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Accelerating Students in Mathematics Bringing Students to Grade Level in a Standards-Based World. Agenda Day 1. Overview, History, and the Need for Change Remediation, Differentiation, Intervention, and Acceleration Model for Acceleration – Part 1

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## Accelerating Students in Mathematics

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**Accelerating Students in Mathematics**Bringing Students to Grade Level in a Standards-Based World**AgendaDay 1**• Overview, History, and the Need for Change • Remediation, Differentiation, Intervention, and Acceleration • Model for Acceleration – Part 1 • Working on Part 1 • Concept Trace Activities Grades 3-5 Working with Fractions Grades 6-8 Fractions-Decimals-Percents**AgendaDay 2**• Review and Reflect - Day 1 • Model for Acceleration – Part 2 • Working on Parts 1 & 2 • Concept Trace Activities Grades 3-5 2-Dimensional Figures Grades 6-8 4 Representations of Algebra**Overview, History,**and the Need for Change**Overview**• The four days of the workshop • The mixed groups • Using materials in a Standards-Based World • How we reconcile the research and the need to cover the materials • The need for a process (model)**History**• NCLB - 2000 • Profiles • 2004 Standards, Mapping and MCAs and MCA IIs • 2004 Special Ed Reauthorization • Response to Intervention Models**Change**• Grade Level Accountability • Discrepancy Model and Response-to- Intervention • Living and Working in Both Worlds • 25 years of Title 1**Remediation,**Differentiation, Intervention, and Acceleration**Remediation**• What is remediation? • How do we use remediation? • Who needs remediation? • Where does remediation fit?**Differentiation**• What is differentiation? • How do we use differentiation? • Who needs differentiation? • Where does differentiation fit?**Intervention**• What is intervention? • How do we use intervention? • Who needs intervention? • Where does intervention fit?**Acceleration**• What is acceleration? • How do we use acceleration? • Who needs acceleration? • Where does acceleration fit?**Before You Sit Down**We Need to have 3-5 & 6-8 Tables • Rearrange to have that configuation. • When your table is either 3-5 or 6-8 send one person up to get your folders.**Model for Acceleration**Part 1**Model for Acceleration**• Develop Standards-based concept strands across grade levels • Set priorities/determine core within strands and across strands • Use materials to find lessons that address Standards • Find lessons to fill holes • Develop Assessments to identify student needs**Model Part 1**• Decide on a Strand (Number/Geometry [3-5] or Number/Algebra [6-8]) • Choose a “End” Standard/Benchmark at your grade level • Going back at least two years, find the Benchmarks at those grade levels that will lead to the “End” Standard • Highlight all Benchmarks in the Trace with the same color • Review the progression to make sure there are no holes**AgendaDay 2**• Review and Reflect - Day 1 • Model for Acceleration – Part 2 • Working on Parts 1 & 2 • Concept Trace Activities Grades 3-5 2-Dimensional Figures Grades 6-8 4 Representations of Algebra**Review**And Reflect**AgendaDay 2**• Review and Reflect - Day 1 • Model for Acceleration – Part 2 • Working on Parts 1 & 2 • Concept Trace Activities Grades 3-5 2-Dimensional Figures Grades 6-8 4 Representations of Algebra**Model for Acceleration**• Develop Standards/Benchmarek-based concept strands across grade levels • Set priorities/determine core within strands and across strands • Use materials to find lessons that address Standards • Find lessons to fill holes • Develop Assessments to identify student needs**Model Part 1**Model – Part 1 • Decide on a Strand (Number/Geometry [3-5] or Number/Algebra [6-8]) • Choose a “End” Standard/Benchmark at your grade level • Going back at least two years, find the Benchmarks at those grade levels that will lead to the “End” Standard • Highlight all Benchmarks in the Trace with the same color • Review the progression to make sure there are no holes**Concept Traces**3-5 & 6-8 Number & Operation**Model for Acceleration**Part 2**Model Part 2**Model – Part 2 • Decide on a Strand (Number/Geometry [3-5] or Number/Algebra [6-8]) • Using the 3-8 Mathematics Test Specs, prioritize the “End” Benchmarks based on the numbers and complexity of Test Items for the Standards • Starting with the “End” Benchmark/Standard progression with the highest priority, match activities in the materials that match the Benchmark progression. • Review the progression to make sure there are no holes**AgendaDay 2**Agenda • Review and Reflect - Day 1 • Model for Acceleration – Part 2 • Working on Parts 1 & 2 • Concept Trace Activities Grades 3-5 2-Dimensional Figures Grades 6-8 4 Representations of Algebra**Working**On Parts 1 & 2**Concept and Activity Traces**3-4 Geometry & 6-8 Algebra**Next Steps**• Continue working on Concept and Activity Traces • Share with your colleagues • Talk in your building about how to make mathematics “fit” for all students

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