Frequently Asked Questions about Math Expressions Elementary Math Program
|
|
- Simon Robertson
- 8 years ago
- Views:
Transcription
1 Purpose: The purpose of this document is to provide answers to the questions that have been asked over the course of selecting and adopting the Math Expressions for all elementary schools in the Boulder Valley School District. Statement: We believe that adopting one balanced program as the core instructional materials for all elementary school mathematics instruction will provide a firm and consistent foundation, with common language and strategies, for all of our students. Best instructional practices are supported by the best instructional materials. Rationale: The Math Expressions materials were found to be the most accurately aligned to the new standards at the precise grade level indicated in the standards documents, without excessive extraneous materials. The materials include not only the content standards but the Standards for Mathematical Practices 1 as well. In particular, the materials embrace the intent of the new standards - rigor through deeper understanding and problem-solving. This program supports many of the instructional best practices already in place in BVSD, including classroom discourse (or math talks ) in each lesson, modeling and developing mental math skills. Additionally, the program supplies students, teachers and parents with robust and appropriate online and print support materials. Overall, this is a balanced, coherent and rigorous program. Frequently Asked Questions: These questions are answered with a combination of research, feedback from teachers, committee and community members, and statements from district leadership or the publisher. I. What about the program did the committee and community like? (Statements are from public review and committee feedback. Redundancies are excluded.) Standards Alignment This program aligns with the common core and the spiral is nice to have so we know the student will revisit the content at a higher level later I can tell that Math Expressions was written to match the Common Core topics. It has the concept of fewer down. It does follow a spiral concept and it isn't as overwhelming as Everyday Math. Matches common core better than other programs. This program provides a basic instructional sequence for teaching the standards. The materials seem easy to follow and cover exactly what is in the standards so teachers/the district would not need to adjust instruction or fill in gaps. Expanded amount of time on patterning. Strong number sense No extraneous material beyond the CCSS which is good for most K-5 teachers. Systematic and explicit. Consistent representations across grade levels. Fact fluency up front. Connection to algebra Goes beyond CCSS 4 th grade multi-digit multiplication is taught exceptionally well
2 Student Engagement There are many games and activities. Creates a learning community. Hands-on approach Inquiry based and kids engaged Problem-solving and conceptual understanding Primary lessons very engaging and kids are way ahead Math Expression has students explain their answers, which is useful when doing the TCAP. Units go deep. Puzzled Penguin makes students think and express their thoughts. Quality Instructional Design Math talks throughout Multiple ways to think and solve problems Has been developed, revised and field tested (need to select a series of this nature) has shown success in St. Vrain and Brighton. Teacher and district feedback was very positive. Math (which seems to try to do it all). Linear, organized approach; Excellent teacher's guide; Lessons taught sequentially with opportunities for review; Hard cover student text available children to actually learn that unit. Rigor Positive feedback from St. Vrain Homework practice and remembering Layout easy to follow This program is laid out in a user friendly style. Math Expressions is very easy to read and simple to get through. Organized by big ideas, math talk and drawings. Resources for multiple assessments -- e.g. formative, quick checks, fluency checks, on-line summatives. I like the BIG IDEA vocab I like the multiple strategies model I like the more in-depth instruction, rather than spiraling as in Everyday I love the inquiry-based model and use of constructivist dialogues. I enjoy the use and fluency of multiple strategies, waiting to introduce the standard algorithm model until 4th and 5th grades. Inquiry based Uses multiple strategies guiding towards algorithms 100 lessons of the year offers the opportunity to spend more time when needed. There are metric only exercises. Only using one unit at a time allows Focus on pictorial models with a progression to the algorithm Good for building consistent strategies for number sense Easier for new teachers to use Spiral review in homework Good problem solving base throughout Bridges concrete to abstract My staff loved the math talk aspect Based on high level research from Karen Fuson
3 Organization of materials with learning progression and easily accessed differentiated instruction It has a component for differentiated instruction. RTI recommendations provided in Tier 1,2,3 books There is homework that connects to each lesson Supports all students learning which makes the homework correlate to the lesson effectively. The objectives and goals are defined as well as when to teach on the white board or have students practice. There are hands-on activities and many practice pages. Technology Offers specific activities for intervention, on level and challenge work. Student handbook with lesson modifications/accommodat ions There are good technology resources. instructional online lesson designs. Math Expression has some very neat and clean Online resources were fun and engaging for kids. Language Support Supports new CELPs by WIDA (Reading, Writing, Listening, Speaking) with activities that require students to share their thinking with a partner, small group or whole group during the summarization part of each Investigation (activity). (Speaking/ Listening) Students are often required to create posters and present their solutions (Speaking). And a list of writing prompts is included after each investigation so that students have the opportunity to express their understanding through writing.(writing) Language support in Glossaries Creates more conversations led by students in the classroom. The book seems easy to read and follow. There are math writing prompts for each lesson which would incorporate writing into the math lessons. There are accommodations for ELL students in each lesson. It has trade literature books with math connections that come with the program. I like the ELL focus and use of more numerical ways of representing thinking strategies. Available in Spanish. Has supports for Ells Good integration of Spanish language materials. This program seems very simple and easy to follow for ELL students.
