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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/illinois-comprehensive-numeracy-plan-goal-1-framework-for-the-evidence-based-development-of-numeracy-skills/536032/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/illinois-comprehensive-numeracy-plan-goal-1-framework-for-the-evidence-based-development-of-numeracy-skills/536032.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this plan for students under Goal 1?","Question",{"text":112,"@type":113},"Goal 1 focuses on building and applying numeracy skills through tasks that develop reasoning, fluency, and real-world problem solving.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the plan define evidence-based mathematics instruction?",{"text":117,"@type":113},"Evidence-based instruction is a commitment to teaching practices consistently supported by rigorous research, not a single program or method.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the ESSA Tiers of Evidence framework used for here?",{"text":121,"@type":113},"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.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},536032,1792121637,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Illinois Comprehensive Numeracy Plan  \n[www.isbe.net/NumeracyPlan](www.isbe.net/NumeracyPlan)  \nJune 2026  \nFRAMEWORK FOR THE EVIDENCE-BASED DEVELOPMENT OF NUMERACY SKILLS  \nSection  \n01  \nThis section is dedicated to Goal 1:  \nStudents will build and apply numeracy skills through tasks that develop reasoning,  \nfluency, and realworld problem  \nGOAL 1 solving.  \nStudents  \nThis section of the plan will cover the following main topics:  \n1. Evidence-Based Instruction  \n2. Cohesive Continuum of Learning  \n3. The Six Components of Numeracy  \n4. Instructional Considerations  \n5. Assessments  \nIllinois Comprehensive Numeracy Plan • 17  \nSection Overview  \nThis 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.  \nEvidence-Based Instruction  \nEvidence-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.  \nThe 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:  \nDesign of the study  \nResults of the study  \nFindings from related studies  \nSample size and settings  \nMatch *  \n*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.  \nIllinois Comprehensive Numeracy Plan • 18  \nIllinois Comprehens ive Numeracy P lan • 19  \nFigure 3: Understanding the ESSA Tiers of Evidence  \na. 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.  \nEvidence-Based Instruction IS    \n9 A Collection of Research to Inform Instruction  \nResearch about how children learn mathematics and what to do when a child encounters difficulty in learning mathematics. The research informs evidence-based instructional practices.  \n9 Ever-Evolving  \nNew evidence and research are continuously being released. As populations, communities, and approaches evolve, so should practice.  \nNew 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.  \nEvidence-Based Instruction IS NOT   \n8 A Program, Intervention, or a Product for Purchase  \nThe 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","cbCaifEDBx6gmz5K","https://ap.wps.com/l/cbCaifEDBx6gmz5K","pdf",16517935,86,"English","# Goal 1 Overview\n## Evidence-Based Instruction\n## Mathematics Instructional Approaches\n## Explicit Instruction\n## Cohesive Continuum of Learning\n## Instructional coherence\n# Assessments","[{\"question\":\"What is the main purpose of this plan for students under Goal 1?\",\"answer\":\"Goal 1 focuses on building and applying numeracy skills through tasks that develop reasoning, fluency, and real-world problem solving.\"},{\"question\":\"How does the plan define evidence-based mathematics instruction?\",\"answer\":\"Evidence-based instruction is a commitment to teaching practices consistently supported by rigorous research, not a single program or method.\"},{\"question\":\"What is the ESSA Tiers of Evidence framework used for here?\",\"answer\":\"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.\"}]","Illinois Comprehensive Numeracy Plan - Goal 1 - Framework for the Evidence-Based Development of Numeracy Skills | PDF",1791601653,217]