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INSTITUTIONPONS AGENCY

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DOCUMENT RESUME

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Instructional Manual: Mathematics. E.S.E.A. TitleOne.Phoenix Union High School District, Ariz.-Office of'Elementary and Secondary Educetion.(ED),

UD 022 244-

Washington, DC.Aug 8132p.

MF01/PCO2 Plus Postage.,Cbmpensatory Educations; * Diagnostic Teaching;*Educational Diagnosis; Educatibnally Disadvantaged;High.Schools; Mathematical Concepts; *MathematicsInstruction; Profiles; Prograni Evaluation; *ProgramImplementation; *Remedial Programs; Student -

Kvaluation; Student RecordsElementary Secondary EducatiOn Act Title I; 'PhoenixUnion-High School District AZ

ABSTRACTThis manual prOvides guidelines for implementing the

instructional program in mathematics, rescribed for the Basic Skills.Project of the Phoenix, Arizona, Unioh High School District. Theproject supplements instructional efforts for students whose basidskills'id reading, English /writing, and mathematics are in gieatestneed of improvement. The instructional program use's an individual-diagnostic/prescriptive fipproAch, and the manual describes theprocess of diagnosing student-strengths and weaknesses through thepreparation of'diagnostic proftles ihd student folders. The follo iingcomponents of instruction and aleir implicatibns for Title I cl sesare idiscusSed: educational goers and objectives, instructionalmaterials, activities, instructional diagnosis, learning time,evaluation, and time pent on- a task. Also.discussed kri themaintenance of student records; the use of instructional aides; theconduct of Parent avisory Council, staff ;Y or inservice meeting ; and

tmonitoring procedures. Detailed Diagnostic PrOVile.and Progresb.Recbrd'iorms are preserited for each unit in the mathematics course.

f The forms have been designed to provide data onprogress'toward goalsdentified for each student, information on studentsl'urrent

"learningf: needs, and indicators of student .behaviors in the, course ofinstruction. (MJL)

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* Reproductions supplied by EDRS are the best that can be made ". *

* , from the original document.**************************************.**********************************

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INSMUCT3ONAL MANUAL

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41:

MATHEM41IC-S

August, 1981

PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

U S DEPARTMENT OF EDUCATIONNATIONAI INSTITUTE OF EDUCATION

a ,^,' ,. I I4 IA 1 ION

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TITLE I INSTRUCTIONAL PROGRAM

Introduction.to Instructional Program, a.

The purpose of the E.S.E.A. Title I Basic Skills Project in the PhoWx.Union High School District \is to use federal funds to surlement dis-trict funds at eligible schools in an extensive effort to help thosestudents whose basic, skill proficiency is ;in greatest'n,eed of improve-

ment.- The project consists' of three phases:

1. Identification of target students

2. Diagnostic/prescriptive instruction

.3. Evaluation of program benefits for students

For the clintcian, phase two diagnostic/prescriptive instruction is the

primarj, responsibility. Diagnosis, bbth initially and ongoing, is the keyto a successful program. Prescriptive instruction, obviously, is based 00an accurate diagnosis. It is recognized that this form of instruction isconsiderably more.dedabding than regular instruction; therefore, Title I

-classloads_are small, inhruCtional aides are employed to further cut the"p6Pil/teacher" ratio, and additional funds are set aside for

instructional materials.;

These factors (i.e., smeller classloads, aide, materials, accurate andongbing-diagnosis, and prescriptive teaching) are most important foracademic growth fqr the Title I student.

Diagnosis . P

The clinician's first task will be the diagnosis of student strengths an0

weaknesSeS in reading, English/ writing, or math. The district tests -4.(i.e.; the MR PA, M?PT, and UST) will identify.sOme of the strengths. andweaknesses; however, the clinician will be expected to go beyond theseiristqu'ments for the development of a complete diagnostic profile.

- Diagnostic Profile 1

Each clinician will prep,Ire a diagnostic profile for each student., Th'e:profile will contain Information about which subsk\lls the student hasacquired and those.needing mouyork.

The Math clinician will use the same profile as used in 1980-81% The

English/writing clinician will Ilse the Basic Writing skills record. The

Reading clinician will use theM.I.L.S. student folder.

Diagnostic profiles-must be kept updated.

p

StudentFolders .

Organization is the key to individualized instruction; after an initial

diagnosis' has-been completed in the form of a diagnostic profile add aprescription has been developed, the clinician must organize studentfolddrs.

The primary purpose of the student folder is to retain, in one place, a

record of student progress in the clinician's -class. The student's folder

will contain the following:

1, An assignment sheet

2. Assignments "Td ie diagnostic profile is maintained so that the clinician can use' ito

as a reference point for the development of assignMents The assignmentsheet is kept in the folder to show the student both the.progress that

has been accomplished toward the goals on the diagnostic profile andthe task which remains ,to assure the goals will be attained.Assignments are contained in the folder to verify that the assignments

have been completed. Accurate student folder maintenance on the partof the cliniCian will facilitate the following:

1. A "tracking" system for students, parents, clinicians,-and others

which reveals student progress toward. the goals stated in, the,

diagnostic profile.

2. Da/a which can tie used to diagnose the student's current learningneeds.

.

As the school year moves on, the student's folder could- become

unmanageable in size. It is recommended' that student Asignments bepulled out and retained in a separate folder. How and when thestudent's folders are purged is at the clinician'i, discretion.. All

significant assignments should be retained for the school year.

(

r .

Assignments could be pulled from folders upon compl'eti'on of an,

papers) of ski)ls passed as required by district policy.''

