1. Region 14 Mathematics Curriculum Update K-8
Overarching goal:
To ensure that all students in grades K-8 have access to a challenging and equitable mathematics curriculum.
Presented by Anne Uberti
K-8 Instructional Math Coach, Region #14

2. Goal #1: Create common pacing guides for instruction, grades K-8.
Ensures delivery of the same curriculum within each grade level
Establishes instructional focal points of major mathematical concepts for each grade
Enables teachers to discuss instructional strategies while all working on same material

3. Sample Portion of Grade 4 Pacing Guide
Topic
Time Frame
Test Dates
08/09 1
Math Around Us
3 Days
N/A 3
Investigating Length 9
9/14 2
Using Addition and Subtraction 7
9/26 4
Investigating Five-Digit Numbers 6
10/4 5
Investigating Shapes and Their Angles
10/21
Finding Fractions 10
11/5
Multiplying by One-Digit Numbers 8
11/26
Working with Time
12/8
Exploring Shapes & Perimeters
12/18
Working with Fractions
1/13 11
Linking Multiplication/Division
1/23
This is a sample portion of a pacing guide used by teachers in Grades The guide gives the teacher the name of the topic as well as the number of days they should spend on it, including assessment. Teachers then fill in the assessment date, so they all give the assessment on the same day.

4. Sample Portion of WMS CMP2 Schedule
08-09
5th
6th S
6th E
7th S
7th E
8th S
8th E PT
DAU
B&P I
V&P
F&W
Algebra I
B&P II
B&P III
S&S
C&S
ATN
S&D
MSA
TMM
HLII
WYE
LFP
09-10
???
F&W*
WYE**
GGG/KHM
SWS/DD ?
At the Middle School, we are still in the early stages of implementation of a new program. This guide was developed to help individual teachers keep their instruction on track, as well as to ensure that no gaps occur as students move from one grade to the next.

5. Sample Portion of Grade 6 Detailed Pacing Guide
Bits and Pieces II (Pre-CMT) 2 -2 ½ weeks – Late Nov./Dec.
Problem
Periods
Comments
Standard
Enriched
1.1 Getting Close
Optional
Game works well as a full class activity.
1.2 Estimating Sums 2 1
Part B3 brings up common denominators. Exposure only here.
2.1 Land Sections
2.2 Visiting the Spice Shop
Note the algebra in part D.
3.4 Changing Forms
3.5 Writing a Multiplication Algorithm
Skip problem but design algorithm as full class activity
4.1 Preparing Food
Post CMT
4.2 Fundraising Continues
Assessment
TOTAL (pre-CMT) 13 10
From the general WMS pacing guide, we are also working on creating more detailed versions. Similar to what we have done in the lower grades, we are looking at each lesson to determine its importance and placement for instruction during the year.

6. Goal #2: Develop common post- assessments for each unit of study, grades 1-8.
Common assessments ensure common instruction
Assessments designed to demonstrate student thinking
Assessments are used by teachers to guide and focus instruction
Common assessments allow teachers to meet and discuss student work

7. Grade 2 Topic 4 Scoring Rubric√ S
Number and Operations
Count on by fives from a given amount (ex. 17, 22, 27) /2
Locate, label, compare and order whole numbers up to 1000
/10
Identify and solve sums of 100 /3
Use models to represent and write whole numbers to 1,000 /4
Describe the magnitude of 2- and 3- digit numbers /5
Total Number and Operations
/24
Mathematical Applications
Performance Task A -
Performance Task B /1
Total Mathematical Applications /6
Test Total
/30
This is a sample of the rubric being used by 2nd grade teachers. It indicates particular skills and allows the teacher to make a judgment on a students understanding of a concept based on the work.

8. Grades 3 – 5 Common Scoring Rubric for Topic Assessments
The rubric below explains all the levels of performance which can be achieved on GWM Topic Assessments:
Score
Descriptor 4
Student work contains evidence of advanced understanding and application of concepts presented on assessment and extension task. 3
Student work demonstrates full understanding of the concepts and strategies presented during topic. 2
Student work demonstrates partial understanding of the concepts and strategies presented during topic. Work may be incomplete, inaccurate or inconsistent from problem to problem. 1
Student work demonstrates very little understanding of the concepts and strategies presented during topic. Work may not have been attempted or contain significant errors.
In grades 3-5, each question may require a student to pull together several skills and concepts, so we created a holistic rubric that is based on the student’s work and is aligned to the grading scale on their report card.

9. Goal # 3: Develop benchmark assessments for Grades K-8
Benchmarks aligned to 2007 CT State Mathematics Standards and Connecticut Mastery Test objectives
Provides broader view of student performance than end of unit tests
Allows for monitoring of student performance over time
Can be used to identify gaps in instructional programs

10. Sample Portion Grade 3 Benchmark Blueprint#
Standard
GLE
Skill
CMT Strand
CMT
Points
Score
ALGEBRAIC REASONING 1.
1.1 3
Patterns
22b 2 2. 1
22a 3.
Classification & Logical Reasoning
24a
7b.
1.3 6
Computation
Computation with Whole Numbers 7b 10
NUMERICAL & PROPORTIONAL REASONING 8.
2.1
Number Sense
Order, Magnitude & Rounding 4d
17.
2.2 11
Models for Operations 5a
GEOMETRY & MEASUREMENT
18.
3.1
Geometry
Geometric Shapes & Properties
17b
23.
3.3 9
Measurement
Customary & Metric Measures
16b
24.
16c 8
PROBABILITY & STATISTICS
25.
4.1
Data Analysis
Tables, Graphs & Charts 19
26.
4.3
Probability
21a
27.
28.
Integrated *
Problem Solving
Mathematical Applications 25
29.
24b
Total Points 38
For each benchmark, there is an accompanying test blueprint which show how each test items is aligned to the state standard, the grade level expectation, as well as the CMT strand.

11. Sample Portion of Benchmark Data Collection Forms
Teacher:
Grade 3 Midyear Math Assessment: 1 2 3 4 5 6 7a 7b 17 18 19 24 25 26 27 28 29 %
22b
22a
24a 5c 9a 5a
17b 4a
16c
21a
21b
24b 38 32
84% 36
95% 11
29% 20
53% 31
82% 37
97%
76%
14.5 12 13 16 15 14
13.5
85%
71%
94%
88%
35%
79%
Following the scoring of the tests, teachers input data into excel spreadsheets which calculate individual results and results by skill. This information can then be used by teachers to address whole class weakness, form small groups for instruction, or give them permission to move on from a skill that has been mastered by all.