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Math in Shoreline
District Math PhilosophyCurriculum Used: Pre-K through 5th grade: Growing with Mathematics (Wright Group/McGraw Hill) 1st-5th grade at Lake Forest Park: Everyday Mathematics (University of Chicago) 6th-8th Grade: Connected Math Project (Pearson/Prentice Hall) 9th-12th Grades: Prentice Hall 2011 Algebra/Geometry/Algebra II Series Shoreline Teacher Resources: Elementary (K-5) Math SWIFT page Secondary (6-12) Math SWIFT page Mathematics Achievement Team Meetings for 2009-2010 Information concerning the Mathematics Achievement Team can be found under the documents tab on the left. October 27th November 17th December 15th January 26th February 9th March 16th April 27th May 18th Shoreline School District Mathematics Philosophy and Guiding Principles Fall 2008 Students will master rigorous mathematical content tied to Washington State Math 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 Assessment: • 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 |