Insttudtion -

The clinician's primary task is to help students Wecome more proficient in

basic skills. Upon -diagnosis, toe clinician will discover the strengths A'and weaknesses of each -student in the class. Obviously, it is unlikelythat any two students will demonstrate an identical pattern of strengthsand weaknesses; therefore; instructiom 411 be individualized some of the

time.; When several studedts within a class do have identical needs, 2r"'

when the clinician. determines a general,review.of specific concepts 9.needed, small groups instruction may be used..

I

instructional unit. English clinicians will retain evidence (student

*

The process of instruction Can be divided into several components, some

of which are curriculum centered while others are student centered. Some

of the key components are identified below: .

Curriculum Centered

Educational GoalsEducational ObjectivesInstruttional DiagnosisInstructional MaterialsActivitiesLearning TimeEvaluationTime on. Task

'Student Centered

Affective BehaviorLearning StylesAttentionSpan c t

Socio-Economic Background../Previous ExperiencesEnrichment ActivitiesInterper'sonal .Skills

(

In traditional group instruction each elements under the heading ,

"Curriculum Centered".are held relativel constant for all members of theclass.' 1 4

Individualized instruction is instruction whereby_at least une=.-nf-7_1the

curriculum-centered components becomes e variable in order to meet..indivi-dual student needs. The degree of effectiveness of individualized in-struction is dependent upon the numberlof curriculum4centeced componentswhich are allowed to become `variables.

. ,

The student-centered components are modified primarily by the effects ofthe curriculum-centered components, as utilized by the clinician.

)

The curriculum centered components are defined as follows:

EDUCATLONAL GOALS:

EDUCATIONALOBJECTIVES

INST UCTIONAL .

MAT IALS:

ACTIVITIES:

Statements of ultimate behavior desired foreach individual student as defined by theschool district.

Specific measurable activities, usually inwritten fOrmat, which lead to the attainmentof an.eduptional goal.

Teacher made or commercially preparedproducts used to assist students attaineducational objectives.

Proce&Ses which are assigned an individualstudent to attain an educational objective.

INSTRUCTIONAL The process of-determining a student'sDIAGNOSIS: academic strengths and weaknesses, learning

needs, as well as affective. behavior withI respect to a set of educational objectives.

_..-

LEARNING TIME: The time .period,required by a student toattain an instructional objective.

EVALUATION: The measureof a students' growth as definedby a,set of instructional objectives.

TIME ON TASK-: The percent. of time per clss period astudent is involved with a learning.task.

One of the major tasks in the Title I instructional program is to defineeach curriculum component with respect to each subject area. The ulti-

mate:goal of thi's process is to improve individualized instruction.in*Title I Classes:

Title I-InstrUctional,Prqram ti

The purpose. of this section is to define the instructional_ Program in

Title I in relation to the curriculum centered*components for eachsubject area. Those components which are incomplete will,be prioritizedfor further develoOment/comilletion during the next two years.

5

EDUCATIONAL As defined in the district's currtculum

OBJECTIVES: guides for General Math, Modern ReadingTechniques, and English WE. .

INSTRUCTIONALDIAGNOSIS:

Implications for Title I Classes

Each Title I student Olould be diagnosed oneach _objective within \each unit.. Thoseobjectives in which,a student demonstratesproficiency Oh a diagnostic procedure shouldbe given less emphasis when prescribing forremedial instruction; where the diagnostic

procedure indicates rernediation is required,more emphasis should be placed in the

prescription.

A diagnostic procedureshould.be!

prepared

foreach educational objective.. If theprocedure is an actual test then there

should be at least four questions for eachsub-objective.

.

a

Implications for Title I Classes

If 1 student demonstrates prpf iency on all

isub-skills, /then the next object ve shOu14\

tion beginsbe diagnosed. Prescriptive instr c,..

'where diagnosis indicates need.

INSTRUCTIONALMATERIALS:

Instructional materiaIsNfor each objective

should be purchased, if needed, and

catalogued. Materials 'should encompass

drill

the

applications.' Materials shouldgeet the needs of different learning mods, I

visual, auditory, tactile,.

-Implicafions'for Title I Classes

As a result of diagnosis, materials ;

prescribed for a Title I student should meet'

the following needs: 0

'revel of learning drill vs'application

learning style independent-vs group

ACTIVITIES :'e -Numerous 'and diverse 'activities need to be

planned for each objective since Title I stu7

dents will normally need more learning exper-J-.

ences to - accomplish master.vof the objective.

Activities should incorporate the materials

available: The activitieSdOnstiute the/prescription available to,theindividual,students .

I

.-'

Implications for Title I Classes

4As a result of diaghosis, a clinicqn candirect the student to those activities mostappropriate for the learning style', level ofdifficulty, drill vs application, and learning

vironment.

TIME ON TASK: The amount of time during a class period thata student actively spends on_instructionalactivities as opposed to non-instructionaltasks (such 'as waiting to talk with a teacher,collecting papers, etc.)

.Implications for Title I Classes--

The time-on-task in any period should be maxi-mizedlthrough effectilfe- classroom managementprocedures. ,4

LEARNING TIME: - Generally, slow learning students will rewiremore instructional time and more variety ofpractice experiences than other students:Sufficient-time with appropriate and variedactivities will need to be provided-for stu-dents to attain an objective.

Implications.for -Title I Classes

. . _

All.Title I students in a-class normally donot learn at the same rate. Class time forinstruction and practice purposes must becomea variable to meet, the needs of each student.

.

EVALUATION Several alternate forms of a post-test, where

OF STUDENT appropriate, pa allel to the Ore-test need to

WHEN ON A be developed fo e4aiu ion purposes.

UNIT:

e

Implications "for Title I Classes

If a Title I student passes each objectivewithin a unit on the post-tests, alternatetests' can bye used for maintenance of effort

If a Title I student fails the posttest, analternate. test can be used after additionalinstruction.

