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State Improvement GrantAdequate Yearly Progress

SIG-AYP

A Report of the Past Year (2004-5)and

The Plan for this Year (2005-6)

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A Report of the Past Year (2004-5)• Planning Meetings (734)

– March 2004 at E Lansing Hannah Bldg.,• Summer Institutes (2)

– July 12-16, 2004 at Saginaw ISD– July 26-30, 2004 at Wayne County RESA

• Follow-up Conference– Saturday October 16, 2004 at Clinton County RESA (planning

sessions)• One Day GLCE Conferences (2)

– Saturday December 4, 2004 at Wayne County RESA– Wednesday January 12, 2005 at Henry Ford CC Technology

Center• School Visitations (2 per building)

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Original Model

• In-Depth Instruction on One Strand in the Form of Summer Institutes

• Follow-Up to Schools the Subsequent School Year

• Providing Resource Materials for Teachers• General Ed. and Special Ed. Collaboration• Administrator/Teacher Teams

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One-week Summer Institutes

• Overview of the Michigan GLCEs– Two Formats (Grade & Strand)– State Assessment Expectations

• Instructional Materials Alignment Analysis• Instructional and Assessment Vocabulary• Resource CD

– GLCE files, Graphics, Analysis, Vocabulary

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One-week Summer Institutes

• Sample instructional activities– Numeration/Place Value– Addition, Subtraction, Multiplication, and

Division of Whole Numbers– Fraction Concepts and Operations– Decimal Concepts and Operations

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What We Learned• More Time and Depth on the GLCEs• Curriculum Based Assessments Needed within Number

Strand• Linkage between Assessment Data and IEP

Development• Instructional Sequencing of Topics Across Grade Levels• Instructional Activities that Map to Instructional

Sequences and Assessments• Modeling Use of Various Representations to Develop

Conceptual Understanding • Infusing Model Instructional Units into Existing Curricula

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Informational SessionsMay and June 2005

• Wayne County RESA• Kalamazoo Valley

RESA• Genesee ISD• Saginaw ISD• Washtenaw ISD

• Muskegon ISD• Kent ISD• Oakland Schools

• Marquette-Alger ISD• Grand Traverse Bay

ISD

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Summer 2005

• Pilot Testing• 2nd Cadre Wayne County RESA

Conference (2 sessions)• 1st Cadre Wayne County RESA

Conference• Finalize Diagnostic Tests and

Interpretations of Test Results• Draft IEP

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The Plan for Spring and School Year (2005-6)

• Instructional Sequences• Diagnostic Tests• Intervention Lessons• Sustain and Replicate

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Three Program Components

DiagnosticInventories

InstructionalSequence

InstructionalPlanning

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Instructional Sequences

• Number and Numeration– Whole Number– Fraction– Decimal

• Measurement• Geometry• Algebra• Data and Probability

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Three Instructional Components

Symbolic /Number

Verbal /Words

Concrete

Pictorial Manipulatives

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Diagnostic Inventories

• Numeration and Place Value• Whole Number• Fraction• Decimal• Measurement

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Numeration and Place Value Inventory

• Contextual Problems• Concept

– Number (Position and Quantity)– Place Value

• Representations (models and symbol)

• Counting Forward and Backward • Comparing• Word/Numeral Translations

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Whole Number Inventory

• Concept of the Operation in Context• Pictorial Representation of the Operation• Using the Number Line to Compute• Fact Families, Inverse Operations, and Identities• Computation Format• Computation

– Facts– With and Without Regrouping (Embedded Zeros)– Multiple Digits (Up to 4 – Digit)

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Fractions Inventory: Basic Level• Concept

– Equal Partitioning– The Role of Numerator and Denominator– The Whole as the Referent– Translate among Representations (models and

symbol)• Counting• Reading and Writing Fraction Words and

Numerals• Equivalence, Comparison, and Ordering• Basic Computation (Like Denominators)

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Decimals Inventory: Basic Level• Concept

– Equal Partitioning– The Role of Zero and the Decimal Point– Decimal Place Value and Trading– Translate among Representations (models and

symbol)• Counting• Reading and Writing Decimal Words and

Numerals• Equivalence, Comparison, and Ordering• Basic Computation (Tenths and Hundredths –

No Regrouping)

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Intervention Lessons

• Numeration/Place Value• Whole number Concepts and Operations• Fraction Concepts and Operations• Decimal Concepts and Operations

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Sustain and Replicate

• Continue with Current Districts– Service– Materials

• Develop a Service Network– Provide Information– Solicit Additional Districts

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Project Focus

• Teachers of Underachieving Students • Special Education Students Who Will Take

the MEAP Test• Continuing Support• Diagnosis of Student Performance• Implications for the IEP• Instructional Interventions• Assessment of Impact

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Concluding Comments

• We are humbled by the excitement, interest and participation in the project

• Teachers have taken their own initiative to create regional teams

• The model has been well received

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