General Description:

Our math classes are designed to help students understand the application of mathematics in a real world setting.  Each grade level will encourage students to develop strategies for successful problem solving while learning to use the fundamental algebraic skills required in future mathematics.  Each grade level expands and builds on the use of the fundamental skills learned in previous grade levels to develop skills and concepts for real-world applications.  Students develop the ability to recognize, manipulate and strategize to solve problems.  These skills are built on the knowledge from the previous grade levels.  Students must be able to build on prior knowledge for success.

Working Theories:

v    Whole-Part-Whole (Dorothy Strickland) http://www.arp.sprnet.org/curric/Dept_Chairs/whole.htm

v    Multiple Intelligences

v    Content-Based Reading

v    Constructivist Classroom

v    Experiential Learning

v    Brained-based Research--Concrete to Abstract

ü     Concrete-Manipulatives

ü     Oral/Written Description- Detailing student’s mental picture (mental model)

ü     Construction of pictorial

ü     Abstract

Working Models

v    Whole-Part-Whole (Dorothy Strickland) http://www.arp.sprnet.org/curric/Dept_Chairs/whole.htm

v    NCTM-Nat’l Standards

http://standards.nctm.org/document/index.htm

v    Critical Thinking / Problem Solving

v    Dana Center – Clarifying Activities

http://www.tenet.edu/teks/math/clarifying/cabygradelevk8.html

v    The MATHLEARNING Center – This is our Math Curriculum.

ü     K-2     Bridges

ü     3-4     Opening Eyes

ü     5-8     Visual Math

Policies

v    NCLB – our 3 Tiers

http://www.arp.sprnet.org/default/district/inservice/inserv1.htm

v    Character Counts

www.goodcharacter.com

http://www.arp.sprnet.org/CC!.htm

v    SCANS

     http://www.arp.sprnet.org/default/LivingSkills/SixSkills.htm

v    Reading Improvement Policy

http://www.arp.sprnet.org/curric/READ/Initiatives.htm

Time Allotments:

Classroom Engagement:

v    Visual Cues - Posted Objectives - CIA

v    Curriculum-based reading

v    Four classroom components  SHOULD BE VISIBLE Through a Unit Cycle

1.      Concrete (manipulatives, models, hands-on)

2.     Discussion/Mental model

3.     Symbolic/Pictorial

4.     Abstract (written on the board, formulations)

Goals:

v    All students will be successful in exiting TIERS

v    All students will be successful on each benchmark test

v    All students will be successful on TAKS test

v    All students will strive for Commended on TAKS test

v    Reasonable growth will be evident in all areas of TAKS

v    All students will show reasonable growth on AYP

Major Concepts:

operations, patterns, relationships, space, measurement, probability, processes, problem-solving

TAKS Objectives

Concept Weaknesses:

       Measurement, Problem Solving, Patterns, Relationships, and Algebraic

          Reasoning

MATH Lowest Two Concepts for 3-4:

 MATH Lowest Two Concepts for 5-6:

 Example Activities:

Resources:

Accountability:

v    Weekly Walk-Through

v    YEA (pre-assessment at the beginning of the school year)

v    Benchmark tests (at the end of each six weeks)

v    TEA Formative Assessment

http://www.tea.state.tx.us/index.html

v    TAKS Practices

v    Observation

Tier 1:   Students that have failed to meet minimum requirements on the YEA given the third week of school will be placed on Tier 1.  Students failing the benchmark given at the end of each six weeks will also be placed on Tier 1.  These assessments are based on objectives the student needed to master from the previous grade level and an assessment given in Math at the end of each six weeks.  Parents of the students qualifying for Tier I will be notified by letter.

Tier 2: Students that have failed to master objectives taught during any six weeks of school or failed TAKS from the previous school year will be placed on Tier 2.  This will be measured on a benchmark test given each sixth week of school.  The parents of the students qualifying for Tier II will be notified by letter.

 Tier 3: Students that have failed to master objectives taught for the 1^st semester of school will be placed on Tier 3.  This will be measured on a benchmark test given at the end of the 1^st semester.  The parents of the students qualifying for Tier III will be notified by letter.

Tutorial Options:

v    After school tutorials

v    Peer tutoring

v    Content Mastery

Materials for Tutorials:

v    Blast Off to TAKS

v    Measuring Up to TAKS

v    Accelerated Reader Program

v    Other materials purchased – will specify later

go to Curriculum Homepage

*United Streaming VIDEO

*L&M TAKS MATH SOFTWARE

*TEA www.accesstmds.com

Allotted Time/Days:

Ø     Will talk with principal about days and times

Assessments:

v    www.brainchild.com

v    Formative Assessments For Grades 3, 5, and 8.

Definition -- Assessments from which you make continuous decisions in your program – data-driven daily instructional decisions

Ø    YEA

Ø    Benchmarks

Ø    Tier Report

v    Summative Assessment

Ø     TAKS

Ø     Program Evaluation

PASeries testing 1-888-597-1103