April+Mapping+Session,+K-4

Notes from 4/7/2010

Our group had a vertical discussion with sharing from each grade level. Here are some of the highlights:

Mapping is particularly important because the new math program goes beyond the standards. The textbook is not the curriculum. It is important to determine what is essential so that time is used effectively.

We need to determine when students should have achieved mastery on specific skills. This will help us in identifying interventions and in providing enrichment.

Students are not learning math facts. Teachers feel that they are spending time reviewing basic facts.

Formative and benchmark assessments will give us data about each student's previousskills/levels and achievement. It will allow for more targeted review and RTI. Use of a math portfolio was suggested. It would need to be meaningful to the person receiving it. Being able to look at student work over time helps us see what students need so that we can address more quickly. A checklist could be helpful and simple.

There was discussion about time dedicated to math. How much time is needed? How can math be incorporated throughout the day, for example through calendar in the primary grades?

It is important to have cross-building conversations because students will be funneling into the middle school.

The goal for the 2009-2010 school yer was to develop consensus maps for all buildings and to develop the understanding that we need to be committed to following the consensus maps. Core maps (consensus maps) will be noted by a little blue house. Those are the elements that we have agreed to follow consistently. The parts of the maps that are flexible make up the diary maps of the individual teachers: the lesson plans, resources, etc.

There was a suggestion that we put website links on the consensus maps for easy access.

Our benchmark assessments will drive consistency in terms of the chronology of the concepts and skills in our maps.

The group reviewed strands for number sense and operations.