4 Parent Support Updated parent support/student online resources Student homework help is available online II. What research supports this style of learning and instruction? How the Brain Learns Math by David A. Sousa: Seems easy to follow Provides letters in Spanish to parents. The goal of learning is not just to acquire knowledge but to be able to use that knowledge in a variety of different settings that students see as relevant. To do this, students need a deeper understanding of the concepts involved in learning. (pg. 55) Beneath the Tip of the Iceberg: Using Representations to Support Student Understanding., by David Webb, Nina Boswinkel and Truss Drekker. (pg. 111). students need to experience a broad range of mathematical models to make sense of formal mathematical representations (i.e., the tip of the iceberg.) Teaching Children who Struggle with Mathematics by Helene J. Sherman, Chapter 1, pg. 3. Mathematics instruction must provide many opportunities for concept building, relevant challenging questions, problem solving, reasoning, and connections within the curriculum and real-world situations. Students who are taught in a way that relies too heavily on rote memorization isolated from meaning have difficulty recognizing and retaining math concepts and generalizations. Teaching Children who Struggle with Mathematics by Helene J. Sherman, Chapter 9, pg Group efforts can be less threatening to students than working individually. Problem solving ability is enhanced when students share opportunities to solve problems themselves and see problems being solved. (NRC, 2001, p. 420). Classroom Discussions Using math talk to help students learn by Suzanne H. Chapin, Chapter 1, pages 6-7. Classroom dialogue may provide direct access to ideas, relationships among those ideas, strategies, procedures, facts, mathematical history, and more. Classroom dialogue also supports student learning indirectly through the building of a social environment a community-- that encourages learning.
5 III. I have heard that Math Expressions will not be rigorous enough for my child. Is this true? Jennifer Barr, the Coordinator for Advanced Learning Services, and I agree that curriculum materials are resources for teachers and are not intended to provide all of the unique learning opportunities that diverse student needs demand. Skilled instructors must assess learners' readiness, interests and learning styles and then adjust the content, process, product and learning environment to meet students where they are and take them further. In the BVSD, we do not have a different curriculum for gifted learners. We expect general educators to respond to the needs of gifted learners by adjusting depth, pace and complexity. The committee felt that Math Expressions offered resources to facilitate the adjustment of instruction for the needs of gifted learners. Among other things, Math Expressions provides differentiated instruction labeled "Intervention", "On Level" and "Challenge", differentiated writing prompts and formative assessment for each lesson. Additionally the integration of the Standards for Mathematical Practice not only meets requirements for alignment to the standards, but also provides depth and rigor. There is no one perfect program, but after thoroughly examining six programs, the committee overwhelming selected Math Expressions as the one that was best aligned to the new standards, offered the best instructional support for students and provided the structure and consistency that our district needs. The feedback from St. Vrain teachers provided appropriate feedback about rigor, flexibility and results. IV. How will a program like this benefit all of our population? Math Expressions is a rich program that fully incorporates the Standards for Mathematical Practice and benefits all students with hands-on, real-life situations from which they can make sense and connect to the concept being taught. The quantity and richness of the instructional materials for TAG, ELL, struggling readers and every other student was prominent in the considerations of all of the materials. The committee considered these concerns in numerous places throughout the evaluation and it factored into a major part of our discussions on days three, four and five of the committee process. In fact, the process was extended by a day to allow committee members to further delve into the programs more thoroughly to accurately evaluate which program best met the needs of every student. The committee was extremely thoughtful about this. On our final day, representatives from the publishers were brought in to clarify, illustrate and answer final questions about this very concern. Specifically, Math Expressions was selected because it did provide the best resources to support all teachers in meeting the needs of all students in all classes. For addressing the needs of English Language Learners and struggling readers, Math Expressions offers: extensive visuals and hands-on resources, tips for supporting English Language Learners through instruction in teacher's manuals, Spanish translations of materials, including parent letters there is not excessive text yet there is enough text that the development of mathematical language skills is thorough instructional supports provided for teachers indicate how to tailor instruction for beginning, intermediate and advanced levels of ELL literacy connections,
6 differentiated writing prompts for each lesson Math Talks integrated into each lesson vocabulary scaffolding: introduction to vocabulary with suggestions for activities to use for instruction, teaching notes regarding vocabulary; graphic organizers; progression for vocabulary The committee felt that Math In Focus, while designed for use in Singapore with English instruction appeared to be more ELL friendly, it did not provide the balanced approach to learning both the numbers and the language of mathematics. Math Expressions provided a more balanced approach to all of the components of learning math in a systematic way. V. Is there enough repetition for practice and mastery of skills? We are used to seeing significant numbers of drill and practice problems in our math books. Will our students be ready for middle and high school? Math Expressions has a well-blended emphasis on fluency and application. We believe our students will be more prepared than ever to succeed in the Connected Math at the middle school and proceed on to the rigorous high school courses we offer in BVSD. In How the Brain Learns Math, David A. Sousa (Chapter 5, page 127) asserts to Limit the amount of material to practice. Practice should be limited to the smallest amount of material or skill that has the most relevancy for the students. This allows for sense and meaning to be consolidated as the learner uses the new learning. Remember that most preadolescents can deal with only about five items in working memory at one time. VI. Will our students need to be retaught in traditional algorithms before they can succeed