![]() ![]() The committee participated in several activities to better understand, identify and utilize the characteristics of high performing, collaborative teams. Talking Points will be shared with staff and community within 24 hours after each meeting. ![]() Members are listed in the Charge Document. The committee is representative of key stakeholders including staff, board, GBS staff, and parents. ![]() ![]() In an effort to continually update the community with information about the Task Force, the District posted talking points within 24 hours of each meeting, as found below. The committee is representative of key stakeholders including staff from District 34 and Glenbrook District 225, a member from the District 34 Board of Education, and parents. The Superintendent Math Task Force is charged with researching, designing, and recommending a repeatable, predictable, collaboratively designed student identification process for advanced and accelerated math. Consistent exemplary work habits and habits of mind.Regularly demonstrated use of the 8 Mathematical Practices.Strong mathematical skills and conceptual understanding.Our Single Accelerated students begin learning a compacted curriculum in 7th grade, as recommended in Appendix A.Īdvanced and Accelerated math students should demonstrate the following qualities: As District 34 is a high performing district, we begin the compacting for our Double Accelerated group of students in grade 6. While differentiation is necessary in all courses, having a separate course for advanced students allows for a different instructional approach.Īppendix A of the Common Core State Standards recommends compacting curriculum for accelerated learners in grades 7 and above. Advanced students show readiness to apply newly acquired skills sooner than peers in the non-advanced courses. Belief Statement 1:īy grade 4, some students show signs of readiness for more advanced math instruction. The Math Program in District 34 offers advanced (grades 4 and 5) and accelerated (grades 6-8) options for students. Additionally, students must demonstrate mastery of standards in the high school course in which they are enrolled to progress in the next course in the pathway. * Students who participate in high school courses during middle school are expected to complete course work at the high school level. Double Accelerated students will be on a pathway to take Geometry in 8th grade and positioned to take Algebra II in 9th grade. Successful completion of the Single Accelerated Pathway positions students to take Geometry as freshmen. Students who are identified for placement in Single Accelerated will be positioned to take Algebra in 8th grade. The A dvanced M ath class presents students with challenges and puzzles that utilizes th e students' innate strength in logical thinking.īeginning in grade 6, students who were in the Advanced math pathway will be split into two different accelerated pathways: Single Accelerated and Double Accelerated. While Advanced Math is not an accelerated course, the students who are in this class tend to grasp skills quickly and apply new knowledge and skills independently. This class may include more enrichment, problem solving and projects than students in the grade level course however the standards that are taught are the same as the grade level course. The Advanced Math class allows students more time to engage in complex application of skills and concepts, problem-solving and critical thinking with grade-level standards. Advanced Math is provided to meet the needs of students who regularly exhibit strong math skills and characteristics such as curiosity, motivation and perseverance with more challenging math concepts. While heterogenous and homogenous groupings still exist in math in grades 4 and 5, some students will now be identified for Advanced Math. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |