Math+Committee

=__A Classes__= =Strengths= Guideposts & Framework provide scope Teachers report feeling more accountable. Amy L. feels that the most important mathematical experiences are being taught. Better awareness of benchmarks Assessments- Self, Open Response, Part A, Part B Workshop Model works well - short spurts daily at kids levels Calendar Time with Math journal for extending students provides great assessment and opportunities for all students Differentiation Instant Feedback Minilessons rich literature adult directed and student directed activities use of common consistent mathematical language Spiral breeds familiarity to concepts and skills Games Flexible lessons can be broken up Math Boxes good practice, like reorganization of preview boxes Home Links helpful as a start to homework and have extra review problems now Manipulative usage (1st choice strategy Grid Engaged Students voicing strategies and have different strategies Deeper understanding of concepts before learning formulas Students come to third grade with a strong base, they know so much language and have experiences that make them ready to jump right in. Confidence Amy likes the self-assessment and has been able to bring that into other areas of her teaching. (Kids thinking about how they feel as they are learning, thoughtful and reflective students communicate well, but the others can put something down that leads you to important conversations). Family Letters Home-school connection is seen as a real strength Mental Math/Math Message Greg as a parent feels more involved and the learning feels more sequencial than in the past. =Struggles= JK Boring material, some lessons developmentally inappropriate Not thematic; Challenging to weave in themes with time needed for EM. Need Software Support to practice skills Lot of material to jump into Time management Teachers struggle "moving on" if children don't have a basic working knowledge of the work they are doing. Are we teaching its okay not to "get it"? When to Double Back and When to trust the spiral? Many teachers notice that Late Start Wednesdays and other interruptions to the schedule means making tough choices about what to teach. Not enough practice on tough skills (Telling Time, Partial Sums, Trade First Subtraction, Multiplication, Division) Difficult to differentiate during lesson--strong students are seemingly doing busy work in areas that they've already tested "out" of. Homework not differentiated Jumps around Readiness and enrichment portions seems fluffy, "another thing to do"(multiple teachers agree). EM is very language heavy which can slow down as well.

=Strategies= Create own materials Adapted lessons for theme Jeff and Dawn are working on how to handle exposure, secure, mastery...etc Lengthening Lessons when it gets tough Supplementing and enriching homework Supplementing to make thematic connections Supplementing multiplication and division Problem Solver for 2nd and 3rd grade has been used as enrichment material. Pretesting and Oral assessment is provides strong teachable moments.