Math presentation given on Tuesday December 4th, 2012

1. Holy Rosary
Math Presentation
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2. Our Goal
We 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. 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. 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. 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. Kindergarten - Bridges
Critical 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 to
number than to other topics.

7. Problem solving to find 3 ways to fill the area with shapes

8. Grade 1 - Bridges
Critical 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. Math Workshops

10. Grade 2 - Bridges
Critical 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. Common Core Checkpoints

12. Grade 3 - Saxon
Critical 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. Stations using Money

14. Grade 4 - Saxon
Critical 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. Breaking down story problems

16. Grade 5 - Saxon
Critical 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. Investigations
and IXL

18. Grade 6 - Saxon
Critical 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. Finding the surface area of a cube
& math study hall

20. Grade 7 – Glencoe McGraw-Hill
Critical 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. Ch. 3: Algebra
Linear Eq. and Exp.

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. Solving and Graphing Multi-Step
Equations & Inequalities

24. Data Collection
One of our goals from our math self-study was to use data to
drive our instruction.
We have reached out to local Catholic schools and public middle
schools with the purpose of:
• Comparing standardized test data
• Learning about different curriculums
• Finding out more about accelerated programs
We are also comparing our data to the national average.

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. Group Common Core Domain Display
Iowa 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 = 56
Key Ideas and Details 20 82%
No. Included = 56
Craft and Structure 12 79%
No. Included = 56
Integration of Knowledge and
9 79%
Ideas
No. Included = 56
Language 67 82%
No. Included = 56
Conventions in Writing and
33 82%
Speaking
No. Included = 56
Vocabulary Acquisition and Use 34 82%
No. Included = 56
Math 60 77%
No. Included = 56
Operations and Algebraic
24 78%
Thinking
No. Included = 56
Numbers and Operations in
16 75%
Base 10
No. Included = 56
Numbers and Operations-
1 88%
Fractions
No. Included = 56
Measurement and Data 14 78%
No. Included = 56
Geometry 5 76%
No. Included = 56

27. 4th Grade Common Core (2011)
The math section was broken down by our common core
standards. 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. Group Common Core Domain Display
Iowa 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 = 53
Key Ideas and Details 23 89%
No. Included = 53
Craft and Structure 19 86%
No. Included = 53
Integration of Knowledge and
6 82%
Ideas
No. Included = 53
Language 81 80%
No. Included = 53
Conventions in Writing and
40 81%
Speaking
No. Included = 53
Vocabulary Acquisition and Use 41 80%
No. Included = 53
Math 76 84%
No. Included = 53
Ratios and Proportional
12 85%
Relationships
No. Included = 53
The Number System 24 82%
No. Included = 53
Expressions and Equations 18 83%
No. Included = 53
Geometry 6 84%
No. Included = 53
Statistics and Probability 16 89%
No. Included = 53

29. 7th Grade Common Core (2011)
The math section was broken down by our common core
standards. 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%

31. Proficiency Level Display
Iowa 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

32. Comparing our Data vs. Public
Schools
This data is posted on the Seattle public schools and
Bellevue public schools website.
We take the ITBS, and the public schools take the MPS. The
tests are different; however, both tests can be broken down
into “below,” “at,” or “above” proficiency at grade level
skills.

33. Seattle Public Schools:
6th, 7th and 8th graders proficient on
the math exam 2011: 67%
7th graders exceeding standard on
the state math test: 34%
(This shows Algebra readiness for
8th grade.)
Madison Middle School:
6th, 7th and 8th graders proficient on
the math exam 2011: 65%
Student qualifying for APP or
Spectrum: 7%

34. Bellevue School District Scorecard
Meeting State Standards
Grade Level BSD (08-09) BSD (09-10) BSD (10-11) State (10-
WASL MPS MPS 11)
MPS
Elementary 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.

35. Bellevue School District Scorecard
Exceeding State Standards
Grade Level BSD (08-09) BSD (09-10) BSD (10-11) State (10-
WASL MPS MPS 11)
MPS
Elementary 55% 43% 44% 26%
Middle 44% 42% 43% 24%

36. Information from our High
Schools
In order to better track our alums’ success after graduation,
we reached out to our high schools to get feedback and
data about our students’ progress through high school.
This is some of the data that we have received back.

37. How are our alums doing at your
school?
“I am actively involved in math placements and have
observed several factors during my six years here at [this
school]. 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 and
preparedness of our incoming freshmen. (This includes
whether the HRS alums test into Honors Advanced Algebra
or are in the general Algebra program). In addition, year-
after-year, HRS alums score at the top of our Honors
Advanced Algebra placement test. The HRS 8th grade team
is also very accurate and thorough in its recommendations
for individual math placements each year.”

38. Freshman Math Placements
Before students enter high school, they take a placement
test for math. There are typically 3 classes that a student
can be placed into.
Each school has a different percentage of students placed
into each program.
We have the data from many of the high schools.
Our graduating 8th graders place very well in their high
school placements.

39. A Look Ahead
In our hunt to continue to meet the needs of our students
at HRS, our programs will continue to evolve and change.
There will be a spring meeting to announce if we have any
curriculum additions/updates/changes in the following
year.

40. Conclusion