in higher mathematics? Will our students receive a strong foundation in math for middle, high school and college? The CCSS are intended to provide students with depth of mathematical concepts rather than breadth. According to Phil Daro, college readiness means having a deeper understanding of core content. Through exploration and modeling of math, students are provided with the needed avenue to grasp the underlying reasons for how numbers are related. In his Colorado Council of Teachers of Mathematics 2011 Keynote speech, Phil Daro said, Correct answers are essential, but they re part of the process, they re not the product. The product is the math the kids will walk away with in their heads. MX is written to match the CCSS which are based in a mastery learning philosophy. Because the CCSS have identified a limited number of topics at each grade level, this will provide students the opportunity to achieve fluency with these concepts (Implementing a Common Core Curriculum, pg. 7). The over-arching goal of math in this district is to help students develop mathematical knowledge, conceptual understanding, and procedural skills, along with an awareness of the rich connections between math topics across grades and across content areas. Kim Bunning and David Webb, at the University of Colorado at Boulder have stated repeatedly in their
7 work with BVSD teachers that higher education is looking for students who have fluency in skills and the foundational understanding and the ability to apply the concepts that they know. How the Brain Learns Mathematics by David Sousa, Chapter 3, page 57. When students attempt to carry out simple arithmetic computations using memorized facts, they often jump to conclusions without considering the relevant conditions of the problem. They become so skilled at the mechanics of computation that they arrive at answers that do not make sense. Research Support: Teaching with the Brain in Mind, by Eric Jensen, Chapter 10, pages Teachers who continue to emphasize one-sided lecture methods are violating an important principle of our brains. Essentially we are social beings and our brains grow in a social environment. Because we often forge meaning through socializing, the whole role of student-to-student discussion is vastly underused. When used properly, cooperative learning is highly brain compatible. Talking, sharing and discussing are critical; we are biologically wired for language and communicating with one another. Math Expressions has a balanced approach to fluency and application. We anticipate that students will emerge from our K-5 instruction with an even better number sense, fact fluency and conceptual understanding mix. VII. What is available to help parents support students at home? On-line support is available for parents and students. Parents will have access to videos that will support the introduction and summary of each lesson as well as specific examples. Buildings may provide information during conferences, Back-to-School Night, or may provide a Math Night as a means of providing further information. VIII. How will we ensure that the district s teachers have good foundation themselves for teaching in this manner? How can we collaborate to make sure we re implementing this well? In addition to the partnership with the program publisher, BVSD has developed an extensive professional development plan to ensure smooth and effective implementation and on-going support, including multiple opportunities for teacher collaboration and opportunities for teachers to explore content as a means for expanding their own understanding of concepts and best practices. BVSD has a PD plan for initial and on-going training provided by the district math department with support from Houghton Mifflin Harcourt publishers. This plan will also provide time for teacher collaboration. In addition, entire district focus days will be scheduled and the Elementary Math Specialist will be available to work with buildings and teachers on an as needed basis. IX. How will it be guaranteed that the program is being implemented with fidelity? Through professional development, teacher observation and collaboration time, district-level support and peerto-peer accountability, the implementation of Math Expressions will be done with fidelity and consistency.
8 X. Why didn t we pilot Math Expressions? Math Expressions is not a new program, both St. Vrain and Brighton have used it (Brighton since 2006) and have had excellent results with it. We did not pilot it because it was the committee who determined that they wanted to look at it - and that was in May XI. I have heard that students will no longer be accelerated in mathematics, even if they know all of the materials. Is this true? What will BVSD be doing to support these students? The changes in the standards will increase the level of challenge for every student. This transition will be one that requires individualization and special attention to an individual student s needs. For students who are talented, gifted, advanced or accelerated in their skills in mathematics, we are asking teachers to carefully assess the student s ability to not only demonstrate skills fluency, but also to ensure that the student has a full mastery (85% or higher) of the application of the skills. In the past, a student could be accelerated to the next grade level by demonstrating excellent skills fluency only. This is no longer sufficient the new standards call for deep understanding and ability to apply the skills in context. For this reason, we advise teachers, administrators and parents to use caution when considering acceleration of a student by skipping an entire grade level of material. We invite you to study the curriculum for the 5 th and 6 th grade mathematics courses to better understand the importance of the standards learned in these years. While we do anticipate that more students will accelerate in middle school, this does not limit the number of students who can or will accelerate. In fact, we believe that this will give more opportunities for students to accelerate as we will be able to identify students earlier and offer more opportunities for students to accelerate in middle school through the compacted courses M30 and M24. We will still have students who accelerate early in elementary and continue to coursework in Calculus 3 as seniors. As always, we will have individual students who follow a path that meets their specific needs and not a general path. Ask your school if they offer 6 th grade mathematics and how they will meet the needs of students who are ready for 6 th grade math in elementary school. Schools are asked to use a body of evidence collected throughout a student s mathematics career to help guide their recommendations for additional support or acceleration. The BVSD Universal K-5 Mathematics screeners, the Middle School Math Transition Assessment and the Algebra Readiness Assessment are three key tools that schools can use to collect evidence of student learning.
