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Accelerating Students in Mathematics

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

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Accelerating Students in Mathematics

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

  2. AgendaDay 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. AgendaDay 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

  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 - 2000 • 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. AgendaDay 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

  19. Review And Reflect

  20. AgendaDay 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

  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. AgendaDay 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

  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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