TO:
FROM:
RE:
DATE:
The Committee for Mathematics Achievement
Alice Gabbard, Director of Diagnostic Intervention
Jonathan Thomas, Assistant Director of Diagnostic Intervention
Diagnostic Intervention Programs
February 4, 2008
KCM Intervention Newsletter
The first edition of the KCM Intervention News was distributed to mathematics
intervention teachers (MITs) and regional coordinators (RCs) on January 15, 2008.
The purpose of the newsletter is to provide all intervention program participants
with a comprehensive source of program details, plans, and reminders (see the KCM
webpage link).
The January newsletter includes:
 Mention of 2008 Kentucky Teaching and Learning Conference concurrent
sessions for MIT interest--10 early mathematics sessions to be led by KCM
intervention program participants and other sessions by additional
contributors
 2008 National Math Recovery Conference news about distinguished speakers
participating in this upcoming Kentucky event: James Martland, Director of
Training for Primary Education and Senior Fellow in the Department of
Education at the University of Liverpool; Dr. Penny Munn, Professor from the
Department of Childhood and Primary Studies at the University of
Strathclyde, Scotland; Les Steffe whose renowned work at the University of
Georgia led to the Stages of Early Arithmetic Learning; and Bob Wright, Math
Recovery creator from New South Wales, Australia
We have also established an MIT message archive on the KCM intervention
homepage which will provide an organized repository of all mass emails sent
between the dates of the monthly newsletter distribution (see the KCM webpage
link).
MIT Retention
Of the ten 2007 Math Recovery MITs (nine from round two of the MAF grant), three
are also in their first year of implementing Number Worlds, and one is in the second
year of implementing Number Worlds. All thirteen of the original 2006 Math
Recovery MITs, seven of whom also teach Number Worlds, (from round one of the
MAF grant) have retained their positions since July 2006.
Of the thirty-seven 2007 Number Worlds MITs (from round two of the MAF grant),
three also teach Math Recovery. Twenty-nine of the original thirty-nine 2006
Number Worlds MITs (from round one of the MAF grant) have been retained, seven
of whom are also in their second year of Math Recovery teaching and one of whom
added Math Recovery in the second year. Ten of the original thirty nine 2006
KCM Intervention Report
February 4, 2008
Number Worlds MITs have been replaced, none of whom teach Math Recovery.
KCM plans to investigate and report reasons for MIT attrition.
MIT Count as of JULY 2006
Round One
(MAF 06)
Math Recovery Only
6
Number Worlds Only
32
Both
7
Total MITs
45
Math Recovery Only
Number Worlds Only, 2nd
Year
Number Worlds Only, 1st
Year
Both (from the beginning)
Both (added Math Recovery
after one year, previously
NW only)
Second MIT from grant
school (NW)
MIT from non-grant school
(NW)
Total MITs
Total MAF grants
MIT Count as of JULY 2007
Round One
Retention
(MAF 06)
Rate
6
100%
21
69%
(*22/32)
10
7
*1
100%
(see above)
45
45
Round Two
(MAF 07)
6
Total
12
21
32
42
3
10
1
1
1
1
1
43
41
88
86
Training for Math Recovery MITs
Eleven 2007 Math Recovery MITs have completed 10 days of Math Recovery
Specialist Training and have received two of the three scheduled coaching visits from
trainers Petey MacCarty and Kurt Kinsey. No 2007 MITs have requested a Kentucky
site for the required three days of year-two advanced training, but prefer to attend
the Nashville Math Recovery Institute with Bob Wright and Math Recovery
specialists from other states.
For purposes of easier geographical access and to allow more opportunities for MIT
contributions at less populated meetings, we have divided the collegial team network
into three regional sites for sharing authentic teaching video and discussing the
complexities of early numeracy development. During the 07/08 school year 2006
and 2007 Math Recovery MITs have attended two three-hour collegial team
meetings in November and January and will attend another in March. We plan to
hold an online collegial team meeting in May during which we will strive to harness
the appropriate technology necessary to share MIT videos in a secure space for state
wide MIT access.
Kentucky Center for Mathematics Intervention Programs
February 4, 2008
As of May 2008 Kentucky will have twenty-five certified Math Recovery Specialists
(2 of whom are KCM personnel), including three SNAP Facilitators and seven
Add+Vantage MR Champions. Decisions regarding further development of Math
Recovery leadership will hinge on numbers of third round Math Recovery MITs (to
be announced by the KDE on or around February 15, 2008) and on the release of the
new Kentucky legislative budget in March. (See the KCM Math Recovery Professional
Development Options on the KCM webpage link.)
Training for Number Worlds MITs
New Number Worlds MITs attended five days of training in Hopkinsville, KY, July
22—26, 2007 and sophomore Number Worlds MITs attended three days during the
same session. Training consisted of two days with SRA personnel, two days with
KCM personnel, and one day with Number Worlds author, Sharon Griffin.
Math Solutions for MITs
Presenters: Renee Everling and Amy Mayfield of Marilyn Burns Math Solutions
November 14—16, 2007
Newport on the Levee
This session provided required training (days #6—#8) for helping new
Number Worlds MITs: 1) build knowledge of the development of student
understanding in the areas of number, operations, and quantitative reasoning
2) use knowledge of how children learn to facilitate lessons that support
student success 3) assess student understanding and use that information to
guide instruction 4) build expertise in the use of questions to probe and
support student understanding 5) use instructional strategies that scaffold
and pace the learning, make connections explicit, build vocabulary, and
provide practice. Sophomore MITs were also invited to participate since they
did not have an opportunity to attend during year one.
