• District Math

    Students will master rigorous mathematical content tied to the Math Department Standards leading to success in algebra and beyond.

    Curricular Content:
    • Mastery of whole numbers, fractions, geometry, and measurement, the critical foundations of algebra
    • Access to an authentic algebra class, no later than 9th grade
    • Curriculum that is focused, coherent, and aligned to state standards

    Learning Processes:
    • Conceptual understanding, computational fluency, and problem solving skills, jointly supporting one another
    • The belief that success in learning math is largely a result of effort, not inherent ability or talent. Support and strategies for communicating this belief is provided for students, parents, and teachers.
    • An understanding that readiness to learn is a concept that is dependent on students’ prior learning, not age.

    Instructional Practices:
    • A balance of student-centered and teacher-directed instruction
    • Explicit instruction for students with math difficulties
    • Systematic interventions that address social, affective, and motivational factors on a small and large scale, including extra time and support during the same course to pre-teach or re-teach content

    Instructional Materials:
    • A common curriculum that is coherent, accurate, and easily aligned to the state standards.

    Teaching and Teacher Education:
    • On-going professional development for teachers that includes math content and supports the math standards
    • Highly qualified teachers that are motivated to teach math
    • Instruction using high quality research-based best practices, with training provided by the district

    • Tools that measure growth in mathematical understanding
    • Common district assessments to reinforce shared expectations of learning for all
    • Valid instruments of high quality
    • A balance between formative and summative assessments, in a variety of formats (paper, pencil, observations, nonverbal, verbal)
    • Assessments aligned with larger state/college expectations