Illinois Comprehensive Numeracy Plan - Goal 1 - Framework for the Evidence-Based Development of Numeracy Skills

Oct 10, 2026

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Illinois Comprehensive Numeracy Plan sets a framework for the evidence-based development of numeracy skills, focusing on Goal 1: students will build and apply numeracy skills through tasks that develop reasoning, fluency, and real-world problem solving. The document defines evidence-based mathematics instruction, emphasizing that it is not a single program but an instructional commitment supported by research. It aligns guidance with the ESSA Tiers of Evidence, outlines how instructional approaches should be intentionally integrated, and explains instructional coherence and assessment considerations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages86

Reading Time3 h 37 min

AccessFree to download

Goal 1 Overview

Evidence-Based Instruction

Mathematics Instructional Approaches

Explicit Instruction

Cohesive Continuum of Learning

Instructional coherence

Assessments

Illinois Comprehensive Numeracy Plan [www.isbe.net/NumeracyPlan](www.isbe.net/NumeracyPlan) June 2026 FRAMEWORK FOR THE EVIDENCE-BASED DEVELOPMENT OF NUMERACY SKILLS Section 01 This section is dedicated to Goal 1: Students will build and apply numeracy skills through tasks that develop reasoning, fluency, and realworld problem GOAL 1 solving. Students This section of the plan will cover the following main topics: 1. Evidence-Based Instruction 2. Cohesive Continuum of Learning 3. The Six Components of Numeracy 4. Instructional Considerations 5. Assessments Illinois Comprehensive Numeracy Plan • 17 Section Overview This section begins with defining evidence-based mathematics instruction, then discusses the importance of coherent and aligned curriculum to avoid fragmented instruction and create a cohesive continuum for learning. Next, the plan offers insight into the development of mathematical skills and carefully lays out the Six Components of Numeracy. This section elaborates on instructional considerations that benefit all learners and provides considerations for learners with specialized needs. Lastly, this portion of the plan offers information about assessment and ends with workbook pages tailored to each audience type and reflection questions regarding Goal 1 of the plan. Evidence-Based Instruction Evidence-based mathematics instruction draws on decades of research about how students learn. It isnot a single program or method; it is a commitment to teaching in ways that a rigorous body of research consistently supports. As research advances and student demographics change, understandings of effective instruction evolve accordingly, making it essential to stay current with evidence-based best practices. The Illinois Comprehensive Numeracy Plan follows the federal Every Student Succeeds Act (ESSA), endorsing instructional practices based on the Tiers of Evidence framework. This framework classifies practices into four evidence-based tiers that are determined by five factors: Design of the study Results of the study Findings from related studies Sample size and settings Match * *The extent to which the characteristics of the study align with the characteristics of the organization that wishes to implement the educational program. Practices with strong (Tier 1) and moderate (Tier 2) evidence should be prioritized. This approach ensures that teaching methods are not just theoretically sound but also have proven effectiveness in enhancing student learning. Illinois Comprehensive Numeracy Plan • 18 Illinois Comprehens ive Numeracy P lan • 19 Figure 3: Understanding the ESSA Tiers of Evidence a. Findings from experimental and quasi-experimental studies that either (a) meet the first three criteria for Tiers 1 and 2 but not the sample size, setting, or match requirements, or (b) do not meet What Works Clearinghouse (WWC) standards but statistically control for selection bias between the treatment and comparison groups are also eligible to meet Tier 3 Promising Evidence. From Institute of Education Sciences. ESSA Tiers of Evidence. U.S. Department of Education, 2025. Evidence-Based Instruction IS 9 A Collection of Research to Inform Instruction Research about how children learn mathematics and what to do when a child encounters difficulty in learning mathematics. The research informs evidence-based instructional practices. 9 Ever-Evolving New evidence and research are continuously being released. As populations, communities, and approaches evolve, so should practice. New research can impact the weight of evidence. The continuum of rigor and quality for research can help identify the weight of claims stemming from research. Evidence-Based Instruction IS NOT 8 A Program, Intervention, or a Product for Purchase The use of evidence-based instruction is an approach to teaching mathematics that is based on decades of research and evidence. It is not a sp

FAQs

What is the main purpose of this plan for students under Goal 1?

Goal 1 focuses on building and applying numeracy skills through tasks that develop reasoning, fluency, and real-world problem solving.

How does the plan define evidence-based mathematics instruction?

Evidence-based instruction is a commitment to teaching practices consistently supported by rigorous research, not a single program or method.

What is the ESSA Tiers of Evidence framework used for here?

It classifies educational practices into four evidence tiers based on study design, study results, findings from related studies, sample size and settings, and the match between study characteristics and the implementing organization.

Oct 10, 2026

Upload by Cipher