Student-Records.,

. . /student records, that is, -test scores, classwork and homework, attlifdance,

, .

grades, etc., will be maintained by each clinician. The clinici4n's .,

. record book is the official record for the disprict.

Instructional Aide Inservice

Generally, each Title I'class will be staffed with a clinician and an

instructional aide. It is imperative that these two adults work as a teamis the process of helping students oVercome basic skill weaknesses : -, The

aide has been employed to assist the clinician in instructing 'tudentsfive peMods a day and to do clerical work one period. Any deviation from

this work pattern needs to be cleared with the facilitator and Title I

.Supervisor. It is not the design or intent of the program to use the aideonly to correct papers and maintain records; aides should be involved in

instructing students. The clinician's responsibilities for the

instructional aide are:

1. Prepare a list of; assigned tasks orIthe instructional aide.

Include both instructional and non-instructional tasks.

2. Provide appropriate inservice to the aide as needed to ensure

each task is accomplished competently:

Attendance at PAC Meetings

Parental involvement in the educational process of their children is

very important. The Title I law requires that a "Parent Advisory Council"._

be established at each 4"itle I project school and- at the district level.

The purpose-of the PAC is to encourage parents to beco' involved with the

schdols. Clinicians ere required to attend school PAC meetings- which are

held during the normal workday when.the meetings are not in conflict with

a teaching period. This. is the clinician's opportunity to help' the parent

understand what is happening in the clas*oob. 00'

Inservice and Other Meetings'

Special inservice sessions and staff meetings will bqvcOnducte'd during'

school hours. Clinicians and instructional aides are expected to attend

when not.confllcting with class time.

S

_81

I

Student's lame:

Teacher:

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ESEA TITLE I

.0

4Dlagnost:c Prof vle and Progress Record, 1980-81'

0 o

"ATHEMATICS !Air 1: .1Conceot of 'Thole Numbers and :ecmals

Student Number.

Periog:

4

Semester.

Date:,

..

WHOLE NUMBERS g" Q PC 0 PC D bc

, .

14. Deffnitton Icositive 4 line,) .1 L....._

.

I

2 Dr,me Numbers i --'

3. EveEver. and Odd Numbers

.

.a, Numerirel Notation: dates/ time ) .

.

5. Rlace Vai -ue: units to thousandsg

6. olace Value: units to billions

7. Rounding (nearest 10, 100, 1000, etc.)

3. AgolIcations

1

9..

.

,

1

.

DECIMALS, .

4

1. Names `or Numbers

2'. Money Notation '

.

3' lace Value .

.e.

4. Place Value (to thousarlbths).

S. lace Value 'to millionths) -

_

.

6. Sxcanded lotatIon.

. ..---\i

tr

7. %merat - word recresentat'on

S. Rounding (nearest whole 4, tenth, hundredth)

.

..

9. :golicatIons

g

10.. N

.

.

"e---.

UZPT Record, Skill 16 ,>.N.

..

BEHAVIORS S

.

N ,S N S j,4

.

I. Dunotuality - .

. .. ,

P

2. Attendance.

..

. AP

: Working RelTonshic/Cther Students

a. Jse af Class ).'.me - f

S. ',iorkIng Relationshicreacner,'Aide 17 --

/

. Self-0,sclolre1,1

.

-71 .

i

.

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7;1130:w:

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Student's 'tame:

tiTeacher-

ESEA TITLE 1

Diagnosti Prc;fle and Progress Record, 1980-31

MATHEMATICS 7. UNIT Addition of ',Thole Numbers and Decimals

Student lumber:

Period: ' Semester:

Date: ,

WHOLE NUMBERS

.

9 PC 0 Dc

.

a c.

14 Basic =acts ,

t .

2. Three or more 1-digit numbers ..., /

3. Two or more 2_ -digit numbers, without reg. .c.

e _

.

4. Two or Wore 2-digit numbers, with reg.

.

4

.:-.

.

5. our or lore 2-dialt number,: with reg.

.

) Two or more 3-dioit numbers, with reg.,

.

our or f've 3 -digit numbers, w req. -d.

.

.

. .

.

3. Horizontal 'o vertical format, with reg..

4. lool,cations.

.

.

. ,

DECIMALS INCLUDING MONEY-kit,.

. ,

- ,

. .I. Decmal glace value review

?. Maximum ? decimal olaces, withoUt reg. '

.1

3. Sane as +2, horizontal to vertical ..

4. maemum 2 deinal olaces, with reg.

. ..

.

.

5. Sane as .4,4horizontal to vertical

5. maximum 3 4ecimal olaces with zeros, with reg. 4.

Three or :lore cev.mat places, horizontal'. to vertical, with reg.

. . .

'. loolicat-ons, .,

a1

,.....4".

m2DT aeco-d, Skill 1

1. .

4 .

...2;* Petord, Skill 9 14

.

e.

BEHAVIORS

.

S N S N S N

1. /.1nCtUallty

t.

4

.

'2. it*endance

/.

3. Workirg 3elationshio/Other Students

,-..-

4. ?se of Tlass Tme.

S. Workro Pelationshio/Teache;, Ai-de

V.

.

5. Self-Dscplire 4 -" -, .

. .

.COmmETTS

4

7/11/8D:wo

Students

'eacher:

ESEA TITLE I

Jiagnost'c Profile and Progress Record. 1980-81

mATHEMAFICS Syotraction of ...hole Numbers and.Decimals

Student Number'

Peri od:

A

Seme;terw

0

.

WHOLE NUMBERS

l '

0 PC

_

0 PC4

0 PC

...

I. Basic subtraction 'acts.

..

.,

.01

2. 2-digit numoers, without reo. . ,

.

3. .2-dia't numbers, with reg. ...

.

.

. ,

4, Z-digit multiple of ten minus 2-digit numbers . - .. 1

f

5. 3 -digit number, with rec.. ,

.. t

,

.

