Checklist turned Tracking Sheet

At TMC16, I went to lunch with a group to discuss SBG and Interactive Notebooks.  We ended up mostly talking about SBG, which was great because I got a new idea!  Jessica Breur (@BreurBreur) shared how teachers at her school use tracking sheets for the students to reflect on how they are doing with each target and record scores the teacher has given them.  Then at the end of the unit the teacher collects and keeps them.  I asked her to share with me, and she kindly did!

While looking at all her resources and thinking through it all I was thinking about how it would make a lot of sense to combine this with my checklist, since most of the assignments are recorded there anyway.  Also students rarely keep their checklists after the unit is over, so it doesn't seem detrimental for me to keep them.  I would just need to add quizzes and tasks to the checklist when we do them, which wouldn't be too tricky and would be incentive for students to make those up right away when they miss them (bonus!).  So instead of using any of her wonderful resources, I worked on creating my own.

I needed to break up the spots for assignments based on learning target and provide a space for students to graph their scores for each assignment, so I have a sample that looks like this:

It has room for four assignments per learning target (3 learning targets on the front, zero or one or two on the back depending on unit), and a big miscellaneous section at the bottom of the back.  I figured I would use the miscellaneous section for assignments that related to multiple (or no) learning targets and overflow if I need more than four assignments for a given learning target.  Here is a picture of the back side:

I did an example of what I would write if there were five assignments for the first learning target.

Thoughts I still have:

• Will the stamp space be big enough for my stamps?  (I'm going to test it out tomorrow)
• I am concerned that I will end up needed more than four assignments often, making it pointless to separate it by learning target, but I need to fit three learning targets on the front when I have five learning targets in a unit.  I am especially concerned if I am adding quizzes, group tasks & reflections, and open middle type problems to this.
• I used to require students to have 80% of their checklist complete in order to take the test.  I could do it that same way, or I could say you can at most one missing from each section.  I want this to be a reflective tool, not just a punitive tool, but I also feel a need to hold them accountable.

What potential concerns do you see?  What things would you change?  Any ideas on my thoughts above?

-Kathryn

PS - I am on a blogging roll since TMC16, and I have a lot more ideas to come!

Algebra 1 Units, Learning Targets, Pacing, and Reporting Standards

I finally got to spend some quality time in my classroom this afternoon.  It was just a couple hours, but I felt SO productive.  After cleaning my group whiteboards with WD40, I set out to rearranging units, learning targets, and a pacing calendar.

Before

After

[Sorry, the pictures are not that great.]

Reporting Standards

One of the things that is new for me this year is that my school is moving forward with standards based grading.  We have written "reporting standards" for one class (I chose Algebra 1), and students will receive a report card with those 4-8 standards on it for each class.  So I thought about which reporting standards connect with each unit, which I'll share below as well.

Here are the reporting standards:

• Organize numbers, quantities, and units to solve problems (NQ)
• Numbers and Units; Exponents and Radicals
• Rewrite expressions to solve problems (SSE)
• Expressions and Equations; Polynomials; Quadratic Equations; Quadratic Functions
• Rewrite and evaluate exponential and radical expressions (ER)
• Exponents and Radicals; Polynomials; Quadratic Equations
• Create equations and use them to solve problems (CRE)
• Expressions and Equations; Linear Functions; Exponential Functions
• Build and interpret functions in multiple forms (IBF)
• Functions; Sequences; Linear Functions; Exponential Functions; Quadratic Functions
• Identify and compare linear and exponential relationships (LER)
• Linear Functions; Exponential Functions; Sequences
• Organize and analyze categorical and quantitative data (SID)
• Linear Functions; Exponential Functions; Quadratic Functions
• Approach problem solving as a mathematician (SMP)
• ALL!

I'm sticking with my goal of integrating the statistics throughout multiple units, and I've written my learning targets in a way that I think will allow that to work well.  I will probably not test over statistics, but there will be various ways of assessing statistical analysis.

Units and Learning Targets

Unit 0:  Numbers and Units (08.24-09.11)

I can identify and justify number order and equivalencies.

I can simplify numerical expressions by following the order of operations.

I can convert units.

Unit 1:  Expressions and Equations (09.14-10.02)

I can identify and create equivalent algebraic expressions.

I can evaluate algebraic expressions for the given value(s) of the variable(s).

I can solve one-variable linear equations.

I can rearrange multi-variable linear equations for a given variable.

Unit 2:  Systems of Equations (10.05-10.30)

I can state whether or not give values for the variables represent a solution to a system of equations.

