Docstoc

ACCELERATED MATH INSTRUCTION _AMI_

Document Sample
ACCELERATED MATH INSTRUCTION _AMI_ Powered By Docstoc
					 ACCELERATED MATH INSTRUCTION (AMI)




PROGRAM GUIDELINES FOR PRINCIPALS
            2004-2005




  HISD MATHEMATICS DEPARTMENT
                    ACCELERATED MATHEMATICS INSTRUCTION
                            FUNDING GUIDELINES



   Accelerated Math Instruction (AMI) funding is to be used to provide intensive, targeted intervention
    programs for students in Grades K-5 who have been identified as unlikely to achieve the TAKS
    mathematics passing standards by the end of Grade 5. This inclusion of Grade 5 recognizes that
    students taking Grade 5 TAKS in spring 2005 must meet standards in order to progress to Grade 6.

   Accelerated Mathematics Instruction grant funds can be used to pay only for activities occurring
    between September 1, 2004, and August 31, 2005, they are to be expended to meet the needs of
    Grade K-5 students identified during 2004-05 as at-risk for math difficulties.

   The annual AMI allocation is based on the number of students who did not pass Grade 5 TAKS Math in
    Spring 2004.

   District/charter schools should use the full amount of the 2004-05 AMI funding to direct efforts to meet
    the needs of all identified students in Grades K-5 with an emphasis on Grade 5.

   AMI funds must be spent to provide accelerated math instruction to identified Grades K-5 students.
    Attention is needed to ensure that Adequate Yearly Progress is made in meeting the TAKS passing
    standard.

   Coordination of funds to provide consistent, supportive mathematics intervention is encouraged.

   AMI funding may not supplant another source of funds. Funds currently used for a given purpose
    may not be diverted for another purpose because of the availability of AMI funds. AMI funds cannot be
    used to pay for any programs, activities, or services already required by law, rule, or local policy.

   Funds must be expended only for items that are necessary and reasonable for carrying out the
    objectives of the program.

   AMI funded expenditures are those that directly address the needs of the identified students usually in
    one of the following categories: extended hours personnel (extra duty pay), instructional materials,
    and/or professional development.

   It is highly recommended that parents should be notified if their child has been identified as struggling
    in math and that he/she will be served through an accelerated math program.




                                                                                                           2
      IDENTIFICATION AND MONITORING OF STRUGGLING STUDENTS
                       FOR THE AMI PROGRAM


   Results from math diagnostic instruments are a primary criterion used to identify students in an AMI
    program. The Assessing Math Concepts Program, by Kathy Richardson, is recommended for use with
    Grades K-2 students. Grade 3 students will take the previous Spring’s Snapshot for Grade 2 as well as
    Assessment 9 in Assessing Math Concepts at the opening of school. Throughout the school year
    Snapshots will determine students in need of intervention. The Grade 3 Math TAKS results and
    Snapshots 1-3 are recommended for use with Grade 4 students. The Grade 4 Math TAKS results and
    Snapshots 1-3 are recommended for use with Grade 5 students.

   Ordering information for Assessing Math Concepts Program is stated in the resource section of these
    guidelines. Class summary sheets in the Assessing Math Concepts books are used to list identified
    AMI students. The district will post the Spring Grade 2 Snapshot for the opening of school each fall to
    use with entering third graders. Student Detailed by Objective under CLEAR Snapshot Report on
    PASS are used to list identified AMI students based on Snapshots.


   Prompt provision of math intervention program with frequent monitoring of individual student’s progress
    is strongly recommended. Snapshots, Assessing Math Concepts, teacher-made tests and PASS data
    should be used throughout the program to measure progress and inform about each student’s
    progress.

   On each campus, identified students in Grades K-5 should receive needed instructional mathematics
    intervention. Kathy Richardson’s Developing Number Concepts provides intervention activities for
    grades K-3; see resource section.

   Emphasis should be placed on Grade 4 in anticipation of Grade 5 Math TAKS next spring. Also,
    emphasis should be placed on making Adequate Yearly Progress (AYP) in meeting/passing the TAKS
    standard requirements.




                                                                                                         3
                       STRUCTURING A SCHOOL AMI PROGRAM


   AMI funds cannot be used to pay for any programs, activities, or services already required by law, rule
    or local policy.

   AMI funded expenditures directly address the needs of identified students in the following budgets:

           11-6118 Instructional Extra Duty Pay
           11-6399 Instructional General Supplies

   Provisions of AMI program instruction may reflect several program formats: during the school day,
    before/after school. Instructional strategies should include small group, workstations, pairing learners,
    and individual instruction both during and after class.

   Intervention provided during the regular school day is strongly recommended because of its timeliness
    and effectiveness.

   Prompt provision of math intervention program with frequent monitoring of individual student’s progress
    is strongly recommended.

   Prioritization of AMI fund expenditures should focus an intervention for the students who need the most
    assistance first; then, provide additional assistance/funding to other students.