.

6° multiple of 100 minus 2- or 3 -digit numbers.

-V.. .

7. 3 or more digit numbers, Inc Internal zeros

B. Aoolications .

?. .

. .

..

DECIMALS

11. Arranalho decimals in numerical order

2. Mixed decimals n tenths.

.

.

3. 'mixed oecimals 'n hundredths4

4. Ixed decimals n thousandths. -

5. Horizontal to vertca) format . .. .'

.5. Zero concept with decimals

..

.

.

7. mori:ontal to vertical, zeros as,'place holders. -

4

P.. Aoplicatons *,

. . .

. .

9. ft

. .

..

M2PT Record, Skill' 2.

.

.

m2AT Record, Skill 10 .

BEHAVIORS . S N ' S N S!11

1. Punctuality .

2. Attendance.

. .

.

'3.. orting Relationship/Other Students .

. °.

t

A. Use of Class 7ime'.

..

,

5. working D'elationshibreacher, Aide(..- .

.

6. Self-Discipline .44,

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37"EN-E

\

I

, ESEA %ICE I .

Dragnostic Prq!ile and Progress Record, 190-81

mA7,4EYATICS UNIT'A: multiplication-of Whole Numbers and Dec,mals

%

A

Student's lame:1

-eacher:

Student lumber:

Period:,

Semester:

, .

. Oates

WHOLE NUMBERS

..

..

. .

0 PC.

0 ,

p

P.C 0 PC

I

.

1. Relationship: Additions and Multiplication .

.

,.4

2. Basic Zultiolication 'acts .

. .

.

_

1-digit number times multiple digit qumpers,a,, wihout rel.

,.

\.

-digit number times multiole aigit numberst

4. with-reg .

2 - digit number times muIt.iple digit numbers,

5. without re'. r

,- .. ,

.

,.2-digit, nuMbertimes multipLe aigit numbers,

5. 'with reg. ,

.,

. .

.

3-digit number times multiple digit numbers,with or without red.

-

' .

3. multiolyinc with internal zeros, .

.

,. -

.

.

9. Number times 10, 100, or 1000

'n: ATpldations .

..

4

DEcms .

.

)

.

.

.

4-. .;

.

.

.

1. Format of Teoblems .

2. Mixed decimal times wnole number,,

'

. ,.

.'

3. Whole nuMber times mixed decimal .

.. '.. .

, .. ,

4. (fixed decimal times mixed decimal, ,

"r5. Decimal times 1D, 100. or 1000 .

/

,

.

.

5. mixed decimal times 10, 100, or L000 , '

. .

.

.

.

.

.

\

7. Applications ,

..2'

.. .

3.

/.

. 1.

.

.

e----,

m2P' Record, Skill 3

.

.

- ,,

m22T Record, Skill 1:1.

..

'

.

. .

BEHAVIORS

.

S. - 4.7

.

S_,

N S N 11

Punctuality . .' .

. .

'2. Attendance,

.

3. dorkfna Rilationship/Other Students

.

- .. ..

r4. Jse of Class "tme

. . . .

5. Aorking Relationship/Teacher,&Aide

I

5. Self-Discioline t..,-. A

o....

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I.4

.

.

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7/11/30:wo 1 2

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Student's Nar6t\

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ESEA TITLE I

Diagnostic Profile and Progress Record, 1980-81F

44-5EPATICS - UNIT 5; Division of- Whole Numbers'

Student Number.

Reriodi

r 4

Serester

.DOLE `NUMBERS

Date:

k

.

.

D/ D DC DI . DC

ts

:. 8asic division 'actswo or more digits dividend; 1-digit

2. -divisor, zero remainder . .

wo or more digits dividend; 1-digit3. divisor, non-zero remainder .

'4. Same as =2 with internal zeros in duotent ,

5. Same as #3 with internal zeros in Quotient

1. .

Two or more digits dicidend, d-digtt divisor,.. zero remainder

.

7. Same as' 46 hon.-zero remainder '

.

nree or more digits interna: o) dividend,P. 2-digit divisor, zero remainder ,

0 Same as.=8, non-zero remainderinree or more digit dividend, .:-digit divisor,

IP. zero remainder

.

.

11. Same as =10, non-zero remainder i \ I

12. lonlicatons'

,

13.. .

1

i

14. .

15.1

._

e'

.

.42P' Record, Skill 4

..

SEPAYIORS S N S N S N

4

1. Runctua4ty .

.

2. IttendanCe

. .

3. Iorkine Relationshic/Other Students.

,

4. Use o' Class 'ire.

.,

.

5. WortIng Pelationshio/Teacher, Aide

.

3. Selc-Discioline., .

.

_._

.,--

COMMENTS

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.

7/1:/80:wo It)

Is

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C,

ESEA TITLE I

Diagnostic Profile and Progress Record, 1980-81

MATHEMATICS - UNIT Division of Decimals

a

StudenN Name: Student Number:

-reacher: Period: Semester:

' \. Date: .

DECIMALS ' D-,,

PC

.

0 PC 0 . PC

.,

1. Format of problems T---, -- , +

.

.

2. Decimal by whole number, zero remainder.

Decimals P.), whole numbecs, extra zeros required,

3. zero remainder " . .. .

.

4. Rewriting divisor and dividend.

.

,

-4

0 .

5. Decimal by decimal, zero remainder.

4.

.

..

Decimal py decimal, extra zeros required,;. zero remainder

7. Whole rumber by a decimal, zero temainder 1

8. Rounding ouotients'(money)

9. Aooiloations. ..

.

10.4.

_

II.

.

,12. IA .

_

.

420T Pecord, Skill 12,

BEHAVIORS . S 1,1 S N . .S N/ .

1. Punctuality

.

