KLFA Mathematics Position Paper

The Kansas Learning First Alliance believes the following:

• All students require knowledge of and the ability to use a higher level mathematics for success in the 21st century. The job market is rapidly changing with 85% of the jobs classified as skilled. This means students need a higher degree of mathematical knowledge and technology.
• There is a pervasive societal belief that math can only be understood by and taught to a few. We challenge that notion and recognize that changing beliefs as well as teaching strategies will be necessary to raise student achievement.
• All students deserve the opportunity and support necessary to learn significant math skills. Special circumstances may require more effort to achieve this standard.

The Kansas Learning First Alliance Goal:

A focus on improving mathematics knowledge and the application of that knowledge for all Kansas students is vitally important for their future and ours. The common foundation for student improvement in mathematics is aligned with the vision established by the Learning First Alliance as stated in their national action plan. The KLFA goal is two-fold:

1. To narrow the current achievement gaps within our Kansas student community, while maintaining high standards for all, so that all Kansas students reach one of the top three Student Performance Levels (Advanced, Proficient, or Satisfactory) as measured with the Kansas Mathematics Assessment; AND
2. For all schools to reach the Building Standard of Excellence in Mathematics.

The Kansas Learning First Alliance agrees that the following actions must be taken:

Teachers must become familiar with the expectations for student learning as outlined within the Kansas Curricular Standards for Mathematics and must continue to improve their mathematics teaching. They must be aware that how they teach is as important as what they teach and be willing to explore ways to reach all students. They should hold high expectations for student learning, believing all students can learn rigorous mathematics, and work toward curriculum reform efforts promoting alignment with the Kansas Curricular Standards for Mathematics.

Building administrators must ensure teachers' continued professional development to improve teaching skills/techniques, increase content expertise, and build an understanding of the power of technology in the math classroom. They must provide the leadership to assure a total building focus on student learning and to raise the expectations for student mathematics performance.

District administration must support the focus on student learning. They must ensure high academic expectations are held for all students. They must advocate for the establishment of clear, high standards for what mathematics all students should know at each grade level. They must provide on-going professional development opportunities for their teachers in order to improve mathematics instruction.

Local Boards of Education must give clear direction to all district staff about their focus on improved mathematics programs and high expectations for student learning. Local boards must also allocate adequate resources to support professional development and appropriate materials to improve mathematics curriculum and instruction.

Parents must support the changes in mathematics thinking and learning required for their students. They need to realize that mathematics in the 21st century is much more than simple rote memorization of basic skills or the ability to mimic formalized steps and procedures. One of the most important ways that families can reinforce mathematics achievement is by having a positive attitude that children can master challenging mathematics. Research shows when we firmly believe all children can learn challenging material and set our expectations accordingly, children will rise to meet those expectations.

Local communities, including parent organizations and day care providers, must support the efforts of the school to increase mathematics understanding of all students.

The Kansas State Board of Education is asked to…..

• Recommend funding for on-going professional development initiatives that increase the knowledge and skills of all teachers, Pre-Kindergarten through 12th grade, to improve student learning and mathematical proficiency.
• Develop a formal list of research-based interventions and suggestions for effective "best practices" to help all schools particularly those with large numbers of low performing students.
• Develop a statewide initiative to provide training for parents and other caregivers to foster and encourage appropriate mathematics understanding and learning for children of all ages.

The Kansas Legislature is asked to…..

• Provide funding for professional development initiatives that increase the knowledge and skills of all teachers, Pre-Kindergarten through 12th grade.
• Provide funding for improvement grants for schools with large numbers of low performing students.
• Provide funding for a statewide initiative to provide training to parents and other caregivers to foster and encourage appropriate mathematics understanding and learning for children of all ages.

The Kansas Learning First Alliance is committed to…..

• Create a common vision and focus on common goals by coordinating efforts among member groups.
• Distribute copies of “Every Child Mathematically Proficient: An Action Plan” along with information about the support provided through the LFA website to each school building in Kansas and providing presentations explaining how the action plan can be used to improve student knowledge and use of mathematics.
• Advocate for funding to support the kind of on-going professional development that is embedded in the culture of the school.
• Support national and state efforts to help teachers understand how to use reading skills to strengthen and improve student performance in mathematics.
• Advocate for revising teacher education program standards to include strategies for improving students' understanding of mathematics at all grade levels.
• Support the initiatives within the state for the recruitment and retention of quality K-12 teachers of mathematics.