Math Program Selection. Board of Education March 12, 2014
Math Program Selection Board of Education March 12, 2014 Why a Math Program? Math Shifts- Focus, Coherence, Rigor, Deep Understanding, Application, Dual Intensity Will provide consistency and common teaching
More informationMastery approaches to mathematics and the new national curriculum
October 2014 Mastery approaches to mathematics and the new national curriculum Mastery in high performing countries The content and principles underpinning the 2014 mathematics curriculum reflect those
More informationMaster the Common Core State Standards for Math!
Program Overview RTI Grades K 5 Master the Common Core State Standards for Math! Aligned to the ommon Core STATE STANDARDS Built on Common Core Topic Progressions Designed to help K 5 students master the
More informationGVCS Recommended K-8 Math Programs August 2015
GVCS Recommended K-8 Math Programs August 2015 The following math curriculum recommendations have been carefully chosen by the GVCS Common Core Committee. They are suited for a variety of teaching and
More informationKey Principles for ELL Instruction (v6)
Key Principles for ELL Instruction (v6) The Common Core State Standards (CCSS) in English Language Arts and Mathematics as well as the soon-to-be released Next Generation Science Standards (NGSS) require
More information(Advanced Preparation)
1 NCTM CAEP Standards (2012) Elementary Mathematics Specialist (Advanced Preparation) Standard 1: Content Knowledge Effective elementary mathematics specialists demonstrate and apply knowledge of major
More informationKaren Fuson, Pam Richards, and Robyn Seifert
The Math Expressions Mastery Learning Loop Keeping All Students on the Grade-Level Learning Path by Giving More Time and Support to In-Class Periodic Interventions and Out-of-Class Tier 2 & Tier 3 Follow
More informationMath Materials Review Committee Reports For Houghton Mifflin Go Math SBCUSD 2014-15 For Internal Use Only
Math Materials Review Committee Reports For Houghton Mifflin Go Math SBCUSD 2014-15 For Internal Use Only Kindergarten Houghton Mifflin Go Math Textbook Review 2014-2015 Publisher: Houghton Mifflin Go
More informationOur research-based knowledge about good math. What Does Good Math Instruction Look Like?
research report What Does Good Math Instruction Look Like? Nancy Protheroe It involves good teachers, an effective math environment, and a curriculum that is more than a mile wide and an inch deep. Our
More informationMasters of Education Degree with a specialization in Elementary Mathematics
Masters of Education Degree with a specialization in Elementary Mathematics Program Proposal School of Professional and Continuing Studies Northeastern University February 2008 Revised 2/18/2008 Revised
More informationMathematics Curriculum Guide Precalculus 2015-16. Page 1 of 12
Mathematics Curriculum Guide Precalculus 2015-16 Page 1 of 12 Paramount Unified School District High School Math Curriculum Guides 2015 16 In 2015 16, PUSD will continue to implement the Standards by providing
More informationClassroom Impact Analysis Report #2
Classroom Impact Analysis Report #2 School: Key Strategy: Mooberry Elementary School Focused and Integrated ELD Enrollment 482 Poverty >95% ELL 46% Students with Disabilities 9% Historical Performance
More informationSection Two: Ohio Standards for the Teaching Profession
12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how
More information2 Mathematics Curriculum
New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic E: Model Numbers Within 1000 with Place Value Disks 2.NBT.A Focus Standard: 2.NBT.A Understand place value. Instructional
More informationHigh School Mathematics Pathways: Helping Schools and Districts Make an Informed Decision about High School Mathematics
High School Mathematics Pathways: Helping Schools and Districts Make an Informed Decision about High School Mathematics Defining the Two Pathways For the purposes of planning for high school curriculum,
More informationHow To Improve Education Planning In Dekalb County Schools
I. Executive Summary At the request of Superintendent Cheryl Atkinson, Education Planners, LLC (Ed Planners) conducted an evaluation of the curricula-based programs and professional development currently
More informationNW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM
NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM 1 *For specific online course requirements, please refer to the attached course handout entitled Comprehensive Online Teacher Induction Program and Alternative
More informationLos Angeles Unified School District Office of Curriculum, Instruction, and School Support 2014-2015 Elementary Curriculum Maps Grade 4
Los Angeles Unified School District Office of Curriculum, Instruction, and School Support 2014-2015 Elementary Curriculum Maps Grade 4 Introduction to the Document: Welcome to the Los Angeles Unified School
More informationStandards: What does it mean to Community College Faculty? General Overview & Panel Discussion. OhioMATYC April 12, 2013
The Common Core State Standards: What does it mean to Community College Faculty? General Overview & Panel Discussion OhioMATYC April 12, 2013 Ohio s Readiness for College and Careers Definition High school
More informationColorado Academic Standards-Aligned Assessments
Parents Guide to New Assessments IN COLORADO Colorado adopted new academic standards in 2009 and 2010 in all subject areas. Known as the Colorado Academic Standards (CAS), these standards include the Common
More informationKansas Multi-Tier System of Support
Kansas Multi-Tier System of Support MTSS is a coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring
More informationGRADE 6 MATH: SHARE MY CANDY
GRADE 6 MATH: SHARE MY CANDY UNIT OVERVIEW The length of this unit is approximately 2-3 weeks. Students will develop an understanding of dividing fractions by fractions by building upon the conceptual
More informationTOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
