KEDC’s K-8 Math Alliance:

Click here for Information on K-8 Math Alliance YEAR 3

Directions to KEDC

The Who, What, Why, and How of this Work

 WHO are the Targeted Participants?

 Teachers of math in kindergarten through eight grades with informational/support meetings for Instructional Leaders of these teachers, at both the building and Central Office Levels.

 WHAT Are the Learning Goals for the Alliance?

 1. Math content (through 8th grade / Algebra I Level) emphasizing teaching and learning from a conceptual perspective

 2. How to use multiple representations to solve problems

 3. How to design and facilitate student work in math at DOK Levels 2-4

 4. How to deconstruct KY 4.1 Standards to identify and write student-friendly targets

 5. How to use good formative assessment strategies and items to

a. provide timely intervention in order to support mastery for all students

b. allow students to assess their own progress toward learning each standard

 WHY Are the Learning Goals of the Alliance Critical (and why now)?

 1. Our students must have the foundation necessary to succeed in higher level math required in high schools and importantly for success in the 21st century world – we can’t afford to wait

 2. Our students will obtain higher levels DOK when they understand math conceptually

 3. Our students will have a greater level of success on CATS assessment when we can insure they are being taught “on standard” 

4. Our teachers can more successfully intervene in student’s learning when they know each students’ daily progress in terms of mastering the standard and when they can teach to the target in multiple ways, i.e. multiple paths

 5. Our schools can better achieve these Learning Goals when we have a true vertical articulation of math content (K-12) 

HOW Will All Stakeholders Know When We’ve Accomplished our Goals?

 1. By including a formal evaluation which includes a pre/post test, participant feedback, attitude surveys, etc.. The evaluation summary will help inform all involved as to the effectiveness of the work 

2. By charting support to teachers in Math Content through Carnegie’s Cognitive Tutor Software

 3. By facilitating teacher’s continued learning and sharing through follow-up work during the school year

 4. By monitoring progress on summative student performance data