   Assessing Math Concepts is the primary indicator for students’ placement in a math intervention
    program in Grades K-2. The prior spring’s second grade Snapshot and Assessment 9 from Assessing
    Math Concepts is used for the opening of school in Grade 3. Grade 3-4 TAKS math results are primary
    indicators for the opening of school in Grades 4-5. For all grades, teacher-developed assessments,
    teacher observations, student portfolios, Snapshots, and TAKS math results are to be used to
    determine individual student progress.

   Continuous monitoring of identified students with available math diagnostic tools (Assessing Math
    Concepts Program and Snapshots Grades 3-5) is important.

   Programs should focus on conceptual development in mathematics content. Primary Instruction should
    be with grade level Model Lessons for Grades 2-4 and following the PK-2 Frameworks for Grades K-2.

   The effectiveness of the program as it relates to student achievement in kindergarten and first through
    fifth grades will be evaluated. K-3 teachers are to use the Class Summary Sheets from the Assessing
    Math Concepts Program to organize information from individual assessments. Use Student Detail by
    Objective (under CLEAR Snapshot Report) report Snapshot data on third through fifth graders.

   This is not a technology grant. School personnel should carefully match the specific math needs of
    each K-5 students and provide immediate intervention that can best address these needs.



                                                                                                           4
            REQUIRED AMI PROGRAM EVALUATION REPORT DATA



   Number of students identified at risk for math difficulties per grade level for math and how many
    received immediate intervention in Grades K-5.

   Number of AMI students, per grade level, at grade level by the end of the year.

   Number of AMI students in grades 3, 4, and 5 who passed the 2005 math section of TAKS.

   Number of AMI students served in other mathematics intervention programs funded exclusively from
    alternative source instead of AMI by grade level. We will need to know the number of students in these
    alternately funded programs who are at grade level and who passed TAKS at the end of the year.


   Provide the Instruction Grouping Strategies used by teachers and time of instruction scheduled for
    intervention in the school.

   See resource section for Program Evaluation form to be completed at end of summer school, June
    2005.




                                                                                                        5
                                                     -DRAFT-
                         Accelerated Mathematics Instruction Program Evaluation (AMI)
                                           School Year 2004-2005


School:                                       ____      Administrative District:


Part I – Student Data

                       Number of students identified for AMI intervention by grade level:
GRADE       KINDERGARTEN     FIRST          SECOND              THIRD           FOURTH                  FIFTH
Total
Students

        Number of students identified for AMI, but receiving Math Intervention exclusively from other sources:
GRADE     KINDERGARTEN           FIRST          SECOND             THIRD           FOURTH              FIFTH
Total
Students

                         Alternative fund source used for students not served by AMI funds:
        Title I, Migrant, Bilingual, Special Education, Local Funds (please list all that apply by grade level )
KINDERGARTEN             FIRST               SECOND               THIRD                 FOURTH                 FIFTH




Part II – Data Regarding Concept Attainment

                             Number of AMI students at grade level by end of school year:
GRADE       KINDERGARTEN        FIRST          SECOND            THIRD           FOURTH                 FIFTH
Total
Students

                          Number of AMI students who passed the 2005 Math section of TAKS
GRADE                    THIRD                         FOURTH                             FIFTH
Total
Students

Part III – Instructional Strategies/Time by Budget Category

Use the following rating scale to reflect the degree (percent, not by amount of funds) to which various “instructional
grouping strategies” and “time of instruction” strategies were used in your school for each fund object.

0 = No funds in the budget category were spent on the strategy (0%)
1 = Minimal funds in the budget category were spent on the strategy (1% - 24%)
2 = Moderate amount of the funds in the budget category were spent on the strategy (25% - 49%)
3 = Most of the funds in budget category were spent on the strategy (50% - 74%)
4 = Majority of the funds in the budget category were spent on the strategy (75% - 99%)
5 = All funds in the budget category were spent on the strategy (100%)




                                                                                                                       6
                                 Instructional Grouping Strategy (rate each     Time of Instruction (rate each strategy on 1-to-5 scale listed above)
                                 strategy on 1-to-5 scale listed above)
Budgeted Items for 2003-2004     One-to-one      Small Group      Whole Group   Before School     During the          After School    Summer School
                                                                                                  Regular School                      Program
                                                                                                  Day

Associate Teachers
(Substitutes)
11-6112


Instructional EXPAY Teachers
11-6118


Overtime (Aides)
11-6128


Other Payroll Costs (Identify)


Consultants
6219


Other Professional &
Contracted Services
6299


Instructional Supplies
11-6399

Other Costs
(Identify)




                                                                                                                                                        7
          FREQUENTLY ASKED QUESTIONS CONCERNING ELIGIBLE
             ACCELERATED INSTRUCTION FUNDING FOR AMI



What is Accelerated Math Instruction (AMI) funding?