More informationEffectiveness of Direct Strategy Instruction through SIOP
Effectiveness of Direct Strategy Instruction through SIOP What s the problem? SINI school for 2 subgroups: Students with disabilities (SWD) and English Language Learners (ELL) Strategies that work with
More informationRUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE STATISTICS AND PROBABILITY
RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE STATISTICS AND PROBABILITY I. INTRODUCTION According to the Common Core Standards (2010), Decisions or predictions are often based on data numbers
More informationTeacher Rubric with Suggested Teacher and Student Look-fors
Teacher Rubric with Suggested Teacher and Student Look-fors This document is intended to inform school communities in recognizing the performance levels for key elements defined in the Teacher Rubric and
More informationGeorgia s New Tests. Language arts assessments will demonstrate: Math assessments will demonstrate: Types of assessments
Parents Guide to New Tests in Georgia In 2010, Georgia adopted the Common Core State Standards (CCSS) in English language arts and mathematics and incorporated them into the existing Georgia Performance
More informationCurriculum Development, Revision, and Evaluation Processes
Curriculum Development, Revision, and Evaluation Processes Connections Education has substantial resources for curriculum development and instructional support. The company s team of talented, experienced
More informationExecutive Summary Principles and Standards for School Mathematics
Executive Summary Principles and Standards for School Mathematics Overview We live in a time of extraordinary and accelerating change. New knowledge, tools, and ways of doing and communicating mathematics
More informationFRAMEWORK FOR EFFECTIVE TEACHING. Newark Public Schools Teacher Performance Evaluation
FRAMEWORK FOR EFFECTIVE TEACHING Newark Public Schools Teacher Performance Evaluation A GUIDEBOOK FOR TEACHERS & ADMINISTRATORS 2014-2015 TABLE OF CONTENTS Letter from the Superintendent... iii Introduction...
More informationWhat are the Common Core Standards on
Parents Guide to New English Language Arts and Math Assessments in Utah In 2010, Utah began implementing the Common Core State Standards (CCSS), which were customized to our state s specific needs and
More informationCALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)
CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple
More informationINCREASE YOUR KNOWLEDGE
2014 COURSE CATALOG for K 12 Educators INCREASE YOUR KNOWLEDGE AND DISCOVER BEST-PRACTICE METHODS FOR... Differentiated Instruction Classroom Management Assessment Literacy Strategies STEM Education IMPLEMENT
More information2015-2016 Instructional Management Plan
Greenwood Public School District Dr. Montrell Greene, Superintendent Dr. June Leigh, Director of Curriculum 2015-2016 Instructional Management Plan Greenwood Public School District Academic Education Department
More informationAssessments in Alabama
Parents Guide to NEW Assessments in Alabama In November 2010, Alabama adopted the Common Core State Standards (CCSS) along with selected Alabama standards. The combined standards are known as the College-
More informationA Guide to Curriculum Development: Purposes, Practices, Procedures
A Guide to Curriculum Development: Purposes, Practices, Procedures The purpose of this guide is to provide some general instructions to school districts as staff begin to develop or revise their curriculum
More informationThis lesson introduces students to decimals.
NATIONAL MATH + SCIENCE INITIATIVE Elementary Math Introduction to Decimals LEVEL Grade Five OBJECTIVES Students will compare fractions to decimals. explore and build decimal models. MATERIALS AND RESOURCES
More informationPreparing DC s Students to Be College and Career Ready
Preparing DC s Students to Be College and Career Ready Introductions Welcome to the 2012 Parent Summit Heidi Beeman, ELA Assessment Specialist heidi.beeman@dc.gov John Neral, Math Assessment Specialist
More informationHelping English Language Learners Understand Content Area Texts
Helping English Language Learners Understand Content Area Texts English language learners (ELLs) experience intense problems in content area learning because they have not yet acquired the language proficiency
More informationTalent Development Secondary Assessment, Curriculum, and Instruction Blueprint Practices to Support a Culture of Success
Talent Development Secondary Assessment, Curriculum, and Instruction Blueprint Practices to Support a Culture of Success The Blueprint: The Blueprint targets curriculum, instruction and assessment as key
More informationHelp! My Student Doesn t Speak English. 10 Tips To Help Your English Language Learners Succeed Today
Help! My Student Doesn t Speak English. 10 Tips To Help Your English Language Learners Succeed Today 1. Use your test data. Examine the teacher reports for each student who has been assessed with the Assessing
More informationAssessments in Florida
Parents Guide to new Assessments in Florida In 2010, Florida adopted the new world-class Common Core State Standards (CCSS), which Florida customized to meet the state s needs and which now inform the
More informationProgram Overview. Introduction. Program Components and Philosophy. Program Philosophy
Program Overview Introduction This guide explains how to use Vocabulary Their Way : Words and Strategies for Academic Success to help students in middle grades meet the rigors of the Common Core State
More informationCreative Core Curriculum for Mathematics with STEM Literacy and Arts Grades K-8
Creative Core Curriculum for Mathematics with STEM Literacy and Arts Grades K-8 Fully aligned to the Common Core State Standards for Mathematics and partners present A Mathematics Project Based Toolbox
More informationI. Students succeed because teachers plan with individual learning results in mind.
