Timely Math Intervention at the Classroom Level - Year 3

The adoption of the Common Core State Standards (CCSS) in mathematics continues to have great implications for teachers and students. Teachers are being asked to bridge the gaps in content understanding and provide intervention to students with learning gaps based on formative and summative data. However, many teachers lack the tools and strategies needed to effective interpret this data and identify and provide appropriate learning interventions at the classroom level (Tier 1). Building on the success and lessons learned of previously funded math projects, the Timely Math Intervention at the Classroom Level (TMI) project will provide the content and strategies, including interventions, for middle grades mathematics teachers to facilitate and develop effective classroom experiences for their students. The content focus will be on developing a deeper understanding for the teacher participants on number concepts as they relate to success in algebra. The interventions are necessary for students who have gaps in learning so they are prepared for and can be successful in Algebra I. TMI will work with a total of 29 mathematics teachers of grades 6-9 from six districts: Bardstown Independent, Bell County, Jessamine County, Lincoln County, Powell County, and Washington County. The project consists of full-day academic year and summer cadre meetings, classroom observations with administrators including descriptive feedback to the teacher, and a webpage/online community. The project design and subsequent facilitation will utilize the expertise from a broad partnership led by the Partnership Institute for Math and Science Education Reform (PIMSER) at the University of Kentucky College of Education.