Our mission is to improve mathematics achievement for all students and reduce achievement gaps, in particular for disadvantaged students who have historically have high percentage of students not meeting grade level mathematics proficiency (e.g. students living in poverty, students of color, English Learners, and students with disabilities). Our goal is to provide students a solid foundation in key whole number concepts and skills that facilitates the acquisition of more advanced mathematics.
Whole Number Foundations is an intervention system designed to teach students foundational skills in whole numbers. CCSS-M aligned grade level programs are available for kindergarten (WNFK) and first grade (WNF1).
WNFK and WNF1 include daily notes home to parents.
WNFK (aka ROOTS): Clarke, B., Doabler, C. T., Turtura, J., Smolkowski, K., Kosty, D., Sutherland, M., Kurtz Nelson, E., Fien, H., & Baker, S. K. (2020). Examining the efficacy of a kindergarten mathematics intervention by group size and initial skill: Implications for practice and policy. The Elementary School Journal, 121(1), 125-153. doi: 10.1086/710041 Doabler, C. T., Clarke, B., Kosty, D., Smolkowski, K., Kurtz-Nelson, E., Fien, H., & Baker, S. K. (2019). Building number sense among english learners: A multisite randomized controlled trial of a Tier 2 kindergarten mathematics intervention. Early Childhood Research Quarterly, 47, 432-444. doi: https://doi.org/10.1016/j.ecresq.2018.08.004 Clarke, B., Doabler, C. T., Smolkowski, K., Turtura, J., Kosty, D., Kurtz Nelson, E., Fien, H., & Baker, S. K. (2019). Exploring the relationship between initial mathematics skill and the impact of a kindergarten mathematics intervention on student mathematics outcomes. Exceptional Children, 85(2), 129-146. doi: 10.1177/0014402918799503 Doabler, C. T., Clarke, B., Kosty, D., Kurtz-Nelson, E., Fien, H., Smolkowski, K., & Baker, S. K. (2019). Examining the impact of group size on the treatment intensity of a Tier 2 mathematics intervention within a systematic framework of replication. Journal of Learning Disabilities, 52(2), 168-180. doi: 10.1177/0022219418789376 Clarke, B., Doabler, C. T., Kosty, D., Kurtz Nelson, E., Smolkowski, K., Fien, H., & Turtura, J. (2017). Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size. Testing the Immediate and Long-Term Efficacy of a Tier 2 Kindergarten Mathematics Intervention. Examining the efficacy of a Tier 2 kindergarten mathematics intervention. Journal of Learning Disabilities, 49, 152-165. doi: 10.1177/0022219414538514 Doabler, C. T., Clarke, B., Kosty, D. B., Kurtz-Nelson, E., Fien, H., Smolkowski, K., & Baker, S. K. (2016). Testing the efficacy of a Tier 2 mathematics intervention: A conceptual replication study. Exceptional Children, 83, 92-110. doi: 10.1177/0014402916660084
WNF1 (aka Fusion) Clarke, B., Doabler, C. T., Strand Cary, M., Kosty, D. B., Baker, S. K., Fien, H., & Smolkowski, K. (2014). Preliminary evaluation of a tier-2 mathematics intervention for first grade students: Utilizing a theory of change to guide formative evaluation activities. School Psychology Review, 43, 160-177.