A. Students understand daily, weekly and unit learning goals and objectives. 1. The teacher designs and shares daily learning objectives for student reference. 2. Instructional strategies and learning
More informationPrinciples to Actions
Principles to Actions Executive Summary In 1989 the National Council of Teachers of Mathematics (NCTM) launched the standards-based education movement in North America with the release of Curriculum and
More informationSaxon Homeschool Math Scope and Sequence
hmhco.com Saxon Homeschool Math Scope and Sequence Saxon Philosophy The unique structure of Saxon Math promotes student success through the proven educational practices of incremental development and continual
More informationWhat Is Singapore Math?
What Is Singapore Math? You may be wondering what Singapore Math is all about, and with good reason. This is a totally new kind of math for you and your child. What you may not know is that Singapore has
More informationYOUNG FIVES PROGRAM 2009-2012 THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT. Palo Alto Unified School District
YOUNG FIVES PROGRAM THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT 2009-2012 Palo Alto Unified School District DISTRICT GOAL: Create an exceptional learning environment that engages, challenges, and supports
More informationCCSS-Aligned Assessments
Parents Guide to New Assessments IN New Jersey In June 2010, New Jersey adopted the Common Core State Standards (CCSS). The CCSS provide a consistent, clear understanding of what students are expected
More informationAssessments in Ohio. To date, more than 45 states and the District of Columbia have adopted the CCSS.
Parents Guide to new Assessments in Ohio In June 2010, Ohio adopted the Common Core State Standards (CCSS). CCSS provide a consistent, clear understanding of what students are expected to learn in English
More informationTechnical Assistance Paper
Pam Stewart Commissioner of Education DPS: 2014-94 Date: August 1, 2014 Technical Assistance Paper What s Special about Special Education? Specially Designed Instruction for Students with Disabilities
More informationPERSPECTIVES ON SPECIAL EDUCATION: EDU 210 Bryn Mawr and Haverford Colleges FALL 2010-2011
PERSPECTIVES ON SPECIAL EDUCATION: EDU 210 Bryn Mawr and Haverford Colleges FALL 2010-2011 INSTRUCTOR: Debbie Flaks CLASS MEETING TIMES: Monday 7:30 10:00pm OFFICE HOURS: To be individually scheduled CELL
More informationBasic Skills Teachers Intervention Specialists & Instructional Assistants Support Services Handbook 2013-2014 Audubon Public Schools
Basic Skills Teachers Intervention Specialists & Instructional Assistants Support Services Handbook 2013-2014 Audubon Public Schools Rationale A plan is in place for the 2013-14 school year to continue
More informationNEW JERSEY DEPARTMENT OF EDUCATION STANDARDS REVISION EXECUTIVE SUMMARY
NEW JERSEY DEPARTMENT OF EDUCATION STANDARDS REVISION EXECUTIVE SUMMARY In May 2015, Governor Chris Christie called on the New Jersey Department of Education to review the English Language Arts and mathematics
More informationAND LEARNING 21st Century Teaching and Learning
21ST CENTURY TEACHING AND LEARNING 21st Century Teaching and Learning Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Master of Science in Education with a major in 21st Century
More informationProgram Overview. Before you begin, make sure you have registered for a SuccessNet Plus teacher account.
Program Overview Introduction This guide explores the digits Texas middle school math program. It also explores MATHdashboard the online teacher s portal where you can log in to your SuccessNet Plus account
More informationThe Effective Mathematics Classroom
What does the research say about teaching and learning mathematics? Structure teaching of mathematical concepts and skills around problems to be solved (Checkly, 1997; Wood & Sellars, 1996; Wood & Sellars,
More informationAssessments in Arizona
Parents Guide to new Assessments in Arizona In June 2010, Arizona adopted the Common Core State Standards (CCSS) which were customized to meet the needs of our state and released as the Arizona Common
More informationREVERE PUBLIC SCHOOLS
Theme 1 Student Learning/Curriculum and Instruction High expectations are at the heart of the vision for all students in the Revere Public Schools. By embracing the Massachusetts Curriculum Frameworks,
More informationMILLIKIN TEACHING STANDARDS
MILLIKIN TEACHING STANDARDS Millikin Teaching Standards are correlated to and modifications of Illinois Professional Teaching Standards. Modifications reflect Millikin s mission and the education unit
More informationComments About the Programs Reviewed
Comments About the Programs Reviewed During the review of each of the programs, reviewers were asked to make comments about perceived strengths and weaknesses of the programs and to elaborate on items
More informationStandards of Quality and Effectiveness for Professional Teacher Preparation Programs APPENDIX A
APPENDIX A Teaching Performance Expectations A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Background Information: TPE 1. TPE 1 is
More informationBlended Instructional Design
Blended Instructional Design Introduction Before We Get Started This guide explains how to teach lesson with Prentice Hall Algebra 1, Geometry, and Algebra 2 the new Prentice Hall High School Math series.