Accelerated Math Instruction funding is similar to ARI funding but targets identified students in Grades K-5
who are unlikely to achieve the TAKS mathematics standards by the end of Grade 5. This funding is to be
used to provide intensive, targeted intervention programs for those students who are at risk for math
difficulties.

Who should be served by Accelerated Math Instruction funding?

Districts/charter schools must provide intensive math intervention programs for all students in Grades K-5,
who have been identified as at-risk for math difficulties.

How can a district/charter school spend this money?

All AMI funding should be targeted to provide direct intervention in meeting the math instructional needs of
identified students in Grades K-5. Frequent monitoring and adjustment of the intervention program (s) are
recommended to ensure that students do not continue to fall behind.

May district/charter schools coordinate funds?

Yes, coordinating the expenditure of these funds to provide focused professional development,
comprehensive mathematics instruction and meaningful intervention programs for students at-risk in
mathematics would be both prudent and effective. However, they cannot supplant any other available
funds.

Can these funds be “rolled over” for use after August 31, 2005?

There is no “roll over” of funds. It is highly recommended that schools utilize 100% of these funds to provide
for the immediate intervention of all K-5 students in mathematics during the school year.

May these funds be used to pay teachers who provide before school or after school tutoring?

Yes.

May funds be spent to hire a paraprofessional or a part-time tutor?

Yes, as long as the paraprofessional or part-time tutor is working only with those identified students. Highly
trained professionals should deliver instruction and provide intervention. Paraprofessionals and/or part-time
tutors may monitor a teacher’s class allowing the teacher time to provide direct instruction and the
specialized interventions to a small group. Paraprofessionals and/or part-time tutors may also reinforce the
initial mathematics instruction planned and delivered by the teacher.

                                                                                                            8
May funds be spent for computer hardware and/or software?

No, AMI funds may not be expended on computer hardware or software.

May the funds be used for staff development?

The funds may be used for staff development if the thrust of the training is on scientific research based
reading/math instruction designed to improve the skills of teachers who must address the needs of students
identified as at-risk math difficulties. There must be a direct correlation between the training topic and the
needs of these students.

May the funding be used for stipends or extra duty pay?

The purpose of the funding is to provide direct services to students; teachers are paid extra duty pay for
providing direct services. This funding may not be used for stipends.

When should interventions through Accelerated Math Instruction funding begin for students in
Grades K-5?

The intent of the legislation is that students begin receiving additional math instruction in an intervention
program immediately after that have been assessed. Intervention efforts should occur during the
school year and optimally during the school day. At the beginning of the school year, district/charter
schools may identify kindergarten students using locally developed criteria in reading; however it is
recommended that these criteria be closely aligned with the math assessment criteria that will be used for
mid-year and spring assessments. The mid-year/spring assessments in math may require
adjustments to the identified list of kindergarten students.

When should the early math intervention occur: before school, during the school day, after school,
or during the summer?

The intent of the legislation is that students be placed in early math intervention programs immediately
after they have been identified as at-risk for math difficulties. This means that intervention efforts should
occur during the school year.

What time frame is recommended?

Thirty to forty-five additional minutes of targeted math instruction during the school day, with flexible
grouping of up to four children with one adult is recommended, not mandated.

Do mandatory attendance rules mean that each student who is identified as at-risk math difficulties
must participate in accelerated math intervention programs?

Consider the way that mandatory attendance rules apply to kindergarten students. Once the students are
enrolled in AMI program, attendance can be mandated. However, if a parent chooses for their child not to
participate in an after-school or extended-year program, attendance cannot be mandated. Therefore,
provision of an intervention program during the regular school day is essential to meet the needs of
all identified students.




                                                                                                            9
                                Accelerated Math Instruction (AMI)
                              Diagnostic Assessment Schedule PK-5
                                            2004-2005

                                       PRE-KINDERGARTEN


       Date               Assessment Instrument                        Assessment Notes

THIRD TWELVE WEEKS

April/May            Assessment 1: Counting Objects       Assess students to determine the number of
(Pre-Kindergarten                                         objects they can count. Begin with smaller
Planning Guide)                                           numbers: use 12, 7, and 4 as the range of
                                                          numbers and adjust according to the
                                                          students’ responses.


                     Assessment 2: Changing Numbers       Once students can count 12 or more objects
                                                          with ease and accuracy, assess their ability
                                                          to work with number relationships. Focus
                                                          primarily on using smaller numbers as
                                                          assessed in the Going Back section. Many
                                                          students may not be ready for this
                                                          assessment until Kindergarten.


                     Assessment 4: Number                 Assess students to check to see if any of
                     Arrangements                         them are beginning to recognize small
                                                          groups. Focus primarily on the recognition of
                                                          small groups as assessed in the Going Back
                                                          section. Many students may not be ready for
                                                          this assessment until Kindergarten.




        Students who score “Needs Instruction” (I) or “Needs Practice” (P) should be reassessed
                     after intervention to monitor progress and check for growth.




