Holy Rosary School Math Curriculum Presentation

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Math presentation given on Tuesday December 4th, 2012

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Holy Rosary School Math Curriculum Presentation

  1. 1. Holy Rosary Math Presentation•••••••••
  2. 2. Our GoalWe want the students to have a balance of• Being challenged• Reaching mastery at grade level skills• Receiving the fundamentals in each grade level in order to be successful in high school and beyond• Igniting a passion and enthusiasm for math!
  3. 3. What are we doing at HRS in the math department?• Math Data Committee (formed in 2010)• Department Meetings• Staff Meetings• Curriculum Mapping• Updated Curriculum• Professional Development Trainings• Grade Level Collaboration• Weekly Math-Specific Study Halls for 5th-8th
  4. 4. What are the Common Core Standards?• Common Core Standards: The Common Core State Standards describe the knowledge and skills in English Language Arts and Mathematics that students will need when they graduate, whatever their choice of college or career. The standards are based on the best national and international standards, giving our students a competitive advantage in the global economy. This state-led effort is coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). -OSPI (Office of Superintendent of Public Instruction)
  5. 5. When Will These Be in Place?• OSPI and its partners will oversee a four-phase implementation strategy. Phase one began in 2011-12 with developing awareness of what the standards are and how they differ from existing standards. By 2014-15 these standards will be fully implemented and student achievement will be measured by a new assessment system. -OSPI
  6. 6. Kindergarten - BridgesCritical Areas of Focus for Kindergarten• With full implementation of the Common Core State Standards for Mathematics in Kindergarten, instructional time should focus on two critical areas: (1) representing, relating, and operating on whole numbers, initially with sets of objects; and (2) describing shapes and space.More learning time in Kindergarten should be devoted tonumber than to other topics.
  7. 7. Problem solving to find 3 ways to fill the area with shapes
  8. 8. Grade 1 - BridgesCritical Areas of Focus for Grade 1• With full implementation of the Common Core State Standards for Mathematics in Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.
  9. 9. Math Workshops
  10. 10. Grade 2 - BridgesCritical Areas of Focus for Grade 2• With full implementation of the Common Core State Standards for Mathematics in Grade 2, instructional time should focus on four critical areas(1) extending understanding of base-ten notation;(2) building fluency with addition and subtraction(3) using standard units of measure; and,(4) describing and analyzing shapes.
  11. 11. Common Core Checkpoints
  12. 12. Grade 3 - SaxonCritical Areas of Focus for Grade 3• (1) developing understanding of multiplication and division strategies for multiplication and division within 100;• (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1);• (3) developing understanding of the structure of rectangular arrays and of area; and,• (4) describing and analyzing two-dimensional shapes.
  13. 13. Stations using Money
  14. 14. Grade 4 - SaxonCritical Areas of Focus for Grade 4• (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends;• (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers;• (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.
  15. 15. Breaking down story problems
  16. 16. Grade 5 - SaxonCritical Areas of Focus for Grade 5• (1)developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions);• (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and,• (3) developing understanding of volume.
  17. 17. Investigations and IXL
  18. 18. Grade 6 - SaxonCritical Areas of Focus for Grade 6• (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems;• (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers;• (3) writing, interpreting, and using expressions and equations; and• (4) developing understanding of statistical thinking.
  19. 19. Finding the surface area of a cube & math study hall
  20. 20. Grade 7 – Glencoe McGraw-HillCritical Areas of Focus for Grade 7• (1) developing understanding of and applying proportional relationships;• (2) developing understanding of operations with rational numbers and working with expressions and linear equations;• (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three- dimensional shapes to solve problems involving area, surface area, and volume; and• (4) drawing inferences about populations based on samples.
  21. 21. Ch. 3: AlgebraLinear Eq. and Exp.
  22. 22. Grade 8 – Glencoe McGraw-Hill Saxon (Algebra)Critical Areas of Focus for Grade 8• (1) formulating and reasoning about expressions and equations, including modeling as association in bivariate data• with a linear equation, and solving linear equations and systems of linear equations;• (2) grasping the concept of function and using functions to describe quantitative relationships;• (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.
  23. 23. Solving and Graphing Multi-Step Equations & Inequalities
  24. 24. Data CollectionOne of our goals from our math self-study was to use data todrive our instruction.We have reached out to local Catholic schools and public middleschools with the purpose of:• Comparing standardized test data• Learning about different curriculums• Finding out more about accelerated programsWe are also comparing our data to the national average.
  25. 25. Comparing our ITBS Data vs. the National Averages• Group Common Core Domain Display • This measures the percent correct in each category at HRS vs. the percent correct in the nation.• Group Longitudinal Display • This displays the grade equivalent, which describes the grade equivalent on a continuum. For ex., a GE of 5.4 means that the group scored at the same level as a typical group at the end of the 4th month of grade 5.• Proficiency Level Display • This shows the number of students below, at, and exceeding proficiency levels.