At the conclusion of this training event respondents identified six major
themes related to the question, “What were the important ideas presented?”
Twenty-eight respondents listed questioning and listening strategies as
important. Twenty-one respondents identified ideas relating to student
exploration, problem-solving, and conjecture as important. Eighteen
respondents acknowledged student discourse and communication (i.e.
verbalization, writing) related to mathematics as important. The
internalization of number sense, emphasis on multiple solutions, and learnerdriven instruction were identified as important by twelve, eleven, and nine
respondents respectively. For more details of the event or further post-event
reflections, please access the links below:


Event flyer—see KCM webpage link
Summary of MIT Post-Event Reflections—see KCM webpage link
Young Mathematicians at Work: The Landscape of Intervention
Presenters: Catherine Fosnot (pronounced Fosnō) and Toni Cameron
of Math in the City
February 25 & 26, 2008
Newport on the Levee
Kentucky Center for Mathematics Intervention Programs
February 4, 2008
Using digital technology participants will explore video clips of K—3
exemplary classrooms and build a learning trajectory for assessment and
instruction. The goals of this required new MIT training (days #9 and #10)
are:





learn how to use realists contexts to support mathematics development
construct a landscape of learning comprised of the big ideas, strategies,
and models for number and operation
learn how to support efficient computation, sense-making, and
problem-solving
explore mini-lessons crafted with strings of related problems designed
to support a repertoire of mental arithmetic strategies
help students feel like “real mathematicians” at work
Sophomore MITs were also invited to participate in this event since they did
not have an opportunity to attend during year one. For further details, see the
event flyer on the KCM webpage link. MIT post-event reflections will be
uploaded to the KCM website after February 26th.
Consideration for Selecting a K—12 Supplemental Mathematics
Intervention Program
The KCM has continued to improve the Considerations document (full title above)
presented to the CMA in December, through modifications and alignment to the new
NCTM guidelines for creating or selecting an intervention program. See the latest
version of this document by accessing the KCM webpage link.
KCM Sponsored Kentucky Teaching and Learning Conference Presession
X-Mania: A Valuable Place for Place Value
In this session we will journey into unusual number systems as we explore the
distant society of X-Mania and their difficulties with numeration and notation. This
event will benefit any Kentucky elementary math teachers who have ever wondered
about the intricacies/difficulties related to place value and how kids perceive number
systems.
Presenters:
Cost:
Date/Time:
Location:
Enrollment:
Dr. Shelly Harkness, Professor of Mathematics Education,
University of Cincinnati and Jonathan Thomas, Kentucky Center
for Mathematics
Free to the first 28 teachers who register
KTLC pre-session, Wednesday, 3/5/2008, 10:00 a.m. to 4:00
p.m.
Hyatt Regency Louisville, Churchill Downs Suite
Kentucky elementary math teachers, maximum of 28
participants. Contact Jonathan Thomas, thomasj13@nku.edu.
2008 National Math Recovery Conference Pre-sessions, led by KCM staff
Technology Hands On! Managing video clips and building DVDs
Leader: Bill Nostheide, Kentucky Center for Mathematics Technology Director
April 15, 2008, KCM, 504 Johns Hill Road, Highland Heights, KY
1:00 p.m. to 4:30 p.m.
Kentucky Center for Mathematics Intervention Programs
February 4, 2008
In this workshop participants will learn to rip, convert, edit, and burn
authentic teaching video.
NCTM Focal Points: A Math Recovery Perspective
Facilitator: Alice Gabbard
April 15, 2008, Covington Convention Center
1:00 p.m. to 4:30 p.m.
In this workshop participants will explore the significance and application
possibilities of the NCTM Curriculum Focal Points (CFP), especially in the
context of Math Recovery and K—3 mathematics education. Specifics will
include the purpose and background of the CFP, the relationship of the CFP to
the NCTM Principles and Standards and the CFP considerations for Math
Recovery/mathematics teaching and learning. Using the CFP as an
organizational model participants will contribute to a draft of a working
document for suggested assessment/instructional numeracy topics at each
grade level K—3 and they will leave with a document that may be useful for
refocusing curriculum planning/modification at the local level.
Senate Education Committee Report, January 10, 2008
On January 10, 2008 KCM personnel, MIT Kris Jarboe, and Principal Kevin
Schooling reported to the Kentucky Senate Education Committee regarding the
purpose, progress, and possibilities of the intervention program. This report and the
corresponding presentation file may be viewed by accessing these links.
See the last fifth of video footage at the KET link
See the related Power Point slides at the KCM webpage link.
Kentucky Special Education Cooperative Math Role Group/KCM
Collaboration
Five special education cooperative math role group consultants and others, including
Linda Montgomery of the KDE, (a.k.a. the A Team) attended a four day
Add+Vantage MR Course 1 (the classroom version of Math Recovery numeracy
intervention) in September 2007 at KCM and will attend another two day
Add+Vantage MR Course 2, possibly in March 2008. These coop consultants have
published two editions of a newsletter, KY Math SMART, which is archived on the
KCM webpage and incorporates articles about Add+Vantage MR and other KCM
news (see KCM webpage links—OCT 07; JAN 08).
Kentucky Center for Mathematics Intervention Programs
February 4, 2008