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

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

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

2 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

3 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

4 Overview, History, and the Need for Change

5 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)

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

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

8 Remediation, Differentiation, Intervention, and Acceleration

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

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

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

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

13 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.

14 Model for Acceleration Part 1

15 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

16 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

17 Working on Part 1

18 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

19 Review And Reflect

20 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

21 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

22 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

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

24 Model for Acceleration Part 2

25 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

26 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

27 Working On Parts 1 & 2

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

29 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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