Choose and implement the right KTEK model for your learners
You could use KTEK for all your students or just a few, in a classroom, resource room, or at home! Consider the questions on the KTEK Context Inventory to help you decide which KTEK options fit your needs.
Choosing and implementing evidence-based practices
Meanwhile, for more general resources that may help you choose and implement other interventions, curricula, and educational technologies, visit the State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center, a national technical assistance center funded by the U.S. Department of Education’s Office of Special Education Programs. SISEP offers a host of implementation tools and resources. In particular, we encourage you to utilize the Hexagon Tool (developed by the National Implementation Research Network and adapted by SISEP).
Instructional best practices
KinderTEK incorporates features of explicit instruction shown to be effective for all students, including those who struggle with mathematics. For more information on effective instructional practices we recommend the work of Rosenshine (2012), Doabler et. al, (2012) and practice guides published by the Institute of Education Sciences.
- Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American Educator, 36(1), 12.
- Doabler, C. T., Fien, H., Nelson-Walker, N. J., & Baker, S. K. (2012). Evaluating three elementary mathematics programs for presence of eight research-based instructional design principles. Learning Disability Quarterly, 35(4), 200-211.
- Frye, D., Baroody, A. J., Burchinal, M., Carver, S. M., Jordan, N. C., & McDowell, J. (2013). Teaching math to young children: A practice guide (NCEE 2014-4005). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov
- Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuide/2
Small group management
Previous KinderTEK studies in classrooms have shown that adult facilitation is important to maximize learning within the KinderTEK system. For classroom use, small group management techniques can help ensure that KinderTEK sessions run smoothly. We recommend the following readings for guidelines for implementing differentiated instruction and some helpful small group management strategies:
- Maximizing the Efficiency and Structure of your Classroom (Chapter 3) in Classroom Management and Structure (Teach for America)
- Differentiating Instruction and Practice: Practical Steps for Implementation (Gibson, 2010; The Center for Development and Learning)
iPads in the Classroom
Additionally, it can be helpful to develop and review basic iPad use guidelines with your students.
Also, visit these helpful websites for iPad-integration tips, tricks, and posters for your classroom. More will be added soon!
- Set Student Expectations for Responsible Use of iPads & Post in Your Classroom (Georgetown Independent School District, Georgetown, TX) – A website page with expectations and rules to share with students as well as classroom management tips for teachers
- Kathy Schrock’s iPads4Teaching – A website containing a wealth of resources and links (updated often) concerned with using iPads in the classroom
Data-based decision-making in KTEK
Download our guide to using KTEK data to inform your instruction.
Visit the Center on Response to Intervention for further information about data-based decision making