ELEMENTARY
MATH
Implementing a standards-based,
differentiated education for all students
Summer Writing Team – June 2011
Presentation
 State academic laws
 Standards
 Pacing Calendar
 Common Assessments and Instruction
 Professional Learning Communities (PLCs)
 RTI – Tiers I, II, III
 Rubrics, Test Keys, Report Card, Progress
Report Alignment, Family Guide
Achievement Goals
Why are the 2007 MN Math Standards
more rigorous than the 2003 standards?

State law increased the number of required math credits students must acquire
to receive a high school diploma.

6 math credits in High School – 2 credits per course (High School Algebra,
Geometry, Algebra II).

To be successful in these high school courses students must be “Algebra Ready”
by grade 8.

To be “Algebra Ready” by grade 8, the state pushed the standards down a
grade level so students have more time to master state benchmarks.

Our current state assessment, the MCA-III assesses student proficiency of the
2007 standards.
MN Academic Math Standards 2007
Math Strands
Number and Operation
Algebra
Geometry and Measurement
Data Analysis and Probability
NCTM. “Math Standards and Expectations.” http://www.nctm.org/standards/content.aspx?id=4294967312. 2011
Choosing priority
benchmarks:
•1/3 of the benchmarks
from each strand.
•Lifelong skill.
•Integrates into other
subject areas.
•Prepares student for
next level of learning.
•State tested.
Breaks down
each skill in the
benchmark.
Shows the
prerequisites
for each
skill.
Assesses
what
students
know at
any given
point.
Materials to
help students
understand
each concept
in the
benchmark.
Important
words for
each
concept.
Give Common Assessment
K.3.1.1 as a pre-test. The
data will be used
formatively because you
are sorting students into skill
groups for the unit based on
the scores on this test.
Give Common Assessment
K.3.1.1 as a post-test. The
data will be used
summatively because you
see how students are doing
at the end of a unit.
Competent: Basic level of
proficiency.
Proficient: High level of
proficiency.
Advanced: Applying skills to
beyond-grade level problems.
On your own or during a PLC meeting look at your data and plan for
instruction. Using the Common Assessment Pre-Test results, sort your
students into groups by concept.
Implement best practice strategies (see list in this Powerpoint), to create
short lessons and activities for each of these skill groups.
Co-teach with EL, Title, Special Ed, and grade level teammates to divide
up who will teach each group.
Assess with a short quiz or by observing student work to see how each
child is progressing toward understanding the entire benchmark.
Once you give the summative
test (post-test), are you
finished teaching that skill for
the year?
We continuously teach children
at their instructional level….
…and check for
understanding.
Best Practices in Math instruction
Increase
Decrease
Standards-based education
Reliance on textbook
Use of manipulative materials
Rote memorization of rules and formulas
Cooperative group work
Isolated student work time
Small group instruction based on student needs
Whole group lecture style instruction
Discussion of mathematics
Single answers and single methods to find
answers
Being a facilitator of learning
Being the dispenser of knowledge
Assessing learning as an integral part of
instruction
Testing for grades only
Writing about mathematics
Use of drill worksheets
Use of calculators, computers and other
technology
Paper/pencil only
Here, “Data, Analysis, Statistics, and Probability” does not have new content
Quarter 3. So…
•Students who met “competency” on “Data Analysis” common assessments
Quarters 1 and 2 will receive an “x” on the progress report.
•Students who did not meet “competency” will be re-taught and re-assessed
Quarter 3. The new data will be used for a grade this quarter.
A grade book
template has
been created for
each grade level
to help get you
started. Folders
have been set
up for each of
the graded
areas on the
report card. You
can store
assignments,
tests, projects,
and quiz scores
in each folder.
You can also
make changes
to this template
as needed.
School Fusion: Teaching and
Learning > Elementary > Math…go to
your grade level folder and find
“2011-12 Curriculum Resources”
Your curriculum binder
District Curriculum Review Cycle
2010-11: Steph examined Best Practices and presented to the
System’s Accountability Group
2011-12: Curriculum team prioritized standards, aligned
curriculum, and created common assessments.
Staff development on the above.
Assemble pilot team and select curriculum to pilot.
2012-13: Pilot
Continued staff development on standards and
best practice instruction.
2013-14: Implement new materials
Continued staff development on standards and
best practice instruction.