1. 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).