I can estimate a solution to a system graphically.

I can estimation a solution to a system numerically.

I can solve a system algebraically.

Unit 3:  Functions (11.02-11.20)

I can find the domain and range of a relation.

I can determine and justify if a relation is a function.

I can use function notation to describe, evaluate, and graph a function.*

Unit 4:  Linear Functions (11.23-12.17)

I can determine and justify if a function is linear.*

I can find the slope and y-intercept given a linear function.*

I can graph a linear function.*

I can define an explicit function to model a given situation.*

I can interpret the meaning of the slope and y-intercept of a function used to model a situation.*

Unit 5:  Exponential Functions (01.05-01.29)

I can determine and justify if a function is exponential.*

I can find the base and y-intercept given an exponential function.*

I can graph an exponential function.*

I can define an explicit function to model a given situation.*

I can interpret the meaning of the base and y-intercept of a function used to model a situation.*

Unit 6:  Sequences (02.01-02.12)

I can identify if a sequence is arithmetic, geometric, or neither.

I can describe a sequence recursively.

I can describe a sequence explicitly.

Unit 7:  Exponents and Radicals (02.15-03.04)

I can evaluate exponents and radicals.

I can simplify exponential expressions.

I can simplify radical expressions.

Unit 8:  Polynomial Operations (03.07-03.25)

I can identify the degree of a polynomial.

I can add and subtract polynomials.

I can multiply polynomials.

I can factor polynomials.

Unit 9:  Quadratic Equations (03.28-04.15)

I can solve a quadratic equation by factoring.

I can solve a quadratic equation by using the square root.

I can solve a quadratic equation by the quadratic formula.

I can determine which of the above methods is most effective for a given function.

Unit 10:  Quadratic Functions (04.18-05.13)

I can determine and justify if a function is quadratic.*

I can translate between standard, vertex, and factored form of a quadratic function.

I can find the zeros, vertex, and line of symmetry of a quadratic function.*

I can sketch a graph of a quadratic function.*

*Learning target includes statistical component

Notes:

• The dates are an approximate for pacing, so NO, I will not end every unit on a Friday
• I think I left a week open at the end of the year, which is good, because I didn't count holidays or long weekends when setting this out
• It will change; I'm sure; it always does
• Homework will be the same as last year
• I want to have finals at the end of each semester be 7 sections, one for each reporting standard
• I think this came out to 42 learning targets.  I heard once that 30 was what you should aim for...so I'm a little higher than that, but I guess paring it down is a goal for next year!

Well, that's a summary of my work from today!  I hope you can use it in some way!  If you have questions, please ask via comment here or twitter (@kathrynfreed), especially if you have an idea that can possibly make some part of this better.

-Kathryn

Units and Learning Targets 2014-2015

I often see a tweet from someone who is searching for learning targets for Algebra 1.  Two summers ago I worked hard to create learning targets and units based off of the common core standards my district has chosen for Algebra 1.  Those are posted on this blog, but I thought it might be valuable to share what I did this year, as it doesn't quite line up with what I shared before (planning and reality rarely align).

Unit 1:  Number and Operations

• I can perform operations with integers.
• I can identify and justify number equivalencies.
• I can order numbers.

Unit 2:  Expressions

• I can use the distributive property to rewrite expressions in equivalent forms.
• I can simplify expressions by combining like terms.
• I can evaluate expressions for the given value(s) of the variable(s).

Unit 3:  Equations

• I can solve linear equations.
• I can graph linear equations.
• I can solve a multi-variable linear equation for a given variable.

Unit 4:  Systems of Equations

• I can state whether or not given values for the variables represent a solution to a system of equations.
• I can estimate a solution to a system graphically.
• I can solve a system using substitution.
• I can solve a system using elimination.

Unit 5:  Sequences

• I can determine if a sequence is arithmetic, geometric, or neither.
• I can describe a sequence recursively.
• I can describe a sequence explicitly.

Unit 6:  Functions

• I can find the domain and range of a relation.
• I can determine and justify if a relation is a function.
• I can use function notation to describe, evaluate, and graph a function.

Unit 7:  Exponentials

• I can simplify and exponential expression.
• I can determine and justify if a function is exponential.
• I can find the base and y-intercept given an exponential function.
• I can graph an exponential function.

Unit 8:  Polynomial Operations

• I can identify the degree of a polynomial.
• I can add and subtract polynomials.
• I can multiply polynomials.
• I can factor polynomials.