2. Attendance

T. Working Pelationship/Other Students 0

4. Use of Vass Time t.

.%

5. Working Relationship/Teacher, Aide .

.

5. Self-Discipl'ne

7. r

.

_

COMmENTS a

Alr

9/18/80:wo 14

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Student's Name:

TeaCher:

iSEA TITLE I

Diagnostic Profile and Progress Record, 1980-81

mATHEMATICS - UNIT Percent Concepts.1

ti

N.

?StUdent Number

Period:t Semester:

.

1.

orDate:

PERCENT CONCEPT 1

.

0 PC'" 0 PC

\

0 . PC

meanino d'f Percent (100 souare grid)

.2.

, .Decimal in 100ths to x : (1Q < x < 100) ,

.

3. Decimal 'n 100ths io x ".. ( x < 101 4.

4. r_lec,mal in 10ths to percent f .

5.r

neC1Tal Tr 1000ths or 10,300ths to x : (x > 11 ..

1`

5. 3ecimal In I000ths or 10,000ths to x : (x < 11

7. Mixed deCrialS o percent ';.. x (In e x < 1001 to decimal

9. 4 ''.f x < 101 to decimal

13. ' (x > 100) to decal \II.

.mixed decimal t (x > 101 to decimal

II a.

12. mixed decimal v, (x < 10) to deimal

13. x : (x < 1) to decmal

14. * . .

15.a

. ,,

1.

BEHAVIORS S \N S N S N

Punctual ity

.... .

2.. . . q 0AttendanCe

3..

Working crelationshlo/Other Students/

4. Ise of Class Time

5.

rWorking Pelationship/Teacher, Aide

\6. Self-Discipline

_

CO:AMENTS N

9 %25/80:wo

15

Student's Name:

Teatber:

ESEA TITLE I

Diagnostic Profile and progress Record, 1980-81

MATHEMATICS - UNIT Conceot of Fractions and Mixed Numoers

Student Number:

Period: Semester:

Date:

FRACTIONS AND MIXED NUMBERS 6 PC 0 PC 0 PC

1. 'leaning of tractions, mixed numbers -

Numerator, Denominator, Proper,

2. Vocabulary. Imonopert,mixed number,. \

.Thole flamers in fraction form-.

3. '',/ivision relationship).

4. Chancing to ecuivalent fractions (higher:terms) 1.

5. Reducing frictions to lowest terms.

5. riding least common denominator

'. Relationship between' fractions (<, '' )

8. limorcoer tractrarts'o lixed numbers

9.: Mixed numbers to improper fracteops

10.. Arrangino fractions, smallest to longest

,

.11

.

BEHAVIORS S N S N S ,t

.

1. Punctuality

.

2. Attendance

3. Working Relatfonshio/Other Students

S. Use of Class Time1..

5. Working Relationship/Teacher, Aide

5. Self-Disci 1.ne

7.. .

.

COMMENTS

r

9/25/80:wo

18.A.

ESEA TITLE I .66

Diagnostic Profile and Progress Record, 1980-81

MATHEMATICS - UNIT 9: Fraction - Decimal Concepts

a

Student's ,Name:

Teacher:

Student Number:

,Period:

6

Semester:6 .

,...

Date:

FRACTION- DECIMAL CONCEPTS

.

0

,

PC 0 PC 0 PC.

1. Decimal - mace value 7f-: .

x x x -2. Fraction (7,75, or TM) to decimal -

Expressing appropriate fractions as2. terminating decimals

.

Expressing appropelate tractions asa. reoeatina_decipals

...,_

Expressing a decimal as a fraction in5. lowest,-ems

-5. .

.

.

'1EHAVIORS\1. Punctuality

S N S N S N

2. AtteAtance- .

.

3. Working PelatIonshlo/Other Students ..

1

4. Use of Crass Time

,

5. ' Working Pelationshio/Teachee, Aide4

5. elf-Discioline ..

7..

. 6

COMMENTS

4

9/25/80:wp

S.

17

r.

Student's Name:

1

ESEA TITLE I

Diagnostic Profile and Progress Record, 1980-81

NATPEMAT/CS - UNITIth, 41iltiplication and Division of Fractionse

Teacher::

Student Number:

Prod:

!,

Semester:

I.

.

Date:I 1

YULTIPLICATION -

. .

0 PC 0 or 0

--' PC

'wo proper fractions, no common factors innumerator and denominator ,",

,

Whole number by proper fraction, no common2 factors in numerator and denominator

. .

3.

Two proper tractions, with common raciors ina .

numerator and denominator

4.

Whole numer by proper fraction, with Commonfactors in numerator and denominator

.

5.

...

Apolications

4. .

5.

.. .

t \

1.

.DIVISION

. .

*.

, . .

Reciprocal of a number

2.

Two proper fractions, no -common factors in

nCmer/tor and denominator

3.

No proper tractions, witn common rector in

appropriate terms 1

_

4..

whole number by a fraction .

...-

.

5. Fraction by a whole number

.

s. .

5.

. ,

_

Applications

, . ..

7.

..

,,.

.

-

.

.

B. i

A

1.

BEHAVIORS ' S N S N S N

Punctuality i

.

.

2. Attendance

,,,, .

.

2. working Alitionship/Other Studerfts '

.

,

-, ,

4. Use of Class Time

5. 'working Pelationship/Teac r, Aide.4.

5. Self-Oiscioline'N

. .

. .

COVPENTS

9/25/80:wo

-1 E.,'?AP%

Student's `tame:

74ach.er:

ESEA'7ITLE I

Diagnostic Profile and Prpgress Record, 1980-81,

4,47HENTIDS - UN/7 11: multiolication and Diosion of Mixed Numbers

Student. 'lumber:

Period: Semester:

.

MULTIPLICATION

Date:

ii

D PC 0 PC 0 --

...

