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

Presentation on theme: "Accelerating Students in Mathematics Bringing Students to Grade Level in a Standards-Based World."— Presentation transcript:

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

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

Agenda Day 2  Review and Reflect - Day 1  Model for Acceleration – Part 2  Working on Parts 1 & 2  Concept Trace Activities Grades 3-5 2-Dimensional Figures Grades 6-8 4 Representations of Algebra

Overview, History, and the Need for Change

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)

History  NCLB - 2000  Profiles  2004 Standards, Mapping and MCAs and MCA IIs  2004 Special Ed Reauthorization  Response to Intervention Models

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

Remediation, Differentiation, Intervention, and Acceleration

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

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

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

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

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.

Model for Acceleration Part 1

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

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

Working on Part 1

Agenda Day 2  Review and Reflect - Day 1  Model for Acceleration – Part 2  Working on Parts 1 & 2  Concept Trace Activities Grades 3-5 2-Dimensional Figures Grades 6-8 4 Representations of Algebra

Review And Reflect

Agenda Day 2  Review and Reflect - Day 1  Model for Acceleration – Part 2  Working on Parts 1 & 2  Concept Trace Activities Grades 3-5 2-Dimensional Figures Grades 6-8 4 Representations of Algebra

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

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

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

Model for Acceleration Part 2

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

Agenda Day 2 Agenda  Review and Reflect - Day 1  Model for Acceleration – Part 2  Working on Parts 1 & 2  Concept Trace Activities Grades 3-5 2-Dimensional Figures Grades 6-8 4 Representations of Algebra

Working On Parts 1 & 2

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

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