Unit 9:  Quadratic Functions

• I can determine and justify if a function is quadratic.
• I can find the zeros of a quadratic function.
• I can sketch a graph of a quadratic function.
• I can find the line of symmetry and vertex of a quadratic function.

Unit 10:  Statistics

• I can organize and analyze bivariate data.

My (Brief) Reflection:

• Units 1 and 2 were boring for many of my students this year, but things I perceived my students the previous year to need.  Also things I think many students benefited from.  I would like to do some sort of pretest to see which students could benefit from what...but that will be complicated...
• I want to integrate statistics into my other units.  It gives a setting to apply the other learning that is "real-world" and then I won't save it until the end and end up not being able to do it.
• I need to focus somewhere on "rate of change" a little bit more...maybe since we didn't really do a linear functions unit this year that struggled.
• I would like to take time to compare these to the original learning targets I planned out and decide which I prefer for which units.

So here they are to borrow, steal, or edit!  Enjoy :)

-Kathryn

#5things I Need To Do Before School Starts

Well, this morning on twitter @druinok inspired this post.  It really is #105things, but I simplified them into categories to help me feel better :)

1.  Get Organized
I need to organize EVERYTHING:  my closet, my wardrobe, my desk, my filing cabinet, my inbox, my google drive, my dropbox.  Name it and I would prefer it to be organized! (I also need to finish my teacher binder for the upcoming year, but I've got a few things to figure out first...)

2.  Buy Things
I need new things for a new year.  I have an Oriental Trading order (and maybe an Amazon order) to put in as well as some Target/Dollar Tree shopping to do.  I do very much enjoy the buying, but deciding what I need is important otherwise I would spend thousands!

3.  Plan Classroom Structure (ie Procedures)
I need a better way for distributing classroom supplies.  But I don't have a solution yet.  Also I need to decide how I'm going to do bellwork and how strict I want to be about the beginning of class.  I need a plan for storing notebooks in the classroom and maybe even folders too, since I just read Sarah's post about that yesterday.

4.  Plan Units
For many reasons I am restructuring some of my units (again!), and I don't have everything really figured out yet.  I want to make sure to incorporate more problem solving tasks into them as well, so I need to figure some of that out.  I also want to link the foundational standards into my units.

5.  Solidify Grading Expecations
For many reasons I also want to make changes to how my gradebook looks.  I'm not sure how to balance SBG with understanding of concepts (rather than just performing skills), but I really want to find a way to make it work.  Also with the foundational standards identified, I want to have different expectations for them (ie. higher level of proficiency) than with the others.

So there it is, all the big stuff I'm trying to do before school starts...obviously I need to plan individual lessons, write a syllabus, and other things too.  I also need to blog a lot!

Any suggestions for me?  What do you have left to do?

-Kathryn

Proficiency Certificates

Because it is the end of the quarter, we had PD on Friday, part of which was some worktime to update grades.  All of the HS teachers at my school are supposed to have an updated "standards" document, that shows the level of proficiency each student has met for all standards or learning targets.  Mine is by learning targets (which are aligned to standards).  I had updated everything in PowerSchool, but needed to update my Google spreadsheet.  As I was doing this I noticed that there are several students who have achieved proficient (or above) on all learning targets this quarter.  I was really excited, so I decided to make little certificates and share it as a #Made4Math Monday :)

made4math.blogspot.com

I made it up quickly on PowerPoint (it really isn't anything spectacular).  I printed 2 slides per page because I thought little ones were cuter :) Also I printed on green paper because kids love colored paper.  Here is a picture:

Download File Here

What I'm most excited about though is to give them to students.  I have never done anything like this before, but I think this is something worth rewarding.  I didn't consider whether or not they reassessed, just where they were at when the quarter ended.  I really think this is a good way of encouraging students to do better.  I haven't done much all year to encourage grades, and I don't want to start doing that.  Some of my students who have an A or A- will not be receiving one of these certificates because they scored a 2.5 on one of the learning targets.  I'm excited that I feel as though this is encouraging them to learn more rather than encouraging them to get a good grade.  And I truly believe that this is an award all my students are capable of earning.  That is why I am most excited to present the certificates, because I want to tell that to my students:  YOU CAN DO THIS NEXT QUARTER!

- Kathryn

More 1.1 ISN Pics

Well, it's been a while, so I have a few things to blog about, but I think I will start by showing you the rest of our first "section" of notes.  I posted what I had previously here.  Now, we have finished up and are working on 1.2, but I figure I better show you what I have...