PC

L. Whole number by prober fract-on. .

2.: WhOle number by mixed number

. .

3% ''ooer fraction 5y mixed number

4. -wo mIxed numbers

i. AcbTcations.

5.,

" . .

.423* Skill 7

DIVISION .

. .i

N

,./

1. 'Mole number by mixed number

2: Mixed rumoer by wnole number

3. Prober fraction by nixed number

.

4. 4ixed number by brober fraction

.

.

5. -wo mixed numbers .

.

5. Abolications

. .

.

I.

.

. h.- ..

?

m2PT Skill 8. .

BEHAVIORS,

" 4 . S 4 . S 4

1. Punctuality.

.

2. Attendance4

I 43. Working Relationship /Other Students

,

.

.

4r UseJof Class Time

5. Workno Relationshio/T4cher, Aide

5. Self-Oiscibline .

.

. -.

COMMENTS

9/25/3C :wo

1J - i

Student's 'iame:

-eacher:

ESEA TITLE I

Oiagnostic Profile and Progress Record, 1980-81.4

mAThEMATICS - UNIT 12:, Addition and Subtraction of 'fractions adz. Mixed Numberirvith Like Cenobinators'

Student 301be?:

Qeriod: Semester

Date:

.ADDITION

.

C PC D, ' 0C 0 PC

Two proper fractions sum <1, vertical and1. horizontal format

. ..

,

Two proper fractions sum >1, vertical and2. horizontal format

,

3. Whole number and droner fraction

'4. mixed number and proper fraction .

.

S. Two mixed numbers.

,4

,

6. Applications

... -

.

7..

1.

3.1 *D --,.., .

.

SUBTRACTION

(

* .

.

I. Proper fractions

2. mixed number minus fractiom, no,rearouping )

I

3. mixed numbers, no regrouping

Whole nurpel- minus fraction.

S. mixed number minus fraction, regrouping

.4,1

P

E. mixed numbers, rear 'ming. ,

I

7. .Applicat4onsi

. 6

, .

8.

BEHAVIORS S N S N S c N1

.

1. Punctualityf

,

2. Attendance

t

3. WoHrinq Relationship/Other Students . .

.,000

4. Use of Class Time .

. .

S. Working Pelationship/Teacher, Aide ( .

4,,

5. Self-Discipline . .

.

7. T : s

.COMMENTS P

9/25/20:wp

2O

tr

o°

. ,

Stbdent's Name:

'eacher:

ESEA TITLE I

Di;gnostic Drofile and P'rogress Record, 1980-81

mAPIEMATICS - AI" 13: Addition and Suotraction of Fractions andf

Mixed Numbers with Lnlike Denominators

Student Number:

Period:eSemester:

(

) Date:4

. ADDITION4

. .

D PC D PC.

D

,

tPC

.

Two proper fractions, sum <1, vertical and1. horizontal format

Two proper fractions, sum >1, vertical and

J. 1,orizontal format..i-

2. mixed ndhber and oroper:fraCtion

4. ',op mixed numbers - . a

5. Applcatons.

5.,

"2", record sklii 5

i

SUBTRACTION

,

. 1

i

i-ocer c 'ons'4,xeC, number ninuvorocer fractions, no °

2. oecroung '

.

2. 4ixed nummers, no regroucino

.

~'

.

4. m:xed numbers minus orocer fractions, regrouping

.

, .

5. mixed numbers, regrouping '

. -

5. applications 1.1

_

7.

..t.

S.

P2", Pecord sk.11 5,

.

' BEHAVIORS ' SN

$ n s

. .."

1. ounctuatitye

.,

.

2. =tterdance. %

2. WoNing Delationship/0her Studens. .

d. Use of Class Time.

E. Workng Pelationship/Teacher, Aide. c

i. Self-Discipline

.. ,

I

Ks. .

o

COPMENTS

."`.

9/26/83:wp

L2.

4 ,ESEA'TITLE I

Diagnostic Profile andProgre

. MATHEMATICS - U IT 14:

Student's Name:

' Teacher:

Student Number: 0

Period:.

0

'Semester:.

,

'

ADDITION

Date: ®

.. ..-

.

.

'0 PC . . 0 .

..

PC

S!

,

D. PC

4

1.°16aning of Percent .,

.

.

.

..

.

2. Convert % to decimalp

.

3. Convert decim

...,

4. Convert % to FR, w,4, or Mixed No.

.

5. Convert FR, WN, MN to percents .

i

6.

4.0

.

7. ..

.. d

8.

1

1 .

9..

..

0

. .

.

10, . ;

.1

.

. ,

BEHAVIORS,

,

.

5_. .

S.# N

.

S N -.

1. Punctuality . ..

2. Attendance4-

a

3.'Working Relations ia/Other Students .

%

, 4. Use of Class Time .L

5. Working kelationshi /Teacher, Aide'. . /

.

6. Self-Discipline

7, . .

A

r

4E\

1

itudent's Name:

14acher:

a

f

. 'ESEA TITLE

Diagnostic Profile and Progress Record, 1980-81

MATHEMATICS - URIT-15: Rercent'Applications

Student Number: A

Semester:

..

.0 Date:,

ADDITION

,

.

.

Cr

. ,

PC

.

D PC D : PC,.

1. Translate % problems into,no. sentences ..

, . .

.

Replace % in a translation with its decimal or`,_2. fractio areouivalent . ,

L-N\Q3. Find a % f a gives number

*4. Find the % one no: is of another.

.

*5. Find a number whe.n a % is knownis

.

*6. Find % of increase.

. 41c

.

*7. Find % of decrease t

.

..

.

/

. . -a. Applications .

.

.

.

.

9. -

.

. 7

.

...1

.

.

.10.

.

,

M2PT Record, Skill 13* A -..