                                                                                                    10
                                         KINDERGARTEN


      Date               Assessment Instrument                        Assessment Notes

THIRD NINE WEEKS

January             Assessment 1: Counting Objects       Assess ALL students.
(Kindergarten
Planning Guide)
                    Assessment 2: Changing Numbers       Assess students once they can count 20 or
                                                         more objects with ease and accuracy, to
                                                         determine if they can see relationships
                                                         between numbers.


FOURTH NINE WEEKS

March               Assessment 4: Number                 Assess ALL students to see which students
(Kindergarten       Arrangements                         are able to recognize small groups of
Planning Guide)                                          numbers and are beginning to see the parts
                                                         of numbers.

April               Assessment 6: The Hiding             This is a challenging concept for many
(Kindergarten       Assessment                           Kindergarten students. There may be some
Planning Guide)                                          students ready to be assessed earlier than
                                                         others. Some students may not be ready for
                                                         this assessment until first grade.




       Students who score “Needs Instruction” (I) or “Needs Practice” (P) should be reassessed
                    after intervention to monitor progress and check for growth.




                                                                                                     11
                                           GRADE ONE


       Date              Assessment Instrument                        Assessment Notes

FIRST NINE WEEKS

August/September    Assessment 1: Counting Objects        Assess ALL students to determine what
(Grade 1 Planning                                         foundational skills are in place. Check to see
Guide, Unit 1)      Assessment 2: Changing Numbers        whether students can count objects with
                                                          ease and accuracy and if they know one
                                                          more and one less without counting
                                                          (Assessment 1). Also, determine if students
                                                          are seeing relationships between numbers
                                                          (Assessment 2).


SECOND NINE WEEKS

October             Assessment 3: More/Less Trains        Assess ALL students’ ability to compare
(Grade 1 Planning                                         numbers.
Guide, Unit 3)

November            Assessment 4: Number                  Assess ALL students to check for their ability
(Grade 1 Planning   Arrangements                          to identify and describe parts of numbers.
Guide, Unit 4)                                            This is an important foundational concept
                                                          which should be in place in order for
                                                          students to be successful in learning basic
                                                          facts.


THIRD NINE WEEKS

January             Assessment 5: Combination Trains      Assess ALL students’ knowledge of number
(Grade 1 Planning                                         combinations.
Guide, Unit 5)      Assessment 6: The Hiding
                    Assessment                            REASSESS DURING THE NEXT SEVERAL
                                                          WEEKS TO CHECK FOR PROGRESS.

FOURTH NINE WEEKS

April               Assessment 7: Ten Frames              Assess ALL students to determine whether
(Grade 1 Planning                                         they are able to think of numbers as
Guide, Unit 7)                                            composed of one ten and some ones. (Do
                                                          not administer this assessment until you
                                                          have begun to work with tens and ones.)

May                 Assessment 8: Grouping Tens           Assess students to determine what they
(Grade 1 Planning                                         understand about numbers as tens and
Guide, Unit 8)                                            ones. Some students may not be ready for
                                                          this assessment until second grade.


       Students who score “Needs Instruction” (I) or “Needs Practice” (P) should be reassessed
                    after intervention to monitor progress and check for growth.




                                                                                                      12
                                           GRADE TWO


       Date              Assessment Instrument                         Assessment Notes

FIRST NINE WEEKS

August/September    Assessment 5: Combination Trains      Assess ALL students to check their
(Grade 2 Planning                                         knowledge of basic facts and their ability to
Guide, Unit 1)      Assessment 6: The Hiding              compare numbers (Assessments 5, 6, and
                    Assessment                            3).

                    Assessment 3: More/Less Trains




                    Assessment 2: Changing Numbers        Assess only those students who are not
                                                          proficient with basic facts or comparing
                    Assessment 4: Number                  numbers to determine whether they see
                    Arrangements                          number relationships and parts of numbers
                                                          (Assessments 2 and 4).


SECOND NINE WEEKS

October             Assessment 7: Ten Frames              Assess ALL students to determine their
(Grade 2 Planning                                         ability to work with numbers as one ten and
Guide, Unit 4)                                            some more.


                    Assessment 8: Grouping Tens           Assess ALL students to determine their
                                                          understanding of numbers as tens and ones.


FOURTH NINE WEEKS

March/April         Assessment 9: Two-Digit Addition      Assess ALL students to determine their
(Grade 2 Planning   and Subtraction                       ability to combine and separate tens and
Guide, Unit 7)                                            ones when doing two-digit addition and
                                                          subtraction. This assessment goes beyond
                                                          whether students can solve problems using
                                                          the algorithm for two-digit addition and
                                                          subtraction and checks for understanding of
                                                          the underlying concepts.




       Students who score “Needs Instruction” (I) or “Needs Practice” (P) should be reassessed
                    after intervention to monitor progress and check for growth.




