Accelerating Students in Mathematics Bringing Students to Grade
Accelerating Students in Mathematics Bringing Students to Grade Level a Standards-Based World in
Agenda Day 1 v Overview, History, and the Need for Change v Remediation, Differentiation, Intervention, and Acceleration v Model for Acceleration – Part 1 v Working on Part 1 v Concept Trace Activities Grades 3 -5 Working with Fractions Grades 6 -8 Fractions-Decimals-Percents
Agenda Day 2 v v 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 v The four days of the workshop v The mixed groups v Using materials in a Standards-Based World v How we reconcile the research and the need to cover the materials v The need for a process (model)
History v NCLB - 2000 v Profiles v 2004 Standards, Mapping and MCAs and MCA IIs v 2004 Special Ed Reauthorization v Response to Intervention Models
Change v Grade Level Accountability v Discrepancy Model and Response-to. Intervention v Living and Working in Both Worlds v 25 years of Title 1
Remediation, Differentiation, Intervention, and Acceleration
Remediation v v What is remediation? How do we use remediation? Who needs remediation? Where does remediation fit?
Differentiation v v What is differentiation? How do we use differentiation? Who needs differentiation? Where does differentiation fit?
Intervention v v What is intervention? How do we use intervention? Who needs intervention? Where does intervention fit?
Acceleration v v 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 v Rearrange to have that configuation. v 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 v Develop Standards-based concept strands across grade levels v Set priorities/determine core within strands and across strands v Use materials to find lessons that address Standards v Find lessons to fill holes v Develop Assessments to identify student needs
Model Part 1 v Decide on a Strand (Number/Geometry [3 -5] or Number/Algebra [6 -8]) v Choose a “End” Standard/Benchmark at your grade level v Going back at least two years, find the Benchmarks at those grade levels that will lead to the “End” Standard v Highlight all Benchmarks in the Trace with the same color v Review the progression to make sure there are
Working on Part 1
Agenda Day 2 v v 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 v v 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 v Develop Standards/Benchmarek-based concept strands across grade levels v Set priorities/determine core within strands and across strands v Use materials to find lessons that address Standards v Find lessons to fill holes v Develop Assessments to identify student
Model Part 1 Model – Part 1 v Decide on a Strand (Number/Geometry [3 -5] or Number/Algebra [6 -8]) v Choose a “End” Standard/Benchmark at your grade level v Going back at least two years, find the Benchmarks at those grade levels that will lead to the “End” Standard v Highlight all Benchmarks in the Trace with the same color v Review the progression to make sure there are
Concept Traces 3 -5 & 6 -8 Number & Operation
Model for Acceleration Part 2
Model Part 2 Model – Part 2 v Decide on a Strand (Number/Geometry [3 -5] or Number/Algebra [6 -8]) v Using the 3 -8 Mathematics Test Specs, prioritize the “End” Benchmarks based on the numbers and complexity of Test Items for the Standards v Starting with the “End” Benchmark/Standard progression with the highest priority, match activities in the materials that match the Benchmark progression. v Review the progression to make sure there are
Agenda Day 2 Agenda v v 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 v. Continue working on Concept and Activity Traces v Share with your colleagues v Talk in your building about how to make mathematics “fit” for all students
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