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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.

• 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.

.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.

Focus on Numeracy

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