Accelerating Students in Mathematics

Bringing Students to Grade Level in a Standards-Based World

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

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

Overview, History, and the

Need for Change

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)

History

NCLB - 2000 Profiles 2004 Standards, Mapping and

MCAs and MCA IIs 2004 Special Ed Reauthorization Response to Intervention Models

Change

Grade Level Accountability Discrepancy Model and Response-

to- Intervention Living and Working in Both Worlds 25 years of Title 1

Remediation, Differentiation, Intervention,

and Acceleration

Remediation

What is remediation? How do we use remediation? Who needs remediation? Where does remediation fit?

Differentiation

What is differentiation? How do we use differentiation? Who needs differentiation? Where does differentiation fit?

Intervention

What is intervention? How do we use intervention? Who needs intervention? Where does intervention fit?

Acceleration

What is acceleration? How do we use acceleration? Who needs acceleration? Where does acceleration fit?

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.

Model for AccelerationPart 1

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

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

Working on Part 1

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

ReviewAnd

Reflect

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

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

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

Concept Traces

3-5 & 6-8 Number & Operation

Model for Acceleration

Part 2

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

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

WorkingOn

Parts 1 & 2

Concept and Activity Traces

3-4 Geometry & 6-8 Algebra

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