B.E.S.T Mathematics Guided Study

Impact

Changing standards can inadvertently cause student learning gaps. In order to minimize impact, school district mathematics personnel must analyze the new benchmarks and the previous standards to look for necessary changes in instruction and potential gaps.

Proposal

Provide Guided Gap Analysis Study of the new benchmarks and previous standards.

Guiding Questions:

  • How do concepts flow from grade to grade?
  • How do models flow from grade to grade?
  • How does instruction need to change based on the new benchmarks?
  • What gaps will students have as a result of the change in benchmarks?
  • What instructional materials do we need to address gaps?
  • What professional learning is needed to assist teachers in implementing the new benchmarks?

B.E.S.T.-I.

Support for B.E.S.T. Instruction

Impact

With the implementation of new benchmarks and testing on the new benchmarks taking place in the same year, it is imperative that teachers understand their curriculum to the fullest. Teacher planning time needs to be spent planning instruction and differentiation, rather than trying to figure out exactly what they are supposed to teach.

Proposal

Create B.E.S.T.-I.s, instruction support documents to assist teachers in planning purposeful, targeted, and differentiated instruction. B.E.S.T.-I.’s are organized by Standard and include:

  • The whole standard, including clarification statements from B.E.S.T standards
  • A breakdown of the standard including what it means and what it doesn’t mean.

  • A vertical alignment of the standard in plain language with information from the previous, current, and next grade

  • Content and instruction supports, such as effective mathematics models, examples, differentiation, and connections from grade-to-grade

    • Thought Extender Questions that get to the heart of the mathematics to support teachers in effective classroom discussion