Action Plan

Mr. Ahmed Zaki UddinMathematics O-Level

Elementary Mathematics

Action Plan

April 22, 2011Board Presentation

Dear Staff and Community Members,

In conjunction with the curriculum staff’s recommendation to adopt Investigations in Number, Data, and Space Edition 2 for the 2011-2012 school year as a core student resource, an Action Plan outlining steps to ensure a balanced instructional approach to the teaching of mathematics has been developed. This action plan builds upon the foundation of mathematical reasoning and problem solving emphasized in the current curriculum, while increasing rigor in the number and operations strand at each grade level. Outlined in this presentation are the results of this work.

Elementary Mathematics Action Plan

OBJECTIVES

1. To further develop a balanced elementary mathematics program that emphasizes both conceptual understanding and traditional math practice that leads to mastery.

2. To increase the rigor of expectations for computational fluency and the use of the US Standard Algorithm for SCASD students.

3. To provide the means to assure consistency in the use of materials across elementary buildings and the gathering of evidence-based data for evaluation.

Goal Statement

To provide a balanced elementary mathematics program that includes rigor in number systems and operations, particularly in fact fluency and the early introduction of US algorithms in the four major operations, combined with a conceptual understanding of the mathematical concepts at each grade level K-5 delivered consistently across all elementary buildings.

Action Plan Focus Areas

1) Fact Fluency

2) Algorithms

3) Assessment

4) Differentiation to Meet Student Needs

5) Math Instruction Time

6) Professional Development

7) Parent Component

Fluency, as used in Principles and Standards (NCTM), includes three ideas:

Efficiency is the ability to:•Carry out a strategy easily•Keep track of sub-problems•Use intermediate steps to solve the problem

Accuracy involves:•Careful recording•Knowledge of basic facts•Method for checking

Flexibility includes:•Knowledge of more than one approach•Ability to choose the most appropriate strategy•Use of one strategy to solve; and one to double check

Fluency

Action Plan Steps For Addressing Fact Fluency

The Action Plan…

1. Assures Practice Opportunities for All Students

2. Measures and Evaluates Progress

3. Uses Data to Prescribe Appropriate Practice

State College Area School District K-5 Fact Fluency Expectations

K Introduction of Addition and Subtraction Combinations through 10

1 Mastery of Addition and Subtraction Combinations through 10 Introduction of Addition and Subtraction through 20

2 Mastery of Addition and Subtraction Combinations through 20 Introduction of Multiplication Facts through 5 x 5

3

Review of Addition and Subtraction Combinations through 20 Mastery of Multiplication Facts through 5 x 9 Introduction of Multiplication Facts through 9 x 9

4 Mastery of Multiplication Facts through 12 x 12 Introduction of Division Facts through 81 Ö 9

5 Mastery of Multiplication/Division Facts through 12 x 12

Fact Fluency Expectations

Online Fact Fluency Checkpoints

Sept, Nov, Jan, Mar, May

Prerequisites for Success• Understanding of the number system• Knowledge of basic facts• Flexibility with relationships among

operations

Response Committee Feedback:• Is the US Algorithm the most efficient strategy?

In some cases it may be; where that is not the case, other strategies will be included in instruction.

• Are other strategies still accepted and encouraged?Yes. There are often problems that can be solved efficiently by

using thinking strategies.

• Are the procedures in the algorithm clearly understood?Teachers will be encouraged to continue to develop the conceptual

understanding before an algorithm is introduced.

• Are the proposed grade level algorithms rigorous enough?These expectations exceed the PA Standards and are comparable

to the more rigorous standards of CA and MA.

• How closely does the introduction of the proposed algorithms match the instructional materials?

The introduction of these algorithms will be matched with an appropriate unit of content, providing the balance between understanding and fluency.

