7/30/2019 Activity 3 Mapping Backwards Matrix COMPLETED VERSION

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Activity 3: Mapping Backwards

GOAL: 4 years (8 credits) of Math for every student, culminating in AP Cal or Pre-calc if appropriate or course w similar rigor.

The following notes are not meant to be definitive or comprehensive answers, but are suggestions/recommendationsGrade Course(s) Resources needed Challenges Notes

9th

grade

Integrated Algebra

( take and pass Regents with

score of 80+)

- Differentiated classes or opportunities to supportadvanced and on level students as well as

students w math gaps to bring them up to level.

To address the needs of the students w math gaps:

- Double period of math for students w gaps.- Targeted utilization of AIS or other tutoring

opportunities

- A syllabus/curriculum that addresses math gaps- PD and coaching support for the math teachers- Smaller class size extra math teacher(s)

- Assessing/scheduling incoming 9th grade accurately- Allocating resources ( budget and staff)- If offering a double period, deciding what other

courses students will /will not take not

- Choosing curriculum/materials- Finding time for sustained PD- Developing assessments keyed toward higher goal/

not just passing regents

- Determining role of grading policy- Getting teacher buy-in

10th

grade

Geometry

(take and pass Regents)

- Differentiated classes or support, especially forstudents who struggled thru geometry. Ex:

double period of geometry w a curriculum that

addresses/supports weaker students needs

- PD and support for teachers

- Allocating resources ( budget and staff)- Determining what to do with students who fail the

course

- If offering a double period, deciding what othercourses students will /will not take not

- Choosing curriculum/materials- Finding time for sustained PD- Getting teacher buy-in

11th

gradeAdvanced

Algebra/Trigonometry

(Take and pass Regents)

- Training for teachers who might never havetaught subject

- Allocating resources (budget and staff) especiallyin early years since classes might be very small

- Deciding what elective courses the school can offer,since there is now additional math offerings

12th

grade

4th

year of Math ( if not AP or

Precalc, then Statistics or

Topics in Senior Math, both

RIGOROUS courses, not

watered down)

- Development of courses/ curriculum - Allocating resources ( budget and staff)- Getting student and family buy-in for rigorous

courses beyond state requirements for graduation

Notes: Decisions/Impacts include:

Does school have strongest teachers teaching the 9th grade Addressing off-track students; how do we get them back on track? Do students need additional time, like double period? What deployment of resources are necessary to do this? Do teachers need additional time? For collaboration, for case conferencing, for PD? If time/money/ other resources are deployed to strengthen math program, what other programs will be impacted or take a cut?