This is a repeat from the other post, but it is the first page for this LT

Boring "left" side (output), but students created their own steps, not just copying mine.

Students looked up equivalencies on their own/with other students using any resources they could find.  My design of the table is pretty poor, but I have ideas for how to make it better next time...

Under the equivalency table students created conversion rates for 4 of their equivalencies.

As output students did some of there own practice problems.  We used these 8 problems as a gallery walk the next day. 

My Topics students took some notes under the practice problems on fractions.  We developed these rules about what makes a fraction equal to 1.

As you can see, there is nothing spectacular, but I am happy to have a more structured format for notes.  This first unit has been very difficult for me because it is less procedural algebra.  And I am teaching it in a way very unlike what I did last year.  Hopefully as the year goes on everything will improve.

Standards-Based Grading Note
After I assessed this unit, my students were still very low on using dimensional analysis to convert units.  I felt many could convert units, but didn't understand the specific structure that dimensional analysis uses.  I created a very differentiated day of practice in preparation for a class reassessment.  I had a set of extension questions for students who scored at or above proficient, and I had a set of practice questions for others.  I didn't lecture much more, but worked individually with students.  There were some challenging questions and some easier ones, so I could differentiate as I worked with students by guiding them to the problem I thought they should work on next.

The next day we created our own dimensional analysis questions (thanks to @jreulbach's suggestion) and had another student complete it.  I was impressed with how well everyone did with this, and it led right up to our reassessment.  I did not require all students to take it, only those who had scored below a 2.  However I did promise all students that I would not lower their score if they tried it.  Normally I don't do that, but I really wanted more kids to try to do better since I was giving class time for it.

I was thrilled with the results.  Only one student had a lower score (from a 3 to a 2.5), but I let him keep his high first score for the gradebook.  About 10 students scored the same.  These were either low students scoring 1s both times or students who were still proficient.  The rest of the students (40ish) did better and were bumped out of the "required" reassessment range.  I am very pleased to be able to say that I used a summative assessment formatively and reacted to my students' needs.  I don't know that I've ever done anything like that before in my teaching career.  Obviously I wish I could have gotten all students to proficient prior to the first assessment, but in the end it all worked out.

Section 1.1 of ISN

I just posted about what I thought my ISNs were going to look like.  This post is here and was written in July, but I didn't publish it until just now.  I guess because I was a little bit scared.  Anyway, as a follow-up to that post, I would like to share what our ISNs look like now that school has actually started.

Section 1.1 Set-Up

As part of our first day lesson, students created 5 numbers about them (I wrote about it here).  Then this week we turned it into their back cover of their notebooks, like Kathryn (not me :) blogged about here.  I didn't give the kids too much time to do it, so we were kind of rushed, but it helped that they already had their numbers picked out.  Here is mine:

 I'm working on covering all their notebooks with packing tape this weekend...what a job!

The first thing we put into our notebooks is on page 5.  I want to do a "title" page on page 1 and a table of contents on page 3, so I had them tape the syllabus onto page 5

And their first foldable was glued onto page 6.  This is about classroom expectations for different ways that we learn in class.  We filled out the inside one part at a time so it wasn't so overwhelming!

The on page 7, we started our first section.  I decided to name all of my sections with an essential question.  Mine aren't great EQs, but hopefully it will put pressure on me to continue improving them :)  So on page 7 we taped in our tab and title:

The tab goes onto the back (so onto page 8) for extra support.  Then also page 8 is our pocket for the section.  So beautiful!  Students have pretests in there already!

On page 9 we put our section TOC and score tracker.  I put the dates into the one that is in my notebook.  But as I said in earlier posts, I use this same template for each student.  I might show off my gradebook in more detail once I get going.  Here is a place for students to track their own scores.

Those things will be at the beginning of each section:  tab, pocket, and score tracker.  We should be able to set them up a lot quicker from here on out since students are more familiar with it now. (I can hope at least, right?)

Section 1.1 Notes (Part 1)
Next comes our notes.  I ended up deciding that it was OK to have input on the left and output on the right.  Hopefully no one will be too upset.  Here is our first page of "real" notes.  Learning target at the top, vocab words flash-card style, and a student-created list of words to use when describing levels of accuracy and precision.

We did a station activity and students had to discuss all 6 stations, but only write a response to one.  Then they handed them in.  The next day I gave them back with comments.  They glued their original onto the next page and wrote a better response below based off of my comments.

We have one more page of notes started.  Here is what that page of notes looks like:

I have an idea about what we are going to do on the next page, but it's not fully developed.  I better get going on that as it will be part of tomorrow's lesson!

