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Accelerating Students in Mathematics Bringing Students to Grade Level in a Standards-Based World

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Agenda Day 1 Overview, History, and the Need for Change Remediation, Differentiation, Intervention, and Acceleration Model for Acceleration – Part 1 Working on Part 1 Concept Trace Activities Grades 3-5 Working with Fractions Grades 6-8 Fractions-Decimals-Percents

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Agenda Day 2 Review and Reflect - Day 1 Model for Acceleration – Part 2 Working on Parts 1 & 2 Concept Trace Activities Grades Dimensional Figures Grades Representations of Algebra

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Overview, History, and the Need for Change

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Overview The four days of the workshop The mixed groups Using materials in a Standards-Based World How we reconcile the research and the need to cover the materials The need for a process (model)

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History NCLB Profiles 2004 Standards, Mapping and MCAs and MCA IIs 2004 Special Ed Reauthorization Response to Intervention Models

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Change Grade Level Accountability Discrepancy Model and Response-to- Intervention Living and Working in Both Worlds 25 years of Title 1

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Remediation, Differentiation, Intervention, and Acceleration

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Remediation What is remediation? How do we use remediation? Who needs remediation? Where does remediation fit?

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Differentiation What is differentiation? How do we use differentiation? Who needs differentiation? Where does differentiation fit?

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Intervention What is intervention? How do we use intervention? Who needs intervention? Where does intervention fit?

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Acceleration What is acceleration? How do we use acceleration? Who needs acceleration? Where does acceleration fit?

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Before You Sit Down We Need to have 3-5 & 6-8 Tables Rearrange to have that configuation. When your table is either 3-5 or 6-8 send one person up to get your folders.

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Model for Acceleration Part 1

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Model for Acceleration Develop Standards-based concept strands across grade levels Set priorities/determine core within strands and across strands Use materials to find lessons that address Standards Find lessons to fill holes Develop Assessments to identify student needs

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Model Part 1 Decide on a Strand (Number/Geometry [3-5] or Number/Algebra [6-8]) Choose a “End” Standard/Benchmark at your grade level Going back at least two years, find the Benchmarks at those grade levels that will lead to the “End” Standard Highlight all Benchmarks in the Trace with the same color Review the progression to make sure there are no holes

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Working on Part 1

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Agenda Day 2 Review and Reflect - Day 1 Model for Acceleration – Part 2 Working on Parts 1 & 2 Concept Trace Activities Grades Dimensional Figures Grades Representations of Algebra

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Review And Reflect

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Agenda Day 2 Review and Reflect - Day 1 Model for Acceleration – Part 2 Working on Parts 1 & 2 Concept Trace Activities Grades Dimensional Figures Grades Representations of Algebra

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Model for Acceleration Develop Standards/Benchmarek-based concept strands across grade levels Set priorities/determine core within strands and across strands Use materials to find lessons that address Standards Find lessons to fill holes Develop Assessments to identify student needs

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Model Part 1 Model – Part 1 Decide on a Strand (Number/Geometry [3-5] or Number/Algebra [6-8]) Choose a “End” Standard/Benchmark at your grade level Going back at least two years, find the Benchmarks at those grade levels that will lead to the “End” Standard Highlight all Benchmarks in the Trace with the same color Review the progression to make sure there are no holes

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Concept Traces 3-5 & 6-8 Number & Operation

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Model for Acceleration Part 2

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Model Part 2 Model – Part 2 Decide on a Strand (Number/Geometry [3-5] or Number/Algebra [6-8]) Using the 3-8 Mathematics Test Specs, prioritize the “End” Benchmarks based on the numbers and complexity of Test Items for the Standards Starting with the “End” Benchmark/Standard progression with the highest priority, match activities in the materials that match the Benchmark progression. Review the progression to make sure there are no holes

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Agenda Day 2 Agenda Review and Reflect - Day 1 Model for Acceleration – Part 2 Working on Parts 1 & 2 Concept Trace Activities Grades Dimensional Figures Grades Representations of Algebra

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Working On Parts 1 & 2

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Concept and Activity Traces 3-4 Geometry & 6-8 Algebra

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Next Steps Continue working on Concept and Activity Traces Share with your colleagues Talk in your building about how to make mathematics “fit” for all students

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