Let’s Count On Math™ is looking for a limited number of schools and teachers interested in helping us explore and refine the LCOM approach in real classrooms.
The goal of the pilot is simple: put LCOM into the hands of teachers and students, see how it works alongside existing mathematics instruction, and learn from their experiences.
Rather than involving a large number of schools, we want to work closely with a smaller group of interested teachers and schools so that we can provide meaningful support and learn from their experiences.
LCOM is not a replacement mathematics program or curriculum. Participating teachers can continue using their existing resources, programs, and instructional approaches.
Instead, LCOM provides a framework for helping students find meaning and make connections across mathematics by asking a few simple questions:
What are we counting?
Do we need to make change?
How are we counting?
What is this analogous to?
Teachers can begin with one idea, lesson, or strategy and expand their use of LCOM as it becomes useful to them.
The LCOM Pilot School Program is planned as a two-year initiative.
The first year will focus primarily on implementation: How easily can teachers incorporate the LCOM framework into their existing mathematics instruction? Which ideas and resources are most useful? What needs clarification or improvement?
The second year gives us an opportunity to explore something equally important: continuity.
What happens when students encounter LCOM ideas and language again the following year? Do they begin to recognize familiar mathematical structures more readily? Does previous experience with the framework help them connect new learning to mathematics they already understand? What happens when students move from one teacher using LCOM to another?
The longer pilot period will help us explore whether LCOM can contribute to greater coherence in mathematics learning—not simply within an individual lesson or grade, but across time.
We know teachers already have enough on their plates. The LCOM pilot is intentionally designed to require very little additional paperwork or record keeping.
Participating teachers will be asked to:
We are particularly interested in learning what teachers and students find useful, what needs improvement, and how easily LCOM can become part of everyday mathematics instruction.
Participation is voluntary. Schools are not being asked to commit to a rigid research program, replace their existing mathematics resources, or add another curriculum to what teachers are already doing.
Pilot teachers won’t be expected to figure everything out on their own.
Throughout the pilot, participating teachers will have direct access to LCOM support for questions, lesson ideas, implementation challenges, or simply to talk through how the LCOM framework might apply to a particular mathematical concept.
Depending on location and availability, support may include:
Support will be arranged as conveniently as possible for participating teachers, taking into account location, scheduling, and travel.
The pilot is intended to be a collaborative process. Questions, challenges, ideas, and suggestions from participating teachers are valuable because they will help identify where LCOM explanations, resources, materials, and supports can be improved.
As a thank-you for helping us develop and refine LCOM, participating pilot schools will receive 40% off LCOM instructional products purchased for use during the two-year pilot.
Materials purchased through the pilot program belong to the school. There are no loan agreements, returns, or requirements to purchase additional materials.
Purchasing LCOM products is not a requirement for participation in the pilot. Teachers are welcome to explore and use the LCOM framework with the instructional resources already available to them.
Schools that complete the two-year pilot will become LCOM Pilot Partners and will receive 20% off LCOM instructional products for up to two years following completion of the pilot.
This preferred pricing recognizes the contribution made by the teachers and schools who helped test, challenge, and improve LCOM during its early development.
This initial pilot is not intended to ask teachers to prove that LCOM “works.”
We want to learn more fundamental things first.
Does the LCOM framework make sense to teachers?
Can teachers begin using it without extensive training?
Can it fit naturally alongside the mathematics programs and resources teachers already use?
Does it help students recognize connections between mathematical ideas?
Do students begin asking themselves what they are counting, whether they need to make change, how they are counting, and what familiar mathematics a new concept is analogous to?
As students encounter the framework over time, do those connections begin to carry from one mathematical topic—or even one grade—to another?
And, most importantly, does LCOM help teachers and students find more meaning in the mathematics they are already learning?
Because participating teachers will have access to direct support, the number of pilot schools and teachers will be limited.
The goal is not to involve as many schools as possible. The goal is to work closely enough with participating teachers that we can listen, respond, provide support, and genuinely learn from their experiences.
Schools do not need to participate as an entire staff. A small group of interested teachers within a school is welcome to participate.
Pilot opportunities will be offered based on available capacity.
If your school or teaching team is interested in participating, please contact us to start a conversation.
email us directly at: info@letscountonmath.com
Include "Pilot" in your subject line.
There is no expectation that you already understand LCOM or know exactly how you would use it. That’s part of what the pilot is intended to explore.
Learn in minutes. Teach it tomorrow. Grow over a career.
Let’s Count On Math™
Find the Counting. Find the Meaning.