                                                                                                          13
                                          GRADE THREE


      Date               Assessment Instrument                          Assessment Notes



August/September    Spring Snapshot – Second Grade        Is posted online in fall and must be given to
                                                          students who did not take it in Spring 2004.
                                                          Second grade teachers should forward
                                                          Snapshot 2 results to third grade teacher.

                    Assessment 9: Two-Digit Addition      Assess ALL students to determine what
                    and Subtraction                       foundational skills they are bringing to third
                                                          grade.

                    Assessment 8: Grouping Tens           Assess only those students who are having
                                                          difficulty making or breaking up tens until you
                    Assessment 7: Ten Frames              have determined what they know and what
                                                          they still need to learn.

                    Assessment 6: The Hiding              Assess only those students who are having
                    Assessment                            difficulty breaking up numbers to determine
                                                          their knowledge of parts of numbers.

October             Snapshot 1                            All students, take the snapshot. Use report
                                                          Student Detail by Objective Report to list
December            Snapshot 2                            students in need of intervention (less than 3
                                                          out of 4 items correct per objective,
February            Snapshot 3                            intervention is needed).




                                           GRADE FOUR


      Date               Assessment Instrument                          Assessment Notes

FIRST NINE WEEKS
                                                                   rd
August/September    Grade 3 TAKS Results                  Review 3 Grade TAKS results, item
                                                                             th
                                                          analysis for each 4 grader to determine
                                                          entering defects.

October             Snapshot 1                            All students, take the snapshot. Use report
                                                          Student Detail by Objective Report to list
December            Snapshot 2                            students in need of intervention (less than 3
                                                          out of 4 items correct per objective,
February            Snapshot 3                            intervention is needed).



       Students who score “Needs Instruction” (I) or “Needs Practice” (P) should be reassessed
                    after intervention to monitor progress and check for growth.




                                                                                                           14
                                           GRADE FIVE


      Date               Assessment Instrument                          Assessment Notes

FIRST NINE WEEKS
                                                                   rd
August/September    Grade 4 TAKS Results                 Review 3 Grade TAKS results, item
                                                                            th
                                                         analysis for each 4 grader to determine
                                                         entering defects.

October             Snapshot 1                           All students, take the snapshot. Use report
                                                         Student Detail by Objective Report to list
December            Snapshot 2                           students in need of intervention (less than 3
                                                         out of 4 items correct per objective,
February            Snapshot 3                           intervention is needed).




       Students who score “Needs Instruction” (I) or “Needs Practice” (P) should be reassessed
                    after intervention to monitor progress and check for growth.


                                                                                                     15
                                                      Houston ISD—Accelerated Math Instruction (AMI)
                                                            Kathy Richardson Math Assessments
                                                                    2004-2005 Schedule

                 AUG          SEPT            OCT             NOV         DEC        JAN         FEB     MARCH                 April           May

Pre-                                                                                                                       Assessment 1: Counting
Kindergarten                                                                                                               Objects

                                                                                                                           Assessment 2: Changing
                                                                                                                           Numbers

                                                                                                                           Assessment 4: Number
                                                                                                                           Arrangements

Kindergarten                                                                     Assessment 1:         Assessment 4:       Assessment 6:
                                                                                 Counting              Number              The Hiding
                                                                                 Objects               Arrangements        Assessment

                                                                                 Assessment 2:
                                                                                 Changing
                                                                                 Numbers
Grade One      Assessment 1: Counting     Assessment 3:   Assessment 4:          Assessment 5:                             Assessment 7:   Assessment 8:
               Objects                    More/Less       Number                 Combination                               Ten Frames      Grouping Tens
                                          Trains          Arrangements           Trains
               Assessment 2: Changing
               Numbers                                                           Assessment 6:
                                                                                 The Hiding
                                                                                 Assessment
Grade Two      Assessment 5:              Assessment 7:                                                Assessment 9: Two Digit
               Combination Trains         Ten Frames                                                   Addition and Subtraction

               Assessment 6: The          Assessment 8:
               Hiding Assessment          Grouping Tens

               Assessment 3:
               More/Less Trains
Grade Three    Assessment 9: Two Digit Addition and                                                    Items in Italics:
               Subtraction
               Assessment 8: Grouping Tens                                                             Kindergarten/Grade One: Only assess students
                                                                                                       that demonstrate a readiness.
               Assessment 7: Ten Frames
                                                                                                       Grade 3: Only assess students that are having
               Assessment 6: The Hiding Assessment                                                     difficulty.

