Slide1 l.jpg
This presentation is the property of its rightful owner.
Sponsored Links
1 / 30

Cindy Bryant Mathematics Consultant Missouri Department of Elementary and Secondary Education [email protected] 573.751.1395 PowerPoint PPT Presentation


  • 92 Views
  • Uploaded on
  • Presentation posted in: General

Cindy Bryant Mathematics Consultant Missouri Department of Elementary and Secondary Education [email protected] 573.751.1395. Math End-of-Course Exams Implementation Schedule. 2008 – 2009 Algebra I 2009 – 2010 Algebra II, Geometry, Integrated Math II, Integrated Math III.

Download Presentation

Cindy Bryant Mathematics Consultant Missouri Department of Elementary and Secondary Education [email protected] 573.751.1395

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Slide1 l.jpg

Cindy Bryant

Mathematics Consultant

Missouri Department of Elementary and Secondary Education

[email protected]

573.751.1395


Math end of course exams implementation schedule l.jpg

Math End-of-Course ExamsImplementation Schedule

2008 – 2009

Algebra I

2009 – 2010

Algebra II, Geometry, Integrated Math II, Integrated Math III

Aligned to v2.0 GLEs


Map exams implementation schedule l.jpg

MAP ExamsImplementation Schedule

2008 – 2009

Grades 3 – 8 Math Aligned to the March, 2004 GLEs

2009 – 2010

Grades 3 – 8 Math Aligned to the v2.0 GLEs


Assessment item development l.jpg

Assessment Item Development

Scoring

Achievement Level Setting

Operational

Field Test

Pilot & SRR

Content/Bias

Review

Item Writing


Dese mets k 12 mathematics learning goals l.jpg

DESE/METS K – 12 Mathematics Learning Goals


Dese mets k 12 mathematics learning goals6 l.jpg

DESE/METS K – 12 Mathematics Learning Goals

Classroom Implications:

Less = MORE

 

FocusTime


Slide7 l.jpg

Content PrioritiesA few mathematical ideas (core content) for a grade level or course that serve as an organizing structure for curriculum design, instruction, and assessment.


Slide8 l.jpg

Grade 3, Core Concept A:

Extending Addition and Subtraction

Students consolidate addition and subtraction strategies for larger numbers. They develop proficiency (accuracy, efficiency, flexibility, and appropriateness) with addition and subtraction of larger numbers, including standard algorithms, understand why these procedures work, and use them to solve problems.

Core Content – A few important mathematical ideas for a grade level or course that serve as organizing structures for curriculum design, instruction, and assessment.


Slide9 l.jpg

Learning Goals - A set of statements, organized around each core concept, indicating what students are expected to learn.

1. Understand, explain, and use a variety of strategies to compute multi-digit addition and subtraction problems proficiently (sums larger than 1000 and minuends larger than 100.)


Slide10 l.jpg

Performance Indicators- Statements of specific and measurable learning outcomes. (Equivalent to the existing Grade Level Expectations.)

a.) Proficiently compute multi-digit addition and subtraction problems.

b.) *Estimate sums and differences and/or calculate them mentally depending on the context and numbers involved; use estimates to judge the reasonableness of solutions.

c.) *Create single- and multi-step contextual problems for a variety of mathematical situations (combining, missing addend, separating, comparing, and relating parts to wholes) involving multi-digit numbers.

d.) Solve single- and multi-step contextual problems for a variety of mathematical situations (combining, missing addend, separating, comparing and relating parts to wholes) involving multi-digit numbers.

* Indicates a locally assessed performance indicator.


Dese mets k 12 mathematics learning goals11 l.jpg

DESE/METS K – 12 Mathematics Learning Goals

Revisions:

  • Adjustments made to align with final report of the NMAP.

  • Reduced emphasis on statistics and probability strand.

  • Included estimated “weight” for each core content area.

  • Simplified language.

  • Reduced number of performance indicators.

  • Integrated 4 and Pre-Calc MLGs draft written


Dese mets k 12 mathematics learning goals12 l.jpg

DESE/METS K – 12 Mathematics Learning Goals

Classroom Implications:

  • Does not include references to textbooks or teaching methods.

  • Mores specific Performance Indicators include important processes outlined in the Show-Me Standards.


Dese mets k 12 mathematics learning goals13 l.jpg

DESE/METS K – 12 Mathematics Learning Goals

Suggested Next Steps:

  • Coding for alignment with Show-Me Standards to be completed.

  • Glossary updates.

  • Alignment of assessment items.

  • Regional Informational Meetings funded by METS.

  • Planning of additional professional development focused on the document.


Curriculum work and textbook decisions l.jpg

Curriculum work and textbook decisions???

Looking beyond the

GLEs and CLEs…


Starting where you are l.jpg

Starting Where You Are…

Content PrioritiesA few mathematical ideas (core content) for a grade level or course that serve as an organizing structure for curriculum design, instruction, and assessment.


Slide16 l.jpg

  • Who identifies the content priorities for each course or grade?

  • What is the foundation or basis for the content priorities for each grade/course?

