1. Curriculum Design: Math
6th grade Mathematics Program for students who partially meet or do not meet NECAP standards
Alicia Fent

2. The Basics of the Program
Identify students who are unable to meet 5th grade mathematics standards
Group students who would likely have individual math instruction according to IEP’s in small classroom settings
Have students work from Saxon Math program and teacher will supplement key 6th grade math standards throughout the year from Impact Math program

3. Who is Involved Administration:
Support from principal and assistant principal on proper classroom setup for students
Provide support of ed techs for students with higher 1:1 needs

4. Who is Involved Math Teachers:
Make a list of most important standards for these students to meet in order to move to nested grade level math (August in- service days)
Meet monthly (or every other month) to conference with ed tech teaching students on students’ progress and methods of teaching

5. Who is Involved Case Managers/Special Education Teachers:
Meet weekly (on 1:15 release Wednesdays) with ed tech teaching classes to address specific needs of students on their case load. Check in on students’ progress/grade
Create individual goal time frame for advancing into nested math class for each student
Directly communicate with parents on student’s math plan (starting in september)

6. Who is Involved Ed Techs:
Teach math class(es) daily through the Saxon Math program
Supplement materials/lessons from 6th grade math curriculum on a weekly basis
Teach mini-lessons and provide homework each night
Use Saxon Math book and guided practice to support lessons taught

7. Resources Impact Math Program:
6th grade math book (to supplement material from/expose students to style of textbook)
Saxon Math Program (order prior to school year starting):
Books (level 4 or 5, pending student abilities)
Adaptive materials (tests and guided lesson practice)
Manipulatives

8. Time Frame for Teaching
Trimester 1: Sept. - Nov.
September: Students take placement exam for Saxon Math, review general concepts from 5th grade to establish starting teaching point
Unit 1: Basic Algorithms
Unit 2: Ratios
*Assess students capable of moving into nested classroom

9. Time Frame for Teaching
Trimester 2: Dec. - March
Unit 3: Number lines and number values
Unit 4: Basic algebra and expressions
*Assess students capable of moving into nested classroom

10. Time Frame for Teaching
Trimester 3: March - June
Unit 5: Word problems and algebra
Unit 6: Area and volume
*Assess students capable of moving into nested classroom for start of 7th grade

11. Expected Barriers
Students with various disabilities that could hinder their success (such as behavioral concerns)
Overcome: work with case manager to create a plan for this student and teachers to follow
Higher needs of individual students than 1 teacher can provide
Overcome: provide additional ed tech in class to support students
Overcome: Utilize mastery or after school time to work individually with students who need it

12. Expected Barriers
Student lack of motivation or frustration of not being in “typical” math class
Overcome: Create a goal time frame with each student to move into nested class
Overcome: Have them take nested class test to see if they have the ability to succeed at that level of learning yet

13. End Goal
The ultimate goal for all these students is to become proficient at grade level math and/or be capable of entering a nested (or regular) grade level math classroom setting

14. References
Hake, S. (2008). Saxon math: Intermediate 4. Orlando, FL: Harcourt Achieve Inc.
Hake, S. (2008). Saxon math: Intermediate 5. Orlando, FL: Harcourt Achieve Inc.
McGraw-Hill. (2008). Impact math: Course 1. Columbus, OH: Glencoe.
U.S. Department of Education, (2010). Common core state standards for mathematics.