More informationGlobal engagement. An International Baccalaureate education for all
Learning stories Language and learning Inclusive education Global engagement Multiple programme schools Learning stories from the IB continuum share examples of good practice from IB World Schools in order
More informationMONTGOMERY COUNT Y PUBLIC SCHOOLS MATHEMATICS. PROGR AM for Grades K 12 UNDERSTANDING COMPUTING APPLYING REASONING ENGAGING ROCKVILLE, MARYLAND
MONTGOMERY COUNT Y PUBLIC SCHOOLS MATHEMATICS PROGR AM for Grades K 12 UNDERSTANDING COMPUTING APPLYING REASONING ENGAGING ROCKVILLE, MARYLAND Board of Education Mr. Christopher S. Barclay President Mr.
More informationUnit 1: Family Letter
Name Date Time HOME LINK Unit 1: Family Letter Introduction to Third Grade Everyday Mathematics Welcome to Third Grade Everyday Mathematics. It is part of an elementary school mathematics curriculum developed
More informationVISUAL ALGEBRA FOR COLLEGE STUDENTS. Laurie J. Burton Western Oregon University
VISUAL ALGEBRA FOR COLLEGE STUDENTS Laurie J. Burton Western Oregon University VISUAL ALGEBRA FOR COLLEGE STUDENTS TABLE OF CONTENTS Welcome and Introduction 1 Chapter 1: INTEGERS AND INTEGER OPERATIONS
More informationAdult Education Online Professional Development Series. Give your instructors the tools to lead adult learners to success.
Adult Education Online Professional Development Series Give your instructors the tools to lead adult learners to success. 1 Empower your diverse educators and their diverse learners. Adult educators have
More informationBest Practices for Online Courses. 100 Quality Indicators for Online Course Design
Best Practices for Online Courses 100 Quality Indicators for Online Course Design The following criteria are meant to act as guidelines for the course development process. Some of these guidelines would
More informationCorrelation Map of LEARNING-FOCUSED to Marzano s Evaluation Model
Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model LEARNING-FOCUSED provides schools and districts with the best solutions
More informationK-12 SCIENCE CURRICULUM
K-12 SCIENCE CURRICULUM THE LEADER IN PREK-12 STEM EDUCATION. Accelerate Learning did not become the leader in PreK-12 STEM education overnight STEMscopes, our PreK-12 STEM solution, has been teachers
More informationWoodbury City Public Schools. January Curriculum Presentation to the Board. New Initiatives for 2015-16 School Year
Woodbury City Public Schools January Curriculum Presentation to the Board New Initiatives for 2015-16 School Year Elementary Grades Continuation of the Elementary English Language Arts Initiative 2015-16
More informationMeeting the Needs of Visual-Spatial Learners
Meeting the Needs of Visual-Spatial Learners Component 13 of the Competencies Collaboration SEVA Council of Gifted Administrators Table of Contents 1. Characteristics and strengths of visual spatial learners
More informationBeacon s Education Program:
Beacon s Education Program: Why it works 2101 Livingston Street Oakland, CA 94606 510.436.4466 beaconday.org Part One: Curriculum Spirals Beacon s Education Program is based upon a system which we call
More informationWhat Research Tells Us about Effective Instruction for English Language Learners
What Research Tells Us about Effective Instruction for English Language Learners Theresa Deussen Senior Program Director What are the challenges? English + everything else at the same time Cultural differences
More informationAlignment Guide Supplemental Educational Services Featuring ReadAbout
Alignment Guide Supplemental Educational Services Featuring ReadAbout The following chart details how ReadAbout can support the development of a Supplemental Educational Services (SES) program. The criteria
More informationHow To Write A Checkbook
ThisPersonal checking account lesson is designed to be for grades 9-12 Financial Literacy classes. Financial Literacy is a state graduation requirement. 1 GOALS AND OBJECTIVES: The objective of this lesson
More informationTeacher Evaluation. Missouri s Educator Evaluation System
Teacher Evaluation Missouri s Educator Evaluation System Teacher Evaluation Protocol Introduction Missouri s Educator Evaluation System was created and refined by hundreds of educators across the state.