  • How are content priorities conveyed in your curriculum?


Slide17 l.jpg

  • How are the content priorities conveyed to your students?

  • How do you know you have addressed the content priorities in the assessments for each grade/course?

  • What now?


Algebra i core content l.jpg

Algebra I—Core Content


Starting where you are who identifies the content priorities for each grade course l.jpg

Starting Where You Are—Who identifies the content priorities for each grade/course?

  • Were you responsible for identifying the content priorities for your course(s), grade(s), contents?

  • Did a building or district committee identify the content priorities for your course(s) or grade(s).

  • Had the decision been made before your employment?


Slide20 l.jpg

Starting Where You Are—What is

the foundation or basis for the content priorities for each grade/course?

  • Do the Show-Me Standards, both content and process, serve as a foundation for your content priorities? (External Alignment)

  • Are the GLEs/CLEs your content priorities?

  • Does your textbook dictate content priorities (based upon the publisher’s assurance that the text is aligned to the Missouri Standards/GLEs/CLEs)?

  • Does the text address all important content? (Measurement seems to be minimal in many texts.) How do you know?

  • What other factors dictate content priorities?

  • District standards and goals, national standards and recommendations…


Starting where you are how are your content priorities conveyed in your curriculum l.jpg

Starting Where You Are—How are

your content priorities conveyed in your curriculum?

  • Are the content priorities included/conveyed in the written curriculum?

  • Are you including unnecessary content or spend less time on content you’re not as comfortable with?

  • Are they conveyed in the taught curriculum? (Does what you teach align with the content priorities?)

  • Is your written curriculum the same as your taught curriculum? Are your written and taught curriculum aligned?


Starting where you are how are the content priorities conveyed to your students l.jpg

Starting Where You Are—How are the content priorities conveyed to your students?

  • Do your content priorities support a guaranteed and viable curriculum?

  • Is every student given the opportunity andtimeto learn the “content”?

  • Is the instructional delivery method aligned to and conducive to learning the content priorities?

  • Are you allowing students the opportunity to be involved in “authentic” learning experiences that connect, and build upon and communicate understanding?

  • Is adequate time provided for learning the content?

  • Do the students know what the content priorities are?

  • --Is this more than just writing the GLE on the board?

  • --Do they really understand what they are supposed to learn ?

  • --Are you using Backward Design and Curriculum Mapping?


Local control state l.jpg

Local Control State

In assessing and selecting a

textbook, educators should

consider…


Guiding questions for selecting a mathematics textbook l.jpg

Guiding Questions for Selecting a Mathematics Textbook

In assessing a textbook, educators should

consider the following:

  • What key mathematical ideas in each content strand should each grade level or course address?

  • How does the content of the textbook align with these key mathematical ideas?

  • What types of activities does the textbook provide? Do they foster mathematical thinking or do they simply show how to do a procedure?


Guiding questions for selecting a mathematics textbook25 l.jpg

Guiding Questions for Selecting a Mathematics Textbook

In assessing a textbook, educators should

consider the following:

  • Are there a variety of instructional activities that allow for differentiation?

  • Do the activities engage the students?

  • Is there a focus on problem solving? Are students expected to explain “why”?

  • Are students asked to explore “what if” questions and to offer and test conjectures.


Guiding questions for selecting a mathematics textbook26 l.jpg

Guiding Questions for Selecting a Mathematics Textbook

Professional Development

Research has shown that the process of

investigating and implementing curriculum

can enhance a teacher’s knowledge of the

subject matter and improve instruction.

Therefore, professional development should

accompany the adoption of a new textbook so that

teachers understand the textbook’s goals and

strategies.


Guiding questions for selecting a mathematics textbook27 l.jpg

Guiding Questions for Selecting a Mathematics Textbook

Professional Development

  • Is there an initial introduction to the materials?

  • Are there regular opportunities for teachers and administrators to meet and discuss accomplishments and challenges?

  • Is there ample time and opportunities for teachers to collaborate on previewing upcoming units?

  • Is there follow-up training to provide opportunities for teachers to interact with experienced users of the curriculum.


Data and accountability questions l.jpg

Data and Accountability Questions…

Margie Vandeven, Director Accountability

Data

[email protected]

Janet Duncan, Assist. Director Accountability Data

[email protected]


25 th anniversary of the presidential award for excellence in mathematics and science teaching l.jpg

25th Anniversary of the Presidential Award for Excellence in Mathematics and Science Teaching

Each year, since 1983, the President of the United

States recognizes outstanding kindergarten–6th

grade or 7th–12th-grade mathematics and science

teachers by bestowing upon them the Presidential

Award for Excellence in Mathematics and

Science Teaching (PAEMST). The 2009 PAEMST

program will honor 7th – 12th grade mathematics

with a $10,000 award and recognition ceremonies

in Washington, DC. To nominate yourself or

someone else visit www.paemst.org by April 1,

2009.


Resources l.jpg

Resources

Updated DESE Mathematics Curriculum Homepage

http://dese.mo.gov/divimprove/curriculum/math/


  • Login