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=Things we need to do:=


 * Collect Data**
 * Survey key stakeholders about the PreK-5 math program.
 * Review national and international standards.
 * Review student achievement performance.
 * Research best practices in the discipline.


 * Examine Context**
 * Review school Mission, Vision, and Learning Expectations.
 * Review/Revise/Develop the PreK-12 Mathematics Philosophy.
 * Review previous program reports.
 * Review the program in terms of schoolwide initiatives (e.g., UbD, ESL in the Mainstream, differentiation, balanced assessment, etc.)


 * Examine Existing Curriculum**
 * Review PreK-5 Standards and Benchmarks
 * Review unit plans (Atlas)

//**Summarize Findings (in April, with MS/HS)**// //*Note findings based on comparative analysis of data and research.// //*Develop a plan and report back to Don/Dan/Franke.//

__** Next steps, as delineated by 2009-2010 audit: **__ // Next Steps: // · Read and discuss articles about best practices in mathematics, coming to consensus on practices that will be implemented across the grades · Develop common formative assessment strategies that can be used in all classrooms to support student learning (e.g., defining and sharing with students in kid friendly language the mathematics they will be learning) · Build teacher capacity for asking questions with a high level of cognitive demand · Analyze and learn from student work The purpose of these recommendations is to develop ownership in common best practices at ISA that would serve the needs of all students. First, teachers should deepen the understanding of formative assessment strategies, building on the work of Stiggens and Shirley Clarke. Secondly, teachers should focus on constructing good questions in a lesson that keep the mathematics at a high level of cognitive demand, building on the work of Peg Smith. This ensures that teacher instruction and student learning is always pushing toward deeper understanding. Lastly, we recommend an extension of the work already being done in grade level planning meetings. Teachers share student work in a structured activity, focusing on student misconceptions, successes and next steps that should be taken to further student learning.