Download - Kirsten Fleming Executive Director
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Kirsten Fleming Kirsten Fleming Executive Director
Alice GabbardAlice GabbardDirector of
Intervention
Jonathan Jonathan ThomasThomasAssistant
Director of Intervention
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Our Primary GoalOur Primary Goal
To To Increase Increase Student Student
AchievementAchievement
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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.”
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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.”
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“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
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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.
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MIT
Tra
inin
g an
d Su
ppor
tM
IT T
rain
ing
and
Supp
ort
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86 MITs; 45 from 2006 and 41 from 200764 Number Worlds; 12 Math Recovery; 10 Both
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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
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Intervention Program EvaluationIntervention Program Evaluation
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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
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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
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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
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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
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Addi
tiona
l KCM
Pro
ject
sAd
ditio
nal K
CM P
roje
cts
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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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