elementary math
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Implementing a standards-based, differentiated education for all students. Elementary Math. Summer Writing Team – June 2011. Presentation. State academic laws Standards Pacing Calendar Common Assessments and Instruction Professional Learning Communities (PLCs) RTI – Tiers I, II, III - PowerPoint PPT PresentationTRANSCRIPT
ELEMENTARY MATH
Implementing a standards-based, differentiated
education for all students
Summer Writing Team – June 2011
Presentation State academic laws Standards Pacing Calendar Common Assessments and Instruction Professional Learning Communities (PLCs) RTI – Tiers I, II, III Rubrics, Test Keys, Report Card, Progress
Report Alignment, Family Guide Achievement Goals
Why are the 2007 MN Math Standards more rigorous than the 2003 standards?
State law increased the number of required math credits students must acquire to receive a high school diploma.
6 math credits in High School – 2 credits per course (High School Algebra, Geometry, Algebra II).
To be successful in these high school courses students must be “Algebra Ready” by grade 8.
To be “Algebra Ready” by grade 8, the state pushed the standards down a grade level so students have more time to master state benchmarks.
Our current state assessment, the MCA-III assesses student proficiency of the 2007 standards.
MN Academic Math Standards 2007Math Strands
Number and Operation
Algebra
Geometry and Measurement
Data Analysis and ProbabilityNCTM. “Math Standards and Expectations.” http://www.nctm.org/standards/content.aspx?id=4294967312. 2011
Choosing priority benchmarks:
• 1/3 of the benchmarks from each strand.
• Lifelong skill.
• Integrates into other subject areas.
• Prepares student for next level of learning.
• State tested.
Breaks down each skill in the benchmark.
Shows the pre-requisites for each skill.
Assesses what students know at any given point.
Materials to help students understand each concept in the benchmark.
Important words for each concept.
Year-LongPacing Calendar
Day by DayPacing Calendars
Give Common Assessment K.3.1.1 as a pre-test. The data will be used formatively because you are sorting students into skill groups for the unit based on the scores on this test.
Give Common Assessment K.3.1.1 as a post-test. The data will be used summatively because you see how students are doing at the end of a unit.
CommonAssessment
Competent: Basic level of proficiency.
Proficient: High level of proficiency.
Advanced: Applying skills to beyond-grade level problems.
On your own or during a PLC meeting look at your data and plan for instruction. Using the Common Assessment Pre-Test results, sort your students into groups by concept.
Implement best practice strategies (see list in this Powerpoint), to create short lessons and activities for each of these skill groups.
Co-teach with EL, Title, Special Ed, and grade level teammates to divide up who will teach each group.
Assess with a short quiz or by observing student work to see how each child is progressing toward understanding the entire benchmark.
Formative(Pre-Assess)
Use data to group kids
Share the work load (RTI)
Work with small groups
Check for understanding
Reteach
Summative(Post-Assess)
Once you give the summative test (post-test), are you finished teaching that skill for the year?
Or reteach those who still need
more help.
No! We continuously teach children at their instructional level….
…and check for understanding.
Then “graduate”
students from
our small group.
Best Practices in Math instruction Increase DecreaseStandards-based education Reliance on textbook
Use of manipulative materials Rote memorization of rules and formulas
Cooperative group work Isolated student work time
Small group instruction based on student needs Whole group lecture style instruction
Discussion of mathematics Single answers and single methods to find answers
Being a facilitator of learning Being the dispenser of knowledge
Writing about mathematics Use of drill worksheets
Assessing learning as an integral part of instruction
Testing for grades only
Use of calculators, computers and other technology
Paper/pencil only
Here, “Data, Analysis, Statistics, and Probability” does not have new content Quarter 3. So…
• Students who met “competency” on “Data Analysis” common assessments Quarters 1 and 2 will receive an “x” on the progress report.
• Students who did not meet “competency” will be re-taught and re-assessed Quarter 3. The new data will be used for a grade this quarter.
Infinite Campus
A grade book template has been created for each grade level to help get you started. Folders have been set up for each of the graded areas on the report card. You can store assignments, tests, projects, and quiz scores in each folder. You can also make changes to this template as needed.
Common Assessment
Rubric
Family Guide and Report Card
Where can you findthese wonderful resources?
School Fusion: Teaching and Learning > Elementary > Math…go to
your grade level folder and find “2011-12 Curriculum Resources”
Your curriculum binder
District Curriculum Review Cycle2010-11: Steph examined Best Practices and
presented to the System’s Accountability Group
2011-12: Curriculum team prioritized standards, aligned curriculum, and created common assessments.
Staff development on the above. Assemble pilot team and select
curriculum to pilot.
2012-13: Pilot Continued staff development on
standards and best practice instruction.
2013-14: Implement new materials Continued staff development on
standards and best practice instruction.