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Math in
Shoreline
District Math
PhilosophyP-6 Math Instructional Specialist, Linda Smith 7-12 Math Instructional Specialist, Shereen Henry Shoreline Math Olympiad Information Curriculum Used: K through 5th grade: enVision Math by Pearson 6th-8th Grade: Connected Math Project 2 (Pearson/Prentice Hall) High School Core Math Program: Prentice Hall 2011 Algebra/Geometry/Algebra II Series Course offerings vary year to year depending on state requirements and funding. Please check the registration guides for current high school course offerings. Shoreline Teacher Resources Link to Elementary (K-5) Math SWIFT page Link to Secondary (6-12) Math SWIFT page Mathematics Achievement Team: 6th-8th grade adoption continuing through the 2011-2012 school year Information concerning the Mathematics Achievement Team can be found under the documents tab on the left. The Shoreline Mathematics Achievement Team reconvened in September to continue to evaluate middle school math curriculum. 2009-2010 Outcomes: MAT recommended K-5 enVisions 2011 to the School Board for approval to be used in Kindergarten through 5th grade. 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 |