1. Action Plan Mr. Ahmed Zaki Uddin Mathematics O-Level

2. Elementary Mathematics Action Plan April 22, 2011 Board Presentation

3. Dear Staff and Community Members, In conjunction with the curriculum staff’s recommendation to adopt Investigations in Number, Data, and Space Edition 2 for the 2011-2012 school year as a core student resource, an Action Plan outlining steps to ensure a balanced instructional approach to the teaching of mathematics has been developed. This action plan builds upon the foundation of mathematical reasoning and problem solving emphasized in the current curriculum, while increasing rigor in the number and operations strand at each grade level. Outlined in this presentation are the results of this work.

4. Elementary Mathematics Action Plan OBJECTIVES 1. To further develop a balanced elementary mathematics program that emphasizes both conceptual understanding and traditional math practice that leads to mastery. 2. To increase the rigor of expectations for computational fluency and the use of the US Standard Algorithm for SCASD students. 3. To provide the means to assure consistency in the use of materials across elementary buildings and the gathering of evidence-based data for evaluation.

5. Goal Statement To provide a balanced elementary mathematics program that includes rigor in number systems and operations, particularly in fact fluency and the early introduction of US algorithms in the four major operations, combined with a conceptual understanding of the mathematical concepts at each grade level K-5 delivered consistently across all elementary buildings.

6. Action Plan Focus Areas 1)Fact Fluency 2)Algorithms 3)Assessment 4)Differentiation to Meet Student Needs 5)Math Instruction Time 6)Professional Development 7)Parent Component

7. Fluency, as used in Principles and Standards (NCTM), includes three ideas: Efficiency is the ability to: Carry out a strategy easily Keep track of sub-problems Use intermediate steps to solve the problem Accuracy involves: Careful recording Knowledge of basic facts Method for checking Flexibility includes: Knowledge of more than one approach Ability to choose the most appropriate strategy Use of one strategy to solve; and one to double check Fluency

8. Action Plan Steps For Addressing Fact Fluency The Action Plan… 1.Assures Practice Opportunities for All Students 2.Measures and Evaluates Progress 3.Uses Data to Prescribe Appropriate Practice

10. Fact Fluency Expectations Online Fact Fluency Checkpoints Sept, Nov, Jan, Mar, May

11. Prerequisites for Success Understanding of the number system Knowledge of basic facts Flexibility with relationships among operations

12. Response Committee Feedback: Is the US Algorithm the most efficient strategy? In some cases it may be; where that is not the case, other strategies will be included in instruction. Are other strategies still accepted and encouraged? Yes. There are often problems that can be solved efficiently by using thinking strategies. Are the procedures in the algorithm clearly understood? Teachers will be encouraged to continue to develop the conceptual understanding before an algorithm is introduced. Are the proposed grade level algorithms rigorous enough? These expectations exceed the PA Standards and are comparable to the more rigorous standards of CA and MA. How closely does the introduction of the proposed algorithms match the instructional materials? The introduction of these algorithms will be matched with an appropriate unit of content, providing the balance between understanding and fluency.

14. Pacing…

15. Lesson Plan √ Fact Fluency √ Assessment √ Algorithm √ Sample Check List optional

16. Measuring Student Success Focus Areas for Development 2011-2012 Grades 1 - 5  Fact Fluency Checkpoints Grades 3 and 4  Pre-Assessment (formative)  Mid-year Assessment (formative)  End-of-year Assessment (summative) Grades 3 - 5  Building Level Data Management Teams Grades 1 - 5  Fact Fluency Checkpoints Grades 3 and 4  Pre-Assessment (formative)  Mid-year Assessment (formative)  End-of-year Assessment (summative) Grades 3 - 5  Building Level Data Management Teams

17. Proposed Strategies for Challenging the More Able Student  Extended Learning Goals by Grade  Online Extensions and Shared Ideas  Learning Enrichment Opportunities  Accelerated Resources Priority given to scientific, researched-based materials  Out-of-Grade Level Placements  Extended Learning Goals by Grade  Online Extensions and Shared Ideas  Learning Enrichment Opportunities  Accelerated Resources Priority given to scientific, researched-based materials  Out-of-Grade Level Placements

18. Proposed Strategies for the Student Who May Need Additional Support  Adapted Learning Goals  Differentiated Instruction  Additional Resources Priority given to scientific, researched-based materials  Title I Services Grades 3 and 4  Ongoing Collaboration with Learning Support  Adapted Learning Goals  Differentiated Instruction  Additional Resources Priority given to scientific, researched-based materials  Title I Services Grades 3 and 4  Ongoing Collaboration with Learning Support

19. Instructional Time for Mathematics 60 minutes daily 60 minutes required instructional time Additional time for math routines, skill development, test-taking practice, when possible

20. Professional Development

21.  Action Plan Input and Response  Parent Workshop Options by Building  Continued Website Enhancements Homework Help Quicktime Video PPT Series Demonstrating Math Strategies  First Edition Brochures by Module Newsletter Math Content Inserts  Second Edition Online Tutorial Help Online Student Handbook Improved Parent Letters Parent Involvement

22. 2nd Edition Investigations provides:  improved parent communication  integration of standard algorithms  additional practice opportunities  more rigorous development of the number and operations strand  more explicit suggestions for modifications and extensions  enhanced student, teacher, and parent technology components 2nd Edition Goals

23.  1,000s of field-testing hours in real classrooms  Observations of students  Input from teachers  Analysis of student work  Belief that students have mathematical ideas and that teachers are engaged in ongoing learning National Science Foundation (NSF) Grant-Funded Research and Validation - Investigations 2

24.  Beginning-of-Year Overview at Building Faculty Meetings  LEAD Server Space for Sharing Ideas and Feedback  Professional Development Opportunities  Mid-Year and End-of-Year Teacher Feedback to be Shared with Faculty and School Board  Adjustments and Revisions to Action Plan for 2010-11 Based on Feedback from All Parties Steps to Ensure Consistency of Action Plan Implementation

25. 2009-10 Action Plan Timeline District Parent Night Pre-Assessments Grades 3-4 Fact Fluency Checkpoints (FFC) Begin Board Update Mid-Year Assessments Grades 3-4 Gather Teacher Feedback (FFC3 and Algorithm) Meet with Responder Committee Board Update End-of-Year Assessment Gather Teacher Feedback Board Update Gather Teacher Feedback (√Sept/Nov FFC) Parent Teacher Conferences District Inservice Meet with Responder Committee Parent Teacher Conferences Sept Oct Nov Jan/Feb Apr/May Jun