Don’t Take OSE-EIS for Granted – Part 2

OEAA 2006 Conference

Sessions 34 and 40

Presentation will include:

• Introductions

• Overview– GLCEs (4X6) and Extended GLCEs– Learning Sequence– Diagnostic Inventories– Implementation Issues

• Selected Activities

State Improvement Grantto address

Adequate Yearly Progress(SIG-AYP)

www.michiganmathematics.org

Michigan Department of Education

Office of Special Education and Early Intervention Services

*******

United States Department of Education

State and Federal Guidance

• No Child Left Behind

• Education Yes!

• Grade Level Content Expectations

• MEAP Grades 3-8

• Adequate Yearly Progress

GLCEs by Grade by Strand

GLCEs K 1 2 3 4 5 6 7 8

Number and Operations 10 16 22 21 37 23 20 9 11

Algebra 14 13 13

Measurement 5 8 11 13 11 10 3

Geometry 3 6 7 7 5 7 5 6 9

Data and Probability 3 3 3 3 4 2 4 7

Total 18 33 43 44 56 44 44 32 40

NCLB % Proficient RequirementsYear Mathematics

Elem. Middle High

2002 47% 31% 33%

2003 47% 31% 33%

2004 47% 31% 33%

2005 56% 43% 44%

2006 56% 43% 44%

2007 56% 43% 44%

2008 64% 54% 56%

2009 64% 54% 56%

2010 64% 54% 56%

2011 73% 66% 67%

2012 82% 77% 78%

2013 91% 89% 89%

2014 100% 100% 100%

2002 MEAP Grade 8 Mathematics

0.0

0.5

1.0

1.5

2.0

2.5

3.0

0.0

6.0

12

.0

18

.0

24

.0

30

.0

36

.0

42

.0

48

.0

Raw Score

Pe

rce

nt

Fall 2005 MEAP Mathematics

District Curriculum Guide

• Content: What students should know and be able to do

• Instruction: How to best engage students in learning content

• Performance expectation: What we expect students to do – based upon incremental improvement

• Assessment: A measure of meeting performance expectations

Three Program Components

DiagnosticInventories

InstructionalSequence

InstructionalPlanning

Three Instructional Components

Symbolic /Number

Verbal /Words

Concrete

Pictorial Manipulatives

IntroductionChapter 1 Program and Instruction

Chapter 2 Place Value and NumerationChapter 3 Whole Number Addition & Subtraction Chapter 4 Whole Number Multiplication &

DivisionChapter 5 Decimals (Basic)Chapter 6 Fractions (Basic)Chapter 7 Fractions & Decimals (Intermediate)

SIG-AYP PD Book – Table of Contents

SIG-AYP PD Book – Table of Contents

Chapter 8: GeometryChapter 9: ?Chapter 10: Resources: Files & Graphics (CD&Web)Chapter 11: Michigan Grade Level Content

ExpectationsChapter 12: MEAP Grades 3 through 8

Chapter 13: MI-Access

SIG Project Focus

• Teachers of Underachieving Students • Special Education Students Who Will Take

the MEAP Test• Continuing Support• Diagnosis of Student Performance• Implications for the IEP• Instructional Interventions• Assessment of Impact

Unit Structure• Overview • Meaning• Instructional Sequence• Activities

– Manipulative– Pictorial– Basic Facts– Algorithms– Computation

• Diagnostic Inventory

Diagnostic Inventories

• Numeration and Place Value (1)

• Whole Number Concepts and Operations (4)

• Basic Decimal and Fraction Concepts and Operations (2)

Numeration and Place Value Inventory

• Contextual Problems

• Concept– Number (Position and Quantity)– Place Value

• Representations (models and symbol)

• Counting Forward and Backward

• Comparing

• Word/Numeral Translations

Whole Number InventoryAddition, Subtraction, Multiplication, and Division

• Concept of the Operation in Context• Pictorial Representation of the Operation• Using the Number Line to Compute• Fact Families, Inverse Operations, and Identities• Computation Format• Computation

– Facts– With and Without Regrouping (Embedded Zeros)– Multiple Digits (Up to 4 – Digit)

Decimals Inventory: Basic Level• Concept

– Equal Partitioning– The Role of Zero and the Decimal Point– Decimal Place Value and Trading– Translate among Representations (models and

symbol)

• Counting• Reading and Writing Decimal Words and

Numerals• Equivalence, Comparison, and Ordering• Basic Computation (Tenths and Hundredths –

No Regrouping)

Fractions Inventory: Basic Level• Concept

– Equal Partitioning– The Role of Numerator and Denominator– The Whole as the Referent– Translate among Representations (models and

symbol)

• Counting• Reading and Writing Fraction Words and

Numerals• Equivalence, Comparison, and Ordering• Basic Computation (Like Denominators)

Our Charge!

• To focus on the role of a teacher working with underachieving students

• To assist colleagues working with underachieving students– Instructional models and strategies– Diagnostic tools– Instructional planning models

ReferencesNational Research Council

• Adding It Up: Helping Children Learn Mathematics (2001)

• How People Learn: Brain, Mind, Experience and School (1999)

• How Students Learn Mathematics in the Classroom (2005)

How Students Learn Mathematics in the Classroom

1. Engaging Prior Understandings

2. The Essential Role of Factual Knowledge and Conceptual Frameworks in Understanding

3. The Importance of Self-Monitoring

Adding It Up: Helping Children Learn Mathematics

1. Conceptual understanding

2. Procedural fluency

3. Strategic competence

4. Adaptive reasoning

5. Productive disposition

2004-5

Saginaw ISD

Wayne County RESA

2005-6

Clare-Gladwin RESD

Genesee ISD

Kent ISD

Macomb ISD

2006-7

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