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.