                                                                                                                                                           16
School _____________________________              Teacher __________________________________               District _______________

                                                                 Grade 3 AMI Class Summary
                                                               Beginning of School Assessment
                                                                (Spring 2003 Grade 2 Snapshot)


                                      Objective       2.3.B.         2.5.B.        2.5.C.       2.6.B.      2.8.A.      2.10.B.       2.11.B.      2.12.B.
                                      Items        4,7,10,28      14,22,27,31   6,11,15,23   3,9,20,24   1,13,16,30   8,19,25,29   18,21,26,32   2,5,12,17

            Students




List all students who have not achieved mastery of an objective (less than 3 out of 4 items correct).
After intervention has been provided, record date of student’s mastery of the objective



                                                                                                                                                             17
School _____________________________          Teacher __________________________________              District _______________

                                                           Grade 4 AMI Class Summary
                                                         Beginning of School Assessment
                                                           (Spring 2004 Grade 3 TAKS)


                                                 TAKS             1            2             3            4            5            6
                                                 Objective
                       Students




      Based on the TAKS Student Profile Sheet, list all students who scored below 70% (Average Items Correct) for each objective. After intervention has
      been provided, record date of the student’s mastery of the objective.




                                                                                                                                                      18
School _____________________________          Teacher __________________________________              District _______________

                                                           Grade 5 AMI Class Summary
                                                         Beginning of School Assessment
                                                           (Spring 2004 Grade 4 TAKS)


                                                 TAKS             1             2            3            4            5            6
                                                 Objective
                       Students




      Based on the TAKS Student Profile Sheet, list all students who scored below 70% (Average Items Correct) for each objective. After intervention has
      been provided, record date of the student’s mastery of the objective.




                                                                                                                                                      19
School _____________________________             Teacher __________________________________                      District _______________

                                                              Grade 3 AMI Class Summary
                                                 Snapshot 1 or use Student Detailed by Objective Report
                                                               (CLEAR Snapshot Report)


                                   Objective       3.1.A.          3.1.C.         3.3.A.          3.3.B.          3.5.B.          3.12.A.         3.13.A.         3.15.B
                                   Items        3, 4, 15, 19   6, 17 22, 30   1, 11, 24, 28   14, 25, 31, 32   8, 12, 20, 27   2, 13, 26, 29   7, 10, 18, 23   5, 9, 16, 21

          Students




List all students who have not achieved mastery of an objective (less than 3 out of 4 items correct).
After intervention has been provided, record date of student’s mastery of the objective



                                                                                                                                                                              20
                          RECOMMENDED RESOURCES FOR
                      ACCELERATED MATHEMATICS INSTRUCTION


This is not an inclusive list. A school may have found other materials, resources, or programs that are aligned to the
grade level TEKS to use for interventions. Listed materials are aligned to the TEKS and/or have been purchased for
teachers and are currently in use on campuses. Vendor, item number and prices have been listed so additional
copies may be ordered if needed.


                                 KINDERGARTEN
 DIAGNOSTIC TESTING REQUIRED BY ACCELERATED MATHEMATICS INSTRUCTION PROGRAM
          Vendor                           Resource Material                  Item Number           Cost
                             Assessing Math Concepts Books
Mathematical Perspectives
P.O. Box 29418               Counting Objects (Assessment 1)                     2-180G             $19.95
Bellingham, WA 98228                  Student Interview Forms                    2180FG              $5.50
(360) 715-2782
                             Changing Numbers (Assessment 2)                      2-181G            $19.95
(No Credit Card Orders)              Student Interview Forms                     2-181FG             $5.50



                                       INTERVENTION MATERIALS
          Vendor                           Resource Material                  Item Number           Cost
                             Developing Number Concepts
Didax
395 Main Street              Book 1: Counting, Comparing and Pattern            9-00584G            $29.95
Rowley, MA
www.didaxinc.com             Book 2: Addition and Subtraction                   9-00592G            $29.95
1-800-458-0024


Dale Seymour                 Problem-Solving Experiences in Mathematics        0-201-4985-4         $29.95
(Pearson Learning)           Grade K
145 South Mount Zion Rd.
Lebanon, IN 46052
www.pearsonlearning.com
1-800-321-3106




                                                                                                                   21
                                  GRADE ONE
 DIAGNOSTIC TESTING REQUIRED BY ACCELERATED MATHEMATICS INSTRUCTION PROGRAM
          Vendor                          Resource Material              Item Number     Cost
                            Assessing Math Concepts Books
Mathematical Perspectives
P.O. Box 29418              Counting Objects (Assessment 1)                 2-180G       $19.95
Bellingham, WA 98228                 Student Interview Forms               2-180FG        $5.50
(360) 715-2782
                            Changing Numbers (Assessment 2)                 2-181G       $19.95
(No Credit Card Orders)             Student Interview Forms                2-181FG        $5.50

                            More/Less Trains (Assessment 3)                 2-182G       $19.95
                                    Student Interview Forms                2-182FG        $5.50

                            Number Arrangements (Assessment 4)              2-183G       $19.95
                                    Student Interview Forms                2-183FG        $5.50

                            Combination Trains (Assessment 5)               2-184G       $19.95
                                     Student Interview Forms               2-184FG        $5.50

