math involves the utilization of mathematic strategies that are modeled after
the lesson design and pedagogy of the world’s highest performing nations. Its
approach to content standards instruction ensures that students develop
procedural skills, conceptual understanding and application problem solving.
When students reach middle school they typically are not prepared to pass
Algebra 1 by eighth grade. One goal of this model is for students to be ready to
pass Algebra 1 since it is the gatekeeper to passing math courses in high school
necessary for graduation and entrance into a four-year college or university.
The math standards are regrouped in such a way that students receive instruction
in related standards in a cumulative way rather than in a spiral. If students do
not master a certain standard the first time they will be exposed to it again in
the succeeding lesson.
The lessons are very interactive and depart from the
teacher doing most of the talking. Students are involved through group work that
promotes critical thinking in order to solve problems. The training entails the
learning of instructional strategies and teachers will use the district adopted
In year one, the training involved all teachers in grades
2-5 at all elementary schools. Teachers received two days of training at the
beginning of the school year followed by three trimester trainings. Training was
followed up by in-classroom coaching and lesson modeling by the coaches.
Principals also received training and coaching by the principal coach.
II, training was done in-house by the District Math Curriculum Specialists and
other practitioners. Training was followed up by in-classroom coaching by Math
Curriculum specialists at some sites, other used lead teachers.
In year III, 50
lead teachers are trained to lead staff development and follow-up trainings at
their sites. The lead teachers receive follow-up trainings after each benchmark
test to provide needed Response to Intervention.
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