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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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Teachers
are invited to submit video clips of authentic assessment/learning or
professional development for our KCM Online Video Library. Please read,
complete and submit (with the video) the
KCM Video
Submission Form, which contains instructions and space for important
details.
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Kentucky Mathematics Intervention Teacher Kris Jarboe, 2008 PAEMST
(President’s Award for Excellence in Mathematics and Science Teaching)
award winner, is pictured here (second row, sixth from the right) with
President Obama and award winners from across the nation. In Washington
D.C., January 4 to 7, 2010, all PAEMST recipients participated in
activities highlighting their leadership abilities and celebrating their
accomplishments. |
The KCM provides intensive, sustained support for teacher growth in:
- Understanding the complexities of mathematical concepts from the
earliest grade levels;
- Awareness of and ability to support the natural progression of
students’ mathematical development and quantitative reasoning*;
- Ability to pinpoint student need/readiness for learning
mathematics using dynamic diagnostic/formative assessments** that show what
a child can do (an asset model) and what instruction is needed for
advancing his/her thinking;
- Building students’ robust mathematical foundations and flexible advanced
mental computation skills (automaticity) by facilitating
opportunities for deep thinking, both silently and aloud, in order to
make sense of mathematics.
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Focus on Numeracy
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.pdf
– Kentucky’s model for creating systemic change to allow for sustained teacher
growth to improve & deepen students’ numeracy learning.
- Updated June 18, 2009
*.pdf
– Literacy/Numeracy Development: an awareness document for teachers who may have
a knowledge of early literacy progressions and want to build a similar knowledge
for numeracy development.
**.pdf
– Towards Dynamic Diagnostic Assessment:
defining mathematics diagnostic assessment as an asset model that “creates a
rich portrait of a child’s present understanding and strategies as well as
avenues for future development.”
.doc
– Considerations for Selecting a K-12 Supplemental Mathematics Diagnostic
Intervention Program: provides suggestions and questions for K-12 schools to use
when thinking about the best choice for a mathematics diagnostic intervention
program. |
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web
- MIT Message Archive
Updated October 10, 2008 |
web – Intervention
News Archive
Updated
October 10, 2008 |
web - Presentation
Archive
Updated September 26, 2008 |
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.jpg -
2008-2009
MAP of Math Achievement Funds Grant Schools
Updated December 2, 2008 |
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Kentucky attendees at the National Math Recovery Conference, Denver,
Colorado, April 19—21, 2007
Top row, left to right: Jonathan Thomas, Lynn Roberts, Pam
Shafer, Alice Gabbard,
Tonda Thompson, Linda Jewell,
Krista Althauser, Jean Bingham, Mary Greene, Cindy Gross
Bottom row, left to right: Libby Horn, Becky Reister, Heather Rader, Kelly
Livers
Posted May 3, 2007
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Kentucky State Senate passes resolution to honor Mathematics Intervention Teachers!
See Senate Bill #151 as
.doc or
.pdf
Updated April
27, 2007 |
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Math Achievement Grant video clip available. Please contact
Alice Gabbard for more
information.
Posted April 5, 2007 |
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.doc - Read what Kentucky Primary
Intervention Teachers (MITs) are saying about
Math Recovery and Number Worlds |
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