                            Hiding Assessment (Assessment 6)                2-185G       $19.95
                                     Student Interview Forms               2-185FG        $5.50

                            Ten Frames (Assessment 7)                       2-186G       $19.95
                                    Student Interview Forms                2-186FG        $5.50

                            Grouping Tens (Assessment 8)                    2-187G       $19.95
                                     Student Interview Forms               2-187FG        $5.50


                                      INTERVENTION MATERIALS
          Vendor                          Resource Material              Item Number     Cost
                            Developing Number Concepts
Didax
395 Main Street             Book 1: Counting, Comparing and Pattern        9-00584G      $29.95
Rowley, MA
www.didaxinc.com            Book 2: Addition and Subtraction               9-00592G      $29.95
1-800-458-0024



Dale Seymour                Problem-Solving Experiences in Mathematics   0-201-49404-3   $29.95
(Pearson Learning)          Grade 1
145 South Mount Zion Rd.
Lebanon, IN 46052
www.pearsonlearning.com
1-800-321-3106




                                                                                                  22
                                  GRADE TWO
 DIAGNOSTIC TESTING REQUIRED BY ACCELERATED MATHEMATICS INSTRUCTION PROGRAM
          Vendor                          Resource Material                    Item Number    Cost
                            Assessing Math Concepts Books
Mathematical Perspectives
P.O. Box 29418              Changing Numbers (Assessment 2)                       2-181G      $19.95
Bellingham, WA 98228                Student Interview Forms                      2-181FG       $5.50
(360) 715-2782
                            More/Less Trains (Assessment 3)                       2-182G      $19.95
(No Credit Card Orders)             Student Interview Forms                      2-182FG       $5.50

                            Number Arrangements (Assessment 4)                    2-183G      $19.95
                                    Student Interview Forms                      2-183FG       $5.50

                            Combination Trains (Assessment 5)                     2-184G      $19.95
                                     Student Interview Forms                     2-184FG       $5.50

                            Hiding Assessment (Assessment 6)                      2-185G      $19.95
                                     Student Interview Forms                     2-185FG       $5.50

                            Ten Frames (Assessment 7)                             2-186G      $19.95
                                    Student Interview Forms                      2-186FG       $5.50

                            Grouping Tens (Assessment 8)                          2-187G      $19.95
                                     Student Interview Forms                     2-187FG       $5.50

                            Two-Digit Addition/Subtraction (Assessment 9)         2-188G      $19.95
                                      Student Interview Forms                    2-187FG       $5.50


                                       INTERVENTION MATERIALS
          Vendor                          Resource Material                    Item Number    Cost
                            Developing Number Concepts
Didax
395 Main Street             Book 1: Counting, Comparing and Pattern             9-00584G      $29.95
Rowley, MA
www.didaxinc.com            Book 2: Addition and Subtraction                    9-00592G      $29.95
1-800-458-0024
                            Book 3: Place Value, Multiplication and Division    9-00606G      $29.95



Dale Seymour                Problem-Solving Experiences in Mathematics         0-201-4905-1   $29.95
(Pearson Learning)          Grade 2
145 South Mount Zion Rd.
Lebanon, IN 46052
www.pearsonlearning.com
1-800-321-3106


Exemplars                   Best of Exemplars 1, K-8 (CD-ROM)                    BOECD        $435
271 Poker Hill Rd.
Underhill, VT 94589
www.exemplars.com
1-800-450-4050



                                                                                                       23
                                 GRADE THREE
 DIAGNOSTIC TESTING REQUIRED BY ACCELERATED MATHEMATICS INSTRUCTION PROGRAM
           Vendor                                Resource Material                      Item Number       Cost
                                   Assessing Math Concepts Books
Mathematical Perspectives
P.O. Box 29418                     Hiding Assessment (Assessment 6)                         2-185G       $19.95
Bellingham, WA 98228                        Student Interview Forms                        2-185FG        $5.50
(360) 715-2782
                                   Ten Frames (Assessment 7)                                2-186G       $19.95
(No Credit Card Orders)                    Student Interview Forms                         2-186FG        $5.50

                                   Grouping Tens (Assessment 8)                             2-187G       $19.95
                                            Student Interview Forms                        2-187FG        $5.50

                                   Two Digit Addition/Subtraction (Assessment 9)            2-188G       $19.95
                                             Student Interview Forms                       2-188FG        $5.50
Snapshot 4, Grade 2                Will be posted on-line each Fall                           N/A         Free

                                   Snapshots 1-3, Grade 3
                                             INTERVENTION MATERIALS
            Vendor                                Resource Material                     Item Number       Cost
                                     Developing Number Concepts
Didax
395 Main Street                      Book 2: Addition and Subtraction                     9-00592G       $29.95
Rowley, MA
www.didaxinc.com                     Book 3: Place Value, Multiplication and Division     9-00606G       $29.95
1-800-458-0024

