Kirsten Fleming Kirsten Fleming Executive Director

Alice GabbardAlice GabbardDirector of

Intervention

Jonathan Jonathan ThomasThomasAssistant

Director of Intervention

Our Primary GoalOur Primary Goal

To To Increase Increase Student Student

AchievementAchievement

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.”

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.” 

“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

DIAGNOSTIC INTERVENTION DIAGNOSTIC INTERVENTION MISSION STATEMENTMISSION 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.

MIT

Tra

inin

g an

d Su

ppor

tM

IT T

rain

ing

and

Supp

ort

86 MITs; 45 from 2006 and 41 from 200764 Number Worlds; 12 Math Recovery; 10 Both

Number Worlds

Math Recovery

Total

K 395 31 4261st 501 221 7222nd 673 27 7003rd 653 33 686Tota

l2222 312 2535

Fall 2007 Intervention Students Assessed by 86 MITs

Intervention Program EvaluationIntervention Program Evaluation

MIT Learning Mathematics for Teaching Test Scores(Summer 2006 & Spring 2007)

55

62

50

55

60

65

Summer 2006 Spring 2007

LMT Test Score

t = -4.369

df = 35

N = 36

Significance = < .001

Pe

rce

nt

Co

rre

ct

Pre and Post Terra Nova Scores for Kindergarten Students

436

483

419

500

350

370

390

410

430

450

470

490

510

530

550

PreTest Avg. Post-Test Avg

Te

st

Sc

ore

s

Comparison Group

Intervention Group

PRE*National PercentileIntervention: n/aComparison: n/aStanineIntervention: n/aComparison: n/a

POSTNational PercentileIntervention: 57Comparison: 39StanineIntervention: 5Comparison: 4

* Percentile and Stanine conversions are not available for this test.

n-comparison = 127n-intervention = 86

Scaled Scores

Pre and Post Terra Nova Scoresfor First Graders

465

524

442

529

350

400

450

500

550

PreTest Avg. Post-Test Avg

Test

Sco

res Comparison

Group

InterventionGroup

PRENational PercentileIntervention: 6Comparison: 14StanineIntervention: 2Comparison: 3

POSTNational PercentileIntervention: 43Comparison: 38StanineIntervention: 5Comparison: 4

n-comparison = 252n-intervention = 225

Scaled Scores

400

420

440

460

480

500

520

540

560

580

Fall Spring

Number Worlds

Math Recovery

Comparison454

437

465

554 +100

519 +82

524 +59

Scaled Scores

n=66

n=159

n=252

FIRST GRADE TERRA NOVA ACHIEVEMENT BY PROGRAM

Mean Instructional

Time per Student

28.27 hours

Mean Student

Group Size1.00

Students

MATH RECOVERY

Mean Instructional

Time per Student

91.25 hours

Mean Student

Group Size6.94

Students

NUMBER WORLDSPRENational PercentileMath Recovery: 9 Number Worlds: 5Comparison: 14StanineMath Recovery: 2Number Worlds: 2Comparison: 3

POSTNational PercentileMath Recovery: 70Number Worlds: 34Comparison: 38StanineMath Recovery: 6Number Worlds: 4Comparison: 5

Addi

tiona

l KCM

Pro

ject

sAd

ditio

nal K

CM P

roje

cts

All SchoolsCognitive

Coaching

RTI TIER 3

PD for Family/Community

Involvement

RTI TIER 1

RTI TIER 2

PD in Content

and Pedagogy

PotentialPotential Service Model Service Model

Evaluation and Research

Shared Vision

DifferentiationTeaching and

Learning

Resources

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