*Optional %

BEHAVIORS7

S . N ,

.

S

.

N N.

1. Punctuality , .

.

.

2. Attendance ai

..

3. Working Relationship/Other Students..")

.

,

. .

4. Use of Class Time

5. Workihg Relationship /Teacher, Aide\

.

,

6. Self-DisciplineA,? .

7. . .

.../.

COMMENTS

be,

2/11/81:wb*d.

4

Student's Name.

Teachei.:

ESEA TITL 1

DiagnostiC Prdfile and progr sv Record, 1980-81

MATHEMATICS UNIT 16: Ratio an. Proportion Conce ts

Student NUmber:

riod:/

4

Semester:

. . . .

.. .

.

. Date:.

...

,

- .

i

1 \ t

. .

. 0

.

PC D PC\

_

0

.

PC4

0

1.. Fraction as a ratio .

...

1 \.

2. Decimal as a ratio N_ ,

. ....

. .

3. Ratio as a comparison, - -

.

4. Rate as ratio (Unit Rate)4

k

1

!

...

-

.

5. Proption - Rel. of two ratios

.

.

.

.

)6. Similar Tiour6s demonstrating proportions

..

%7. Applications N

r

..

8.f

I

9. ,

,

r 60. . .. .

lA

-I- 1

i ,

' BEHAVIORS . ,S W 1 S N S\ N.

. ,

1. Pupctuality

J

.

.. ,

2. Attendance .

,

.

....

..>

3. Working Relationship/Other Studentsi

. .

s,..i.

4. Use of Class TimeP.

r . ., e

.

5. Working Relationship/Teacher, Aide .,

.

6. Self-Discipline I

..

.

,1

7. .........--.

. ...c,

COMMENTS . . -

.

.

.

, -

.

,

.

2/11/80:wp

(

eY 24

MO,

411h,

Stlen

Teacher:

C67-iN

Diagnostic Profile and Progress Record, 1980-81

MATHEMATICS - UNIT 17:-Informal2Geometry Concepts

-N"."

, Student Number:

Period: Semester:

o

.

Date:

1 't

-

.

.

,.,

,.

1

,

PC

.

D PC 1 D 1 , PC. t

.

1. RecoOitlion of plane & solid figures .

.

2. Naming points, lines, and planes .. . "

..

.3. .. Kinds of Lines' .

.

,

4. 'Position of Lines

,,

.

5. Drawing and measuring line segments

6.. Naming Angles

...

7. Kinds of Angles

.. ,

8. Meastiring Angles y--N.

0-.-

9. Construction of Angles (3 kinds)_ .

10. Finding perimeters of rectangles4

.

..1. Finding perimeters of triangles

41,

12. Finding,circumferences of circles .i.-

13. rinding areas of rectangles ". a . . ..

el14. Finding areas of souares

.

,

.

,_.

.

.

,

15. Finding areas of parallelograms

.

,

.

/

16. Finding areas of triangles.

(

-.17. 'Finding areasof circles

,.

-..

1 I

*Optional ,

BEHAVIORS S N S N1

S N.

1. Punctuality .

.

\..

.

2. Attendance ig,

3. krking Relationshipi0 er Stu& nts.

.

. ,

4. Use of Class Time.

.

.

5. Working Relationship /Teacher, Aide'.

.

6. 'Self- Discipline .

.

7. r

*

*

COMMENTS

ESEA TITLE I

Diagnostic Profile and Progress Record; r1980 -81

MATHEMATICS - UNIT 18: Measurement Concepts

student's Name:\

Student Number:i

Teacher: Period: Semester:

. Date :

.

. , D *PC.

D PC

'

PC'

Concept of smaller and larger units of measureI. (e:g. inch < foot., minute > second) .

-. 4

..

Constructing a conversion taole (one each foy2. English and. metric systems*

.. .

.l

s

Concept of size 6-f metric and English units using

3. practical examples

_,

,

4. Changing to a smaller unit of measure

_ ..

..,

5. Changing toga larger unit'of measure _.

0 ,* k.,',.:"

6.,

,

7 .

A. . .

. .

.Y

.

10 ,. 4

.6

m20T Record, -Skill 15 .

. .

*No attempt is to be made to convert to/fromEnglish system'andmetric system.

.

BEHAVIORS S N.

.

. ,

S N -S t N..,

1. Punctuality .:

.

.

.

.

'2. Attendance ,

.. )

.

3. Working ReTationship/Other'Students .

.

.

4. Use of Class Tithe .

,

.

\

,

.

C Working Relationship/Teacher, Aide.

a S :

.

k.

.

,

6. Self-Discipline 1 .

.

. .

7. . - -

.

ik

COMMENTS

7/11/80:wp

,

Student's Name:

Teacher:

ESEA TITLE I

Diagnostic Profile and Progress Record, 1980-81

MATHEMATICS - UNIT 19: Measurement Application

Student Number:

Period:

4'Semester:

Date:

_

.

D PC D ; PC D PC. .

1

1. Using Rulers (English 4nd Metric).

2. Liquid Measure.

c

'3. Dry Measure 4

4. Weight

.

.

S. Time . .

.

.

. .

6. Temperature

..

.

.

7.

. .,8. -

. .

, .

.

.

%

9.

\°''')

/ .

10. ' , t

,. ,

BEHAVIORS ..

,

ogS

.-

N RI S N

1. Punctuality4 .

0., .I..

2. Attendance .

41,,

3. Working Relationship /Other Students.

.

4. Use of Class TimeAor.

5. Working Relationship/Teacher, Aide . ,

6. Self-Discipline. .

,

7. . ,

_ )0

COMMENTS

)10

2/11180:wp

27,

O

Student's Name:

Teacher:

ESEA TITLE I

Diagnostic Profile-And Progress Record, 1980-81

MATHEMATICS - UNIT 20: Graphs, Charts, Tables

tStudent Number:

Period:

O

Semester:

... . Date:

,.