Thanks to everyone whose blogs about their ISNs inspired parts of this post.  Your ideas sat in my head for a long time before I could put them to work in a way that I felt was best for me.  I am super excited about the notebooks and how it is already helping with organization!  Students haven't yet asked me for any new copies of things I've handed out :)

Storage

Oh wait, I forgot to share how we are storing them.  I am letting students keep them in the classroom.  Mostly because I decided I didn't want to fight the homework battle any more so I will not be requiring students to complete much homework this year. I picked up a trick from our language arts teacher and loved that the notebooks fit in.  Here is a pic from before school started:

Now all the folders have tabs with student names.  I put them entirely in alphabetical order based on last name and placed the tabs in a certain spot based on which period they are in my class.  Easy to find what I need quickly :)  They put their notebooks in before they leave and pick them up again on their way into class the next day.  It is also wonderful for getting needed papers to students who were absent...just slip it in the folder!  But if using to store notebooks, you do need quite a few crates so they are not overstuffed.  I have 4 for 87 students, but I think another one is in order...

Thanks for reading!

-Kathryn

Unit 5 LTs (draft)

Well, here I am again, asking your advice on my learning targets!  But the difference today is that this is the last time :)  Here you go!

UNIT 5:  QUADRATIC FUNCTIONS AND MODELING

Section 5.1:  Graphing and Interpreting Quadratic Functions

                Standards Addressed:  F.IF.4, F.IF.5, F.IF.6, F.IF.7, F.IF.8, F.BF.1

5.1A:  I can find the intercepts and extrema for a quadratic function (in any form).

5.1B:  I can graph a quadratic function using the intercepts and extrema.

5.1C:  I can interpret the meaning of intercepts and extrema of a function used to model a situation.

5.1D:  I can calculate and interpret the meaning of the slope between two points of a function used to model a situation.

Section 5.2:  Comparing Functions

                Standards Addressed:  N.RN.3, F.IF.9, F.BF.3, F.BF.4, F.LE.3

5.2A:  I can compare properties of two functions (in any form).

5.2B:  I can describe and identify translations that determine function families.

5.2C:  I can find inverses of linear functions (in any form).

Thoughts/Notes

• All but three of the standards in this unit were addressed previously in unit 2.  In this unit they are to be extended to quadratics.
• I kind of would like to throw 5.1D in with 5.1A and C, but I couldn't get the wording right and so then I questioned whether it actually fit or not.  Thoughts?
• I honestly feel like this was the easiest unit...maybe that's because I'm to the point where I'm not as worried about perfection as I was at the beginning...?  Maybe that means this unit is awful...?

Once again, I ask for your feedback.  I want to know what needs to happen to make these awesome for my students.  I appreciate you taking the time to read these!  Thanks, and once again remember...ALL DONE!

-Kathryn

Unit 4 LTs (draft)

I still have a million thoughts whirling around in my head about Unit 3 based off of comments and twitter conversations, but onto Unit 4 I must go!

UNIT 4:  EXPRESSIONS AND EQUATIONS

Section 4.1:  Polynomial Operations and Modeling

                Standards Addressed:  A.SSE.1, A.APR.1, A.CED.1, A.CED.2

4.1A:  I can add and subtract polynomials.

4.1B:  I can multiply polynomials.

4.1C:  I can create equations to model situations and use them to solve problems in the context of the situation.

Section 4.2:  Zeros of Quadratics Algebraically

                Standards Addressed:  A.SSE.2, A.SSE.3, A.CED.4, A.REI.4, A.REI.7

4.2A:  I can find zeros of quadratic functions by taking the square root.

4.2B:  I can find zeros of quadratic functions by factoring.

4.2C:  I can find zeros of quadratic functions by completing the square.

4.2D:  I can find zeros of quadratic functions by using the quadratic formula.

4.2E:  I can solve an equation/formula for a specified variable.

Thoughts/Notes:

• Do I really need 4.2A?  I'm looking at A.REI.4b, which says students solve by inspection, taking square roots, completing the square, the quadratic formula, and factoring.  Well, that's a lot, so I feel like it needs more than one LT, but not 5!  And to me if you solve by CTS you are taking a square root...would basic square root equations build up to CTS?  I would prefer 4 LTs to 5 in that section...thoughts?
• I'm a little confused about how I can fully meet A.SSE.3 and A.CED.2 which both have graphing components when most of the graphing standards aren't until Unit 5 (F.IF.7, F.BF.3, and many others).  We will likely do all our graphs by plotting points or using technology for Unit 4. 
• Last year when we found zeros of quadratic functions we did algebraically, numerically, and graphically all together.  I'm a little sad that they are split up here.  :(  I like drawing all the connections, but it will have to wait to Unit 5.

