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It describes Kentucky’s usable innovation in math through eight NCTM teaching practices and presents preliminary results across four school years, focusing on K-PREP performance categories.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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framework guided the training and coaching in Kentucky?","Question",{"text":63,"@type":64},"The study uses the Active Implementation Frameworks to structure ongoing training and coaching for implementing evidence-based practices.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What instructional innovation did Kentucky focus on for math?",{"text":68,"@type":64},"Kentucky’s usable innovation centered on mathematics, using eight NCTM mathematical teaching practices as the measurable approach for program design and adherence.",{"name":70,"@type":61,"acceptedAnswer":71},"Which student groups were evaluated and how were they compared?",{"text":72,"@type":64},"The evaluation focused on students with disabilities and Black students, comparing their outcomes to those in a carefully matched district that did not receive the same level of 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Change  \nKathleen Ryan Jackson, Caryn Ward State Implementation and Scaling up of Evidence Based Practices at the National Implementation Research Network, University of North Carolina at Chapel Hill  \nKeith Smolkowski, Jeff Gau Oregon Research Institute  \nKentucky educators are defying the odds.  \nWith focus, persistence, and a collective commitment to results-driven accountability, teachers in four districts have improved mathematics outcomes for students  \nwith disabilities in general educations settings. Their efforts have also improved outcomes for Black students who typically fall behind their peers in mathematics achievement (Berry et al. , 2014; National Center for Learning Disabilities, 2020) . This brief presents the results from an evaluation of four school districts’ efforts to improve mathematics achievement in Kentucky.  \nThe purpose of the study was to investigate whether the districts that received ongoing training and coaching to use the Active Implementation Frameworks ([https://nirn](https://nirn). [fpg.unc.edu/ai-hub](fpg.unc.edu/ai-hub)) improved mathematics outcomes. The Active Implementation Frameworks represent five essential approaches for effective implementation of any evidencebased program or practice. One of the frameworks is a clearly defined and operationalized usable innovation, or any evidence-based practice that is easily measured for adherence to the program design. The subject of Kentucky’s usable innovation is mathematics and use of the 8 mathematical teaching practices developed by the National Council of Teachers of Mathematics (NCTM, 2014) .  \nPage | 1  \nThe evaluation focused on priority populations, specifically students with disabilities and Black students, and compared their outcomes to a carefully matched district that did not receive the same level of support. Results show that the four districts that received ongoing support improved mathematics outcomes for students with disabilities and students who are Black compared to the matched district.  \nActive  \nImplementation  \nIn 2014, the Kentucky Department of Education partnered with the State Implementation and Scaling-up of EvidenceBased Practices (SISEP) Center to effectively implement the State Systemic Improvement Plan. They aimed primarily to improve student mathematics outcomes for students with disabilities. Participating leaders and educators believed that the quality of teachers’ instructional practice in the classroom was the most significant factor in teaching mathematics for closing long-standing deficitsand disparities in student outcomes (Harper, 2019; Hattie, 2003; NCTM, 2020) .  \nPage | 2  \nThe Transformation Zone is a vertical slice of the system, small enough to be manageable, large enough to represent equity of context and need, and large enough to disturb the system for trial, learning, and scalability.  \nTo achieve their aims, Kentucky stakeholders with diverse perspectives and roles created a quality standard for mathematics instruction delivered in the general education setting. Then Kentucky educators with specialized expertise created training, coaching, and data systems for use in participating districts and their schools. Teachers received support to use non-evaluative observation data in aggregate, without teacher identifiers, to set schoolwide goals for instructional improvement. Teams at the school, district, region, and state delivered the supports and resources teachers required to continuously improve their instructional practice and meet their schoolwide goals for improvement.  \nTo ensure equitable access to effective instruction by every student in every classroom, leaders and educators focused on removing the variability in the support systems available for teachers and school staff. Districts represented a variety of contexts (large urban to small rural) to increase the chance that the model could scale","cbCaipAikpWnvFf3","https://ap.wps.com/l/cbCaipAikpWnvFf3","pdf",2167310,28,"English","# Introduction\n# Purpose and Usable Innovation\n# Priority Populations and Evaluation Design\n# Transformation Zone Model\n# State Systemic Improvement Plan Goals\n# Results and Preliminary Findings","[{\"question\":\"What framework guided the training and coaching in Kentucky?\",\"answer\":\"The study uses the Active Implementation Frameworks to structure ongoing training and coaching for implementing evidence-based practices.\"},{\"question\":\"What instructional innovation did Kentucky focus on for math?\",\"answer\":\"Kentucky’s usable innovation centered on mathematics, using eight NCTM mathematical teaching practices as the measurable approach for program design and adherence.\"},{\"question\":\"Which student groups were evaluated and how were they compared?\",\"answer\":\"The evaluation focused on students with disabilities and Black students, comparing their outcomes to those in a carefully matched district that did not receive the same level of support.\"}]","Improved Mathematics Outcomes using Active Implementation - Kentucky’s Effective and Durable Change | PDF",1792058986,71]