More information4/12/15. Goals for this Session. What the Research Says. Math Vocabulary Instructional Strategies
Math Vocabulary Instructional Strategies April 13, 2015 Jane Osborne Kim Yasui Goals for this Session You will understand: Characteristics of effective vocabulary instruction Process for direct instruction
More informationMathematics Policy Bordesley Green Primary
Aims Mathematics Policy Bordesley Green Primary The national curriculum and EYFS for mathematics aims to ensure that all pupils: Become fluent in the fundamentals of mathematics, including the varied and
More informationWiggleWorks Aligns to Title I, Part A
WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement
More informationTAS Instructional Program Design/ Scientifically-based Instructional Strategies 2012-2013
TAS Instructional Program Design/ Scientifically-based Instructional Strategies 2012-2013 Use effective methods and instructional strategies that are based on scientifically based research that strengthens
More informationisummer : Learning On-The-Go Technology Enrichment Programs
Achieve 3000 Audience: Students Grades 2-12 Contact Information: customer support team. 877.235.2525 from 7:30 am to 10:30pm ET or email support@achieve3000.com AchieveSummer provides students with a program
More informationLANG 557 Capstone Paper . Purpose: Format: Content: introduction view of language
Masters of Science in Curriculum & Instruction Special Education Emphasis Alignment of Summative Assessments to InTASC Standards The Courses in the TESL Emphasis are aligned to MN Board of Teaching Standards
More informationE- Learning Software and Online Learning Products
E- Learning Software and Online Learning Products The E- Learning Software and Online Learning Products glossary provides an overview of e- learning software and online learning products some used by TDRPN
More informationParents Guide to New English Language Arts and Mathematics
Parents Guide to New English Language Arts and Mathematics Assessments in New Hampshire In July 2010, New Hampshire adopted the Common Core State Standards (CCSS). In New Hampshire, the CCSS, as well as
More informationCOURSE TITLE. Computer Programming 1 LENGTH. One Semester Grades 9-12 DEPARTMENT. Computer Department Barbara O Donnell, Supervisor SCHOOL
COURSE TITLE Computer Programming 1 LENGTH One Semester Grades 9-12 DEPARTMENT Computer Department Barbara O Donnell, Supervisor SCHOOL Rutherford High School DATE Spring 2015 Computer Programming 1 Page
More informationSchool of Education MASTER OF ARTS IN TEACHING. Master of Arts in Teaching
School of Education MASTER OF ARTS IN TEACHING Master of Arts in Teaching 2012-2014 The Master of Arts in Teaching Program The Master of Arts in Teaching program is designed for: 1. A person with an appropriate
More information2. In pairs discuss the questions that follow. Excerpt from Valdés, Kibler, & Walqui: Recent Examples of Possible Roles for ESL Professionals
Reframing Collaboration Between ESL and Content Teachers In the PA Core Standards Framework Activity One Directions: 1. Read the excerpt from Valdés, G., Kibler, A., & Walqui, A. (2014). Changes in the
More informationMSGP Associated Course Codes with Descriptions
MSGP Course Codes Current Course Codes 2014-15 Course Codes 2015-16 Math 270201 Sixth Grade Mathematics 270201 Sixth Grade Mathematics 270202 Seventh Grade Mathematics 270202 Seventh Grade Mathematics
More informationPHILOSOPHY OF THE MATHEMATICS DEPARTMENT
PHILOSOPHY OF THE MATHEMATICS DEPARTMENT The Lemont High School Mathematics Department believes that students should develop the following characteristics: Understanding of concepts and procedures Building
More informationMATHEMATICS Graduation Requirement Guidance
MATHEMATICS Graduation Requirement Guidance Table of Contents Executive Summary 3 Page Section 1: Georgia HS Graduation Requirements 5 Section 2: Mathematics Course Sequence Information 7 Section 3: High
More informationCHICAGO PUBLIC SCHOOLS (ILLINOIS) MATH & SCIENCE INITIATIVE COURSE FRAMEWORK FOR ALGEBRA Course Framework: Algebra
Chicago Public Schools (Illinois) Math & Science Initiative Course Framework for Algebra Course Framework: Algebra Central Concepts and Habits of Mind The following concepts represent the big ideas or
More informationBUILDING CURRICULUM ACCOMMODATION PLAN
BUILDING CURRICULUM ACCOMMODATION PLAN 2014-2015 ERIC STARK, PRINCIPAL KATE PERETZ, ASSISTANT PRINCIPAL Alone we can do so little; together we can do so much. Helen Keller FRANKLIN PUBLIC SCHOOLS VISION
More informationSALT LAKE CITY SCHOOL DISTRICT MENTOR SUPPORTED COLLABORATIVE ASSESSMENT/REFLECTION LOG 2 nd and 3 rd Year Provisional Teachers
SALT LAKE CITY SCHOOL DISTRICT MENTOR SUPPORTED COLLABORATIVE ASSESSMENT/REFLECTION LOG 2 nd and 3 rd Year Provisional Teachers Mentor Signature: Mentee Signatures: MONTH: What s Working: Current Focus
More informationCompleted Formal Classroom Observation Form
Completed Formal Classroom Observation Form (Once participants have filled in and discussed the blank Formal Classroom Observation Form, facilitators should hand out copies of this completed form) August
More informationWIDA ELD Standards Implementation in Boston Public Schools
WIDA ELD Standards Implementation in Boston Public Schools Daphne Germain and Paulina Mitropoulos Office of English Language Learners Amy King WIDA Consultant * Session Objectives 1. Attendees will analyze
More informationThe 20 Non-Negotiable Characteristics of Higher Performing School Systems
The 20 Non-Negotiable Characteristics of Higher Performing School Systems Aligning District Practices to Support High-Quality Instruction Report Published: April 2011 Authored by: National Center for Educational
More information