Please give feedback by commenting below or tweeting me (@kathrynfreed).  I really appreciate how much everyone has helped me so far with processing these.  Every time I think my brain is over-capacity with thoughts on standards and learning targets somebody will make a comment that gets me thinking again!

For those of you who have been walking through this entire journey with me, there is only one unit left!  Hang in there!

-Kathryn

Unit 3 LTs (draft)

I promised Unit 3 LTs by the end of the week, and I think I made it on time :)  There's nothing like cutting it close.  I had hoped to have units 4 and 5 done by this time as well, but we'll just have to see where I can get.

Here they are.  More thoughts at the bottom!

UNIT 3:  DESCRIPTIVE STATISTICS

Section 3.1:  One-Variable Statistics

                Standards Addressed:  S.ID.1, S.ID.2, S.ID.3

3.1A:  I can create plots (dot, box, histogram) to represent data.

3.1B:  I can find and interpret the mean, median, IQR, and standard deviation.

3.1C:  I can compare the shape, spread, and center of data sets using the mean, median, IQR, and standard deviation.

Section 3.2:  Two-Variable Categorical Data

                Standards Addressed:  S.ID.5

3.2A:  I can create a two-way frequency table for categorical data with two categories.

3.2B:  I can find and interpret relative frequencies (joint, marginal, and conditional) in the context of the data.

Section 3.3:  Two-Variable Quantitative Data

                Standards Addressed:  S.ID.6, S.ID.7, S.ID.8, S.ID.9

3.3A:  I can represent data with a scatter plot.

3.3B:  I can find a line of best fit and use it to solve problems in the context of the data.

3.3C:  I can interpret the meaning of the slope and the intercepts.

3.3D:  I can find and analyze the meaning of the residuals and the correlation coefficient.

3.3E:  I can make inferences about correlation and causation.

Thoughts/Notes:

• It makes sense to me to study 1-variable statistics separately, so I'm mostly OK with the organization of 3.1.  We did get a quite decent twitter conversation on whether or not students should be required to calculate standard deviation by hand.  Any further comments on that are welcome.  Thank you to those who already participated and gave me ideas.
• I had planned on doing all two-variable statistics as one section, but there is a lot there!  And it seems weird to me to have 1 standard on categorical data when the rest are on quantitative data.  Hard for me to make that fit well.  There is so much with the quantitative data though that I couldn't combine them.  I hate having 5 LTs in one section (it feels so big) but I feel like I still haven't done the standards justice.  Also I think Section 3.2 being so short will provide an opportunity for a different structure of class.  Maybe we will do a project assessment instead of a test

Please, please, please leave your thoughts in the comments or tweet me (@kathrynfreed) Like I have said with every other unit, I really truly want to make these the best goals I can for my students.  I appreciate all of your feedback whether praising my awesome-ness (not usually) or giving me advice for improvement (usually), I really like how you guys can always make me think more--even when I think my brain is dead!  Thanks for that!

-Kathryn

Day 1

I attended day one of our Tiered Algebra 1 Action-Research Project.  We got an overview of the project including the components that will be involved:  Iowa Core Standards, Standards-Based Grading, and Tiered Instruction.

We spent a lot of time discussing the tiered instruction because that is the newest idea for most of us.  This is based off of RTI, or Response to Intervention, a method used to keep students performing at grade-level and provide assistance when they fall behind.  There is not much information published about implementing RTI at a high school level, especially for mathematics, so we took a look at the basic structure of the program.

We will provide three tiers of instruction.  The first is universal.  All students receive the first tier of instruction.  The second tier is for some students (10-20%) that for a lack of a better phrase are "chronic mathematics strugglers".  These students need to receive an additional 30 minutes of instruction everyday in small groups (7-10 students).  The third is for a few students (1-5%) who have IEP math goals, with additional mathematics instruction written into their IEPs.  These students will also receive an additional 30 minutes of instruction everyday in even smaller groups (1-3 students) with a special education instructor).

Oh to think of all the scheduling issues this creates!  Thankfully our math department had already been discussing the need for intervention and brainstorming ways to make it work.  All that brainstorming with this guidance for how best to help those students allowed us to see this not as an impossibility, but a challenge we would have to work around.