups
Other Measures:
Opinion Surveys of
Administrators, Other
Teachers, Families
MIT Learning Mathematics for Teaching Test Scores
(Summer 2006 & Spring 2007)
Percent Correct
65
62
60
t = -4.369
df = 35
55
55
N = 36
Significance = < .001
50
Summer 2006
Spring 2007
LMT Test Score
Pre and Post Terra Nova Scores
for Kindergarten Students
Scaled Scores
550
Test Scores
530
510
500
490
470
450
430
410
390
483
Comparison Group
Intervention Group
436
419
n-comparison = 127
n-intervention = 86
370
350
PreTest Avg.
PRE*
National Percentile
Intervention: n/a
Comparison: n/a
Stanine
Intervention: n/a
Comparison: n/a
Post-Test Avg
POST
National Percentile
Intervention: 57
Comparison: 39
Stanine
Intervention: 5
Comparison: 4
* Percentile and Stanine conversions are not
available for this test.
Pre and Post Terra Nova Scores
for First Graders
Scaled Scores
Test Scores
550
529
524
500
Comparison
Group
Intervention
Group
465
450
442
400
350
PreTest Avg.
PRE
National Percentile
Intervention: 6
Comparison: 14
Stanine
Intervention: 2
Comparison: 3
Post-Test Avg
POST
National Percentile
Intervention: 43
Comparison: 38
Stanine
Intervention: 5
Comparison: 4
n-comparison = 252
n-intervention = 225
580
560
540
FIRST GRADE TERRA NOVA
ACHIEVEMENT BY PROGRAM
554
+100
519
+82
Scaled Scores
520
524
+59
Number Worlds
500
Math Recovery
480
454
460
437
n=66
440
465
n=159
Comparison
420
n=252
400
Fall
PRE
National Percentile
Math Recovery: 9
Number Worlds: 5
Comparison:
14
Stanine
Math Recovery: 2
Number Worlds: 2
Comparison:
3
Spring
POST
National Percentile
Math Recovery: 70
Number Worlds: 34
Comparison:
38
Stanine
Math Recovery: 6
Number Worlds: 4
Comparison:
5
NUMBER WORLDS
Mean
Student
Group Size
6.94
Students
Mean
Instructional
Time per
Student
91.25 hours
MATH RECOVERY
Mean
Student
Group Size
1.00
Students
Mean
Instructional
Time per
Student
28.27 hours
Considerations for Selecting a
Additional KCM Projects
Diagnostic intervention Program
Literacy/Numeracy
Development Comparison
Hosting 2008 National Math
Recovery Conference
K—3 Focal Points Workshop
English/Spanish Math Vocabulary
Potential Service Model
RTI
TIER 3
All Schools
RTI
Differentiation TIER 2
PD for
Family/Community
Involvement
RTI
TIER 1
Evaluation and Research
Shared Vision
Thank you for your time and attention. Please visit us online at:
http://kentuckymathematics.org