accelerating students in mathematics bringing students to grade level in a standards-based world
TRANSCRIPT
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Accelerating Students in Mathematics
Bringing Students to Grade Level in a Standards-Based World
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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 FractionsGrades 6-8 Fractions-Decimals-
Percents
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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
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Overview, History, and the
Need for Change
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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)
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History
NCLB - 2000 Profiles 2004 Standards, Mapping and
MCAs and MCA IIs 2004 Special Ed Reauthorization Response to Intervention Models
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Change
Grade Level Accountability Discrepancy Model and Response-
to- Intervention Living and Working in Both Worlds 25 years of Title 1
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Remediation, Differentiation, Intervention,
and Acceleration
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Remediation
What is remediation? How do we use remediation? Who needs remediation? Where does remediation fit?
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Differentiation
What is differentiation? How do we use differentiation? Who needs differentiation? Where does differentiation fit?
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Intervention
What is intervention? How do we use intervention? Who needs intervention? Where does intervention fit?
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Acceleration
What is acceleration? How do we use acceleration? Who needs acceleration? Where does acceleration fit?
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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.
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Model for AccelerationPart 1
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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
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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
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Working on Part 1
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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
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ReviewAnd
Reflect
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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
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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
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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
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Concept Traces
3-5 & 6-8 Number & Operation
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Model for AccelerationPart 2
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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
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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 FiguresGrades 6-8 4 Representations of
Algebra
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WorkingOn
Parts 1 & 2
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Concept and Activity Traces
3-4 Geometry & 6-8 Algebra
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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