K. Beane 11/2010 K5 Math Program Development 20082014 Internal Review Audit Professional Program Implementation Implementation Learning Development 20082009 20092010 20102011 20112012 20122013 20132014 Consistent Parent Conf. Assessments Align Progress Report to Implement aligned K‐2 Prog Rpt Assessments Assessment New Program assessments National Assessments Scoring/Expectations based on Common Core Timing/Sequence slated 20142015. Consistent Consistent No major changes prior. Parent Conf. Assessments Prog Rpt Assessments Align Progress Report to 3‐5 Scoring/Expectations Scoring/Expectations New Program Timing/Sequence Current Math Research * Assessment Admin. Professional Development K‐2 Current Math Programs New Program Training Implementation Training Refinement Training Consistent Scoring Using Prog Report Data Assessment & Data Use Prerequisite Skills Prog Rpts As Formative Prog Rpt Indicators Foundational Skills Diff & Individualization “Change Over” Training 3‐5 Instruction w/a Rubric Skill Deficits New Program Training Implementation Training Math Knowledge Tech IMI Scoring w/a Rubric IMI Tools and Resources Mathletes Monitor Student Progress Model Data Usage Interventions for Math Charting Student Progress Model Classroom IMI Lead Data Conversations Tech‐iPod Touch Indiv. Model Tech IMI Intro Individualized Math K‐2 Implement Curric K, 1, 2 Curriculum & Instruction Compare Current Texts Solidify Instruct. Time •Traditional (Foresman) Full IMI Implementation •Constructivist (Everyday) STEM Teachers 3‐5 Implement Curric 3,4,5 •Common Core (Singapore) Comparative Txt Analysis Cmtes 5+programs Write Curric K, 1, 2 Write Curric 3, 4, 5 Feedback & Revisions Text Selection Audit Principal Training Admin Establish Program Goals Monitor Implementation Monitor Implementation Parent Introduction 20082009 20092010 20102011 20112012 20122013 20132014 *Our look at research focuses on the National Math Advisory Panel Report (2008), Assisting Students Who Struggle With Mathematics: Response to Intervention for Elementary and Middle School (2009), and the new Common Core State Standards for Mathematics (2010). We also reference Marzano’s research on improving student performance by charting progress, Deborah Loewenberg‐Ball’s research on Mathematics Knolwedge for Teaching, The 2010 McKinsey Report and Bill Schmidt’s TIMSS analysis, which both look at math education in high performing countries, and the joint report (National Staff Development Council and Stanford Center on Opportunity Policy in Education) on professional development practices in the United States. (2010).