Dale Seymour                         Problem-Solving Experiences in Mathematics         0-201-201684-6   $29.95
(Pearson Learning)                   Grade 3
145 South Mount Zion Rd.
Lebanon, IN 46052
www.pearsonlearning.com
1-800-321-3106

Exemplars                            Best of Exemplars 1, K-8 (CD-ROM)                     BOECD          $435
271 Poker Hill Rd.
Underhill, VT 94589
www.exemplars.com
1-800-450-4050

Meridian                             LarsonMath.com (Intermediate)                         LV1-105        $10
1762 Norcross Road
Erie, PA 16510
www.meridiancg.com
1-800-530-2355

Math Solutions                       Lessons for Algebraic Thinking (Grade 3)           0-941355-48-9    $27.95
150 Gate 5 Road, Suite 101
Sausalito, CA 94965                  About Teaching Mathematics, Second Edition         0-941355-25-X    $34.50
www.mathsolutions.com
1-800-868-9092

Metropolitan Teaching & Learning     Problem Solving (Step 3)                           1-58830-314-4    $224.95
33 Irving Place                      20 Student Kit w/Teacher’s Guide
(713) 771-0041
                                     Student Edition and Pre/Post Tests (10 pack)       1-58830-491-4    $106.95

                                     Voyages                                            1-58830-834-0    $21.95
                                                                                                                   24
                                  GRADE FOUR
 DIAGNOSTIC TESTING REQUIRED BY ACCELERATED MATHEMATICS INSTRUCTION PROGRAM
           Vendor                               Resource Material                   Item Number      Cost

                                   Grade 3 TAKS Results                                 N/A          Free

                                   Snapshots 1-3, Grade 4
                                             INTERVENTION MATERIALS
            Vendor                               Resource Material                  Item Number      Cost

Dale Seymour                         Problem-Solving Experiences in Mathematics     0-201-20685-4   $29.95
(Pearson Learning)                   Grade 4
145 South Mount Zion Rd.
Lebanon, IN 46052
www.pearsonlearning.com
1-800-321-3106


Exemplars                            Best of Exemplars 1, K-8 (CD-ROM)                 BOECD         $435
271 Poker Hill Rd.
Underhill, VT 94589
www.exemplars.com
1-800-450-4050

Meridian                             LarsonMath.com (Intermediate)                    LV1-105        $10
1762 Norcross Road
Erie, PA 16510
www.meridiancg.com
1-800-530-2355

Math Solutions                       Lessons for Algebraic Thinking (Grade 4)       0-941355-48-9   $27.95
150 Gate 5 Road, Suite 101
Sausalito, CA 94965                  About Teaching Mathematics, Second Edition     0-941355-25-X   $34.50
www.mathsolutions.com
1-800-868-9092


Metropolitan Teaching & Learning     Problem Solving (Step 4)                       1-58830-315-2   $224.95
33 Irving Place                      20 Student Kit w/Teacher’s Guide
(713) 771-0041
                                     Student Edition and Pre/Post Tests (10 pack)   1-58830-492-2   $106.95

                                     Voyages                                        1-58830-835-9   $21.95




                                                                                                              25
                                  GRADE FIVE
 DIAGNOSTIC TESTING REQUIRED BY ACCELERATED MATHEMATICS INSTRUCTION PROGRAM
           Vendor                               Resource Material                   Item Number      Cost

                                   Grade 4 TAKS Results                                 N/A          Free

                                   Snapshots 1-3, Grade 5
                                             INTERVENTION MATERIALS
            Vendor                               Resource Material                  Item Number      Cost

Dale Seymour                         Problem-Solving Experiences in Mathematics     0-201-20686-2   $29.95
(Pearson Learning)                   Grade 5
145 South Mount Zion Rd.
Lebanon, IN 46052
www.pearsonlearning.com
1-800-321-3106


Exemplars                            Best of Exemplars 1, K-8 (CD-ROM)                 BOECD         $435
271 Poker Hill Rd.
Underhill, VT 94589
www.exemplars.com
1-800-450-4050

Meridian                             LarsonMath.com (Intermediate)                    LV1-105        $10
1762 Norcross Road
Erie, PA 16510
www.meridiancg.com
1-800-530-2355

Math Solutions                       Lessons for Algebraic Thinking (Grade 5)       0-941355-48-9   $27.95
150 Gate 5 Road, Suite 101
Sausalito, CA 94965                  About Teaching Mathematics, Second Edition     0-941355-25-X   $34.50
www.mathsolutions.com
1-800-868-9092


Metropolitan Teaching & Learning     Problem Solving (Step 5)                       1-58830-316-0   $224.95
33 Irving Place                      20 Student Kit w/Teacher’s Guide
(713) 771-0041
                                     Student Edition and Pre/Post Tests (10 pack)   1-58830-499-X   $106.95

                                     Voyages                                        1-58830-836-7   $21.95




                                                                                                              26

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:23
posted:4/25/2013
language:Unknown
pages:26