.,

D PC D -PC D PCA

-

1. Constructing and Interpreting Bar Graphs.

.

2. Constructing and Interpreting Line Graphs

3. Constructing and Interpreting Circle Graphs

4. Reading Sus and Other Time Tables

.

.

..

,

.

5. Reading Tax Tables .

.

c

6. Readilg and Interpreting Charts

.1114.

7. ',

r_

-

9..

.

.. . . -

10.

..

. '

M2PI Record, Skill 14

. .

.

e .

BEHAVIORS- S N

,

S N S N

1. Punctuality. . .

2. Attendance

.

00-

,--

.

3. Worming Relatiobship/Other Students

..

.

4. Use 6f Class Ti

0..

5: Working RelAtionship/Teacher, Aide.

6. Self-Discipline

. .

,

_

7. .

.

COMMENTS1

2/11/80:wp

Student's Name:

Teacher:.

I

ESEA TITLE I

Diagnostic Profile and Progrlss Record, 1980.81'

MATHEMATICS - UNIT 21: Simple Statistics

r

Student Number:

Period:4

Semester:

.

1.

,

Date: ..,

D PC D PC 0 PC.

What i, a statistic9\ 4

2. , .Computing an average.

.

.

s

3. Finding a mean

4. Finding a median4? .

5: Finding a mode

6.(use of graphs + charts for

Applications statistics) .

0 \ 40,

7. Probabilities

8.

9. . .

10.,

.

1.

0

BEHAVIORS S N S N S

Punctuality.

2. AttendanceN.

3. Working Relationship/Other Students;

4. Use of Class Time0

5. Working Relationship/Teacher, Aide

6. Self-Discipline

.

.

7. 1,(.

.

,I .

,

... (

COMMENTS

2/11/80:wp

.f

Student's Name;

110-

Teacher:

ESEA TITLE ,I

Diagnostic Profile and:Progress Record, 1980-81

MATHEMATICS - UNIT 22: Number Lines/Intro Algebra

Student Number:

Period: Semesttr:

' Date:

,

. t .

.

PC

.

PC D

-

PC.

i. Positive and negative ab.Ors // 4 N,

..

'Y. Adding on a numper.line -r

,.

,

3. Subtracting on a number line

...,

-

4.. Adding without a number line

'5. Subtracting without a number linet.,

- - ,.

6. Multiplying positive and negative numbers

7. Dividing positive and negative numbers .\

8. Translating sentences into equations\

.

9. Solving simple equations.

- ).

10.,.

BEHAVIOgS.

S N S

.

N S 0,

.

.

1. Punctuality.

.

2. Attendance

a.

.

3. Workinlelatj.onship/Other Students

._

.

4.. Use oftC lass Time,

!5. Working Relationship/Teacher, Aide

.

..

6. Self-Discipline

. .

7.

.. t

.

COMMENTS

0 ,

a

2/11/80:wp

v

INTERNAL MONITORING

Definition/Internal Monitoring

4tInternal monitoring is the process 'of verifying that the Title I program

is being implemented, as stated in the apprOved application and accordingto federal and state Title I Regulations. Internal monitors may include

the Title I monitor, other district and Title I staff:and parents.Internal monitoring is required by Title I regulations. During the1981-82 school year, internal monitoring will concentrate on theinstructional program as defined in the Title I Instructional Program

(4.0. in this manual).

Internal Monitoring Schedule

The District Title I Monitor and/or ttaff will conduct monitoring visitsto each district Title I site and to each N &D site during the school

year. -

Monitoring Reports

The Monitor will- prepare written reports for each Title I site,

summarizing the site's progress toward the completion ofithe'activitiesas described in the approved application. -These reports will besubmitted to the superintendent, site principal, Title I supervisor,

state.department of education, and others as needed:'"" -,.

The District Title I Monitqr will write special- reports when necessaryto document those areas- where, school's programs-are found to -be in

noncompliance with the approved application. Thesereports 4111document the nature of the non-complianqe, recommendations forcorrection; and the action taken to-correct the problem. The reports .

will be reviewed by the Title I Supervisor. Upon completion, the

'reports will be sent to the superidtendent,.curriculum director, federalprograms director, and the school prinEipal. The special report will

also be incorporated into the regular report outlined above.

f.

-,,...),

o

#

ot

4

N

* EXTERNAL MONITORING AND AUDITS

Maintenance of Title I Records4

A school district must maintain Title I.lecords for at least five years.

Records must be maintained in an orderly filing system for easy retrieval.

The local site is responsible for maintaining the following records:

1. Test) data used to identify Title'I eligible students

2. Copies of the-computer-class roll sheets of Title I and district

. teachers

3. Inventory list of Title- I equipment located at site

4. PAC membership and participation

S. Agendas and minutes of PAC, staff, and inservice meetings

The district Title I office is responsible formaintaining all other

records.

External Monitoring

An on-site monitoring visit by the staff of the state department

of education will roccur annually. The monitoring report will cite areas

of compliance and noncompliance. The areas to be reviewed include:

1. Needs Assessment

2. Fihancial 'Records '

3. Target School Selection4. Target Student Selection

Comparability

/I.: Parent Advisory Councils .

7. Equipment8. Materials and Supplies

9. Dissemination of Iformation

10. Non-public \School Pariicfpation

11. Evaluafion

12. Internal Monitoring

13. Inservice Training14.. Staff Assignments.

15. Supportive Services

The on-site monitoring is always scheduled in *advance.

Audit

Thee district's Title.

hired by`the Board of

abo\te.

project is audited annually by an external auditor

ducation. The areas to beNconsidered are listed