Curriculum Design: Math

1. Curriculum Design: Math • 6th grade Mathematics Program for students who partially meet or do not meet NECAP standards • Alicia Fent

2. The Basics of the Program • Identify students who are unable to meet 5th grade mathematics standards • Group students who would likely have individual math instruction according to IEP’s in small classroom settings • Have students work from Saxon Math program and teacher will supplement key 6th grade math standards throughout the year from Impact Math program

3. Who is Involved • Administration: • Support from principal and assistant principal on proper classroom setup for students • Provide support of ed techs for students with higher 1:1 needs

4. Who is Involved • Math Teachers: • Make a list of most important standards for these students to meet in order to move to nested grade level math (August in-service days) • Meet monthly (or every other month) to conference with ed tech teaching students on students’ progress and methods of teaching

5. Who is Involved • Case Managers/Special Education Teachers: • Meet weekly (on 1:15 release Wednesdays) with ed tech teaching classes to address specific needs of students on their case load. Check in on students’ progress/grade • Create individual goal time frame for advancing into nested math class for each student • Directly communicate with parents on student’s math plan (starting in september)

6. Who is Involved • Ed Techs: • Teach math class(es) daily through the Saxon Math program • Supplement materials/lessons from 6th grade math curriculum on a weekly basis • Teach mini-lessons and provide homework each night • Use Saxon Math book and guided practice to support lessons taught

7. Resources • Impact Math Program: • 6th grade math book (to supplement material from/expose students to style of textbook) • Saxon Math Program (order prior to school year starting): • Books (level 4 or 5, pending student abilities) • Adaptive materials (tests and guided lesson practice) • Manipulatives

8. Time Frame for Teaching • Trimester 1: Sept. - Nov. • September: Students take placement exam for Saxon Math, review general concepts from 5th grade to establish starting teaching point • Unit 1: Basic Algorithms • Unit 2: Ratios • *Assess students capable of moving into nested classroom

9. Time Frame for Teaching • Trimester 2: Dec. - March • Unit 3: Number lines and number values • Unit 4: Basic algebra and expressions • *Assess students capable of moving into nested classroom

10. Time Frame for Teaching • Trimester 3: March - June • Unit 5: Word problems and algebra • Unit 6: Area and volume • *Assess students capable of moving into nested classroom for start of 7th grade

11. Expected Barriers • Students with various disabilities that could hinder their success (such as behavioral concerns) • Overcome: work with case manager to create a plan for this student and teachers to follow • Higher needs of individual students than 1 teacher can provide • Overcome: provide additional ed tech in class to support students • Overcome: Utilize mastery or after school time to work individually with students who need it

12. Expected Barriers • Student lack of motivation or frustration of not being in “typical” math class • Overcome: Create a goal time frame with each student to move into nested class • Overcome: Have them take nested class test to see if they have the ability to succeed at that level of learning yet

13. End Goal • The ultimate goal for all these students is to become proficient at grade level math and/or be capable of entering a nested (or regular) grade level math classroom setting

14. References • Hake, S. (2008). Saxon math: Intermediate 4. Orlando, FL: Harcourt Achieve Inc. • Hake, S. (2008). Saxon math: Intermediate 5. Orlando, FL: Harcourt Achieve Inc. • McGraw-Hill. (2008). Impact math: Course 1. Columbus, OH: Glencoe. • U.S. Department of Education, (2010). Common core state standards for mathematics.