  26. 26. Group Common Core Domain DisplayIowa Tests of Basic Skills (ITBS) Grade: 4 Level: 10 System: Seattle Archdiocese Disaggregation: All Students Form: A Test Date: 04/17/2012 Building: Holy Rosary - State: WA Norms: Spring 2005 Admin. Type: Print PercentAdmin. Type: Correct for the Nation Percent Correct for the Building Percent Correct No. of Items 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%Reading 41 80%No. Included = 56Key Ideas and Details 20 82%No. Included = 56Craft and Structure 12 79%No. Included = 56Integration of Knowledge and 9 79%IdeasNo. Included = 56Language 67 82%No. Included = 56Conventions in Writing and 33 82%SpeakingNo. Included = 56Vocabulary Acquisition and Use 34 82%No. Included = 56Math 60 77%No. Included = 56Operations and Algebraic 24 78%ThinkingNo. Included = 56Numbers and Operations in 16 75%Base 10No. Included = 56Numbers and Operations- 1 88%FractionsNo. Included = 56Measurement and Data 14 78%No. Included = 56Geometry 5 76%No. Included = 56
  27. 27. 4th Grade Common Core (2011)The math section was broken down by our common corestandards. Here is the percentage correct breakdown for HRS vs.the national average.Math Total: 77% vs. 62%• Operations and Algebraic Thinking: 78% vs. 62%• Numbers and Operations in Base 10: 75% vs. 61%• Numbers and Operations - Fractions: 88% vs. 71%• Measurement and Data: 78% vs. 58%• Geometry: 76% vs. 57%
  28. 28. Group Common Core Domain DisplayIowa Tests of Basic Skills (ITBS) Grade: 7 Level: 13 System: Seattle Archdiocese Disaggregation: All Students Form: A Test Date: 04/17/2012 Building: Holy Rosary - State: WA Norms: Spring 2005 Admin. Type: Print PercentAdmin. Type: Correct for the Nation Percent Correct for the Building Percent Correct No. of Items 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%Reading 48 87%No. Included = 53Key Ideas and Details 23 89%No. Included = 53Craft and Structure 19 86%No. Included = 53Integration of Knowledge and 6 82%IdeasNo. Included = 53Language 81 80%No. Included = 53Conventions in Writing and 40 81%SpeakingNo. Included = 53Vocabulary Acquisition and Use 41 80%No. Included = 53Math 76 84%No. Included = 53Ratios and Proportional 12 85%RelationshipsNo. Included = 53The Number System 24 82%No. Included = 53Expressions and Equations 18 83%No. Included = 53Geometry 6 84%No. Included = 53Statistics and Probability 16 89%No. Included = 53
  29. 29. 7th Grade Common Core (2011)The math section was broken down by our common corestandards. Here is the percentage correct breakdown for HRS vs.the national average.Math Total: 84% vs. 59%• Ratios and Proportional Relationships: 85% vs. 61%• The Number System: 82% vs. 55%• Expressions and Equations: 83% vs. 54%• Geometry: 84% vs. 62%• Statistics and Probability: 89% vs. 56%
  30. 30. Proficiency Level DisplayIowa Tests of Basic Skills (ITBS) Grade: 7 Level: 13 System: Seattle Archdiocese Disaggregation: All Students Form: A Score Type: National Proficiency Test Date: 04/17/2012 Building: Holy Rosary - State: WA Levels Norms: Spring 2005 Admin. Type: Print % Below Basic % Basic % Proficient % Advanced Below Proficient At or Above Proficient 100% 80% 60% 40% 20% 0% 20% 40% 60% 80% 100% Reading Total 2% 98% 51% 47% N=1 N=27 N=25 Language Total 10% 90% 64% 26% N=1 N=4 N=34 N=14 Math Total 6% 95% 55% 40% N=3 N=29 N=21 Social Studies 2% 98% 43% 55% N=1 N=23 N=29 Science 0% 100% 36% 64% N=19 N=34
  31. 31. Comparing our Data vs. Public SchoolsThis data is posted on the Seattle public schools andBellevue public schools website.We take the ITBS, and the public schools take the MPS. Thetests are different; however, both tests can be broken downinto “below,” “at,” or “above” proficiency at grade levelskills.
  32. 32. Seattle Public Schools:6th, 7th and 8th graders proficient onthe math exam 2011: 67%7th graders exceeding standard onthe state math test: 34%(This shows Algebra readiness for8th grade.)Madison Middle School:6th, 7th and 8th graders proficient onthe math exam 2011: 65%Student qualifying for APP orSpectrum: 7%
  33. 33. Bellevue School District Scorecard Meeting State StandardsGrade Level BSD (08-09) BSD (09-10) BSD (10-11) State (10- WASL MPS MPS 11) MPSElementary 79% 76% 78% 61%Middle 74% 76% 76% 56% Meeting state standards: Proficiency on the state exams indicates that students are meeting Washington State standards and are prepared for the next level.
  34. 34. Bellevue School District Scorecard Exceeding State StandardsGrade Level BSD (08-09) BSD (09-10) BSD (10-11) State (10- WASL MPS MPS 11) MPSElementary 55% 43% 44% 26%Middle 44% 42% 43% 24%
  35. 35. Information from our High SchoolsIn order to better track our alums’ success after graduation,we reached out to our high schools to get feedback anddata about our students’ progress through high school.This is some of the data that we have received back.
  36. 36. How are our alums doing at your school?“I am actively involved in math placements and haveobserved several factors during my six years here at [thisschool]. The HRS graduates, as a whole, are very well-prepared for success in [our] math program. HRS is, in fact,one of our top feeder schools as far as the math skills andpreparedness of our incoming freshmen. (This includeswhether the HRS alums test into Honors Advanced Algebraor are in the general Algebra program). In addition, year-after-year, HRS alums score at the top of our HonorsAdvanced Algebra placement test. The HRS 8th grade teamis also very accurate and thorough in its recommendationsfor individual math placements each year.”
  37. 37. Freshman Math PlacementsBefore students enter high school, they take a placementtest for math. There are typically 3 classes that a studentcan be placed into.Each school has a different percentage of students placedinto each program.We have the data from many of the high schools.Our graduating 8th graders place very well in their highschool placements.
  38. 38. A Look AheadIn our hunt to continue to meet the needs of our studentsat HRS, our programs will continue to evolve and change.There will be a spring meeting to announce if we have anycurriculum additions/updates/changes in the followingyear.
  39. 39. Conclusion

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