Pacing…

Lesson Plan √

Fact Fluency √

Assessment √

Algorithm √

Sample Check List

optional

optional

Measuring Student SuccessFocus Areas for Development 2011-2012

Grades 1 - 5 Fact Fluency Checkpoints

Grades 3 and 4 Pre-Assessment (formative) Mid-year Assessment (formative) End-of-year Assessment (summative)

Grades 3 - 5 Building Level Data Management Teams

Grades 1 - 5 Fact Fluency Checkpoints

Grades 3 and 4 Pre-Assessment (formative) Mid-year Assessment (formative) End-of-year Assessment (summative)

Grades 3 - 5 Building Level Data Management Teams

Proposed Strategies for Challenging the More Able Student

Extended Learning Goals by Grade

Online Extensions and Shared Ideas

Learning Enrichment Opportunities

Accelerated Resources•

Priority given to scientific, researched-based materials

Out-of-Grade Level Placements

Extended Learning Goals by Grade

Online Extensions and Shared Ideas

Learning Enrichment Opportunities

Accelerated Resources•

Priority given to scientific, researched-based materials

Out-of-Grade Level Placements

Proposed Strategies for the Student Who May Need Additional Support

Adapted Learning Goals

Differentiated InstructionAdditional Resources

•Priority given to scientific, researched-based materials

Title I Services Grades 3 and 4

Ongoing Collaboration with Learning Support

Adapted Learning Goals

Differentiated InstructionAdditional Resources

•Priority given to scientific, researched-based materials

Title I Services Grades 3 and 4

Ongoing Collaboration with Learning Support

Instructional Time for Mathematics

60 minutes daily

•60 minutes required instructional time

• Additional time for math routines, skill development, test-taking practice, when

possible

Pro

fess

ional

D

evelo

pm

ent

Mon Sept 14 4th grade training units 2-3

Thurs Sept 24 3rd grade training units 2-3

Wed Sept 30 K training units 2-3

Wed Oct 7 5th grade training 2-3

Thurs Oct 15 District Parent Math Night

Tues Nov 10 5th grade training 4-5

Mon Nov 16 4th grade training units 4-5

Wed Dec 2 K training units 2-3

Mon Dec 7 3rd grade training units 4-5

Wed Ja n 13 Gearing UP grade 1

Thurs Jan 14 Gearing UP grade 2

Wed Ja n 20 5th grade training 6-7

Tues Feb 2 4th grade training units 6-7

Thurs Feb 11 K training units 4-5

Mon Feb 15 3rd grade training units 6-7

Tues Mar 23 5th grade training 8-9

Thurs Mar 25 Gearing UP grade 5

Tues Mar 30 4th grade training units 8-9

Mon Apr 5 3rd grade training units 8-9

Action Plan Input and ResponseParent Workshop Options by BuildingContinued Website Enhancements

Homework Help Quicktime Video

PPT Series Demonstrating Math StrategiesFirst Edition

Brochures by Module

Newsletter Math Content InsertsSecond Edition

Online Tutorial Help

Online Student Handbook

Improved Parent Letters

Parent Involvement

2nd Edition Investigations provides:

improved parent communication

integration of standard algorithms

additional practice opportunities

more rigorous development of the number and operations strand

more explicit suggestions for modifications and extensions

enhanced student, teacher, and parent technology components

2nd Edition Goals

1,000s of field-testing hours in real classrooms

Observations of students

Input from teachers

Analysis of student work

Belief that students have mathematical ideas and that teachers are engaged in ongoing learning

National Science Foundation (NSF) Grant-Funded Research and Validation - Investigations 2

Beginning-of-Year Overview at Building Faculty MeetingsLEAD Server Space for Sharing Ideas and FeedbackProfessional Development OpportunitiesMid-Year and End-of-Year Teacher Feedback

to be Shared with Faculty and School BoardAdjustments and Revisions to Action Plan for 2010-11 Based on Feedback from All Parties

Steps to Ensure Consistency of Action Plan Implementation

2009-10 Action Plan Timeline

•District Parent Night•Pre-Assessments Grades 3-4•Fact Fluency Checkpoints (FFC) Begin•Board Update

•Mid-Year Assessments Grades 3-4•Gather Teacher Feedback (FFC3 and Algorithm)•Meet with Responder Committee•Board Update

•End-of-Year Assessment•Gather Teacher Feedback•Board Update

•Gather Teacher Feedback (√Sept/Nov FFC)

•Parent Teacher Conferences•District Inservice

•Meet with Responder Committee•Parent Teacher Conferences

Sept Oct Nov Jan/Feb Apr/May Jun