4-12+March+29+2011+Minutes

Present: Frank Doblekar (Grade 4 RES); Kyra Sahasrabudhe (Grade 3 RES); Ron Kubart (Grade 8); Karen DiTolla (Grade 8); Betty Schreyer (Grade 6); Angela Rion (Grade 5); Katrina Rubino (Grade 7); Lisa Magrin (Grade 7); Elise Cimino (Grade 9); Mary Schreiber (9-12); Rhonda Higby (9-12); Lynn Drake (9-12); Elizabeth Turner, Standards Area Chair; Michelle Donlon, Assistant Superintendent for C/I

Agenda: Share out K-4 work Look at maps across levels Discussion about core maps vs. diary maps

Key points:
 * 1) The K-4 cabinet has been integrating the Math Common Core Standards into their maps
 * 2) The math series is not the curriculum; it is a resource. Teachers should use the maps as their guide, not the series.
 * 3) Teachers feel that developing and administering the common assessments have led to a deeper discussion and understanding of what is and is not part of the curriculum.
 * 4) Core maps have little house icons next to the elements to indicate consensus.
 * 5) Teachers have been asked to begin to diary map; in other words, to enter information about the materials and lessons that they have developed that aligns with the curriculum. This will provide additional data points when the assessment information is available for each students and/or groups of students.
 * 6) It is important to determine where the challenges lie for individual students in order for intervention to be effective. If the issue is literacy, that is different than a lack of mathematical understanding. We need to address the root cause when intervening.
 * 7) We need to ensure that students are not missing primary instruction in mathematics because they are being pulled out for interventions.
 * 8) There was significant discussion about the fact that students do not know the basic math facts. Teachers see this at all levels, elementary through high school. We need to identify ways to improve fluency by the end of grade 3.
 * 9) Another area of focus that was suggested is around study skills. There was significant discussion about developing parent sessions to help them help their children know how to study and to increase parents' content knowledge.
 * 10) More discussion is needed by the group around algebraic thinking.

Next steps: Continue vertical discussion. Development of local assessments, K-12.