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MMP Math Mini-Grant Awards Page - 2004-05

Listed below are the 59 MPS Schools that received a mini-grant during the 2004-05 school year to develop professional development experiences for teachers by improving mathematical content knowledge or by using CABS to improve classroom practice. Awards ranged from $1000 to $3000.

School Name and MTL

Mini-Grant Title and Summary Amount Download Report

Academy of Accelerated Learning

MTL: Deborah Paszowski

 

Building Problem Solving Skills through Daily Work

Summary: 25 classroom teachers in grades K5 through 5 th grade will attend a 2 hour inservice held during the school day and presented by 2 of our own classroom teachers on using Mountain Math in their classrooms. They will look through the Mountain math kits ordered with Materials. Money, and develop CABS to be used in their classrooms based upon these skills.

$3,000

Word Document

Alcott

MTL: Cathy Huibregtse

Creating Math CABS

Summary: Our project is to develop classroom assessments based on standards. Binders for every classroom teacher to use continuously throughout the school year. Creating CABS will enable teachers to assess student progress and modify teaching strategies so that all students are performing at or above proficiency in mathematics.

$2,900

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Allen Field

MTLs: Mary Pitrof, Barbara Rehagen

Problem of the Week

Summary: Problem of the Week booklets will be developed by teachers and distributed weekly to students. These booklets will contain a variety of problem-types to increase our student’s problem solving abilities in order to become proficient in communication mathematically with understanding and reasoning.

$2,975 Word Document

Audobon

MTL: Shunda Allen

Deepening the Content and Pedagogical Content Knowledge of Audobon’s Math Teachers to Improve Student Achievement

Summary: This project is designed to deliver professional development for middle grades math teachers in order to 1) Deepen content knowledge in the weakest area of student achievement identified on the grades 6-7 Terra Nova test. 2) Gain new understanding and strategies for the teaching and learning of mathematics.

$2,928 Word Document

Auer

MTL: Joanie Marchillo

 

Building the Bridges Toward Cohesiveness

Summary: The project will enhance teacher’s instruction in mathematics, Auer’s 3 rd, 4 th, and 5 th grade teachers will work toward a Professional Learning Community.

$3,000

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Barton

MTL: Kimberly Leitzke

Taking the Mystery Out of Constructed Response Items

Summary: Our project will consist of 2 sessions, on consecutive weeks, each for 2 hours after school.. The first session will include the administration and discussion of the constructed response section of the WKCE at grade level 4. The second hour of the first session will be devoted to identifying the sub skills involved in master of mathematical constructed response items. The second session will consist of discussing a book that covers approached to student proficiency of mathematical constructed response questions incorporating higher level thinking skills. The second session will also involve content instruction to further develop teacher’s skills and confidence in their own mathematical competencies.

$2,997  

Bayview

MTL: Darlene Boyle

Title: Aligning Common Final Exam Items to the Learning Targets and State Descriptors $3,000  

Bradley Tech

MTL: Kimberly Leitzke

 

RE-UP Math Project

Summary: The RE-UP Math Project will provide Bradley Tech math teachers the opportunity to collaboratively develop common classroom assessments based on standards (CABS) for each of the seven semesters of required mathematics and to participate in needed Core-Plus training. Classroom practices will improve, WKCE scores will rise, and failure rates will drop due to teacher’s deeper understanding of the Core-Plus curriculum and use of common CABS.

$3,000 Word Document

Browning

MTL: Jennifer Roberts

Improving Classroom Practice through CABS

Summary: The goal of the Improving Classroom Practice through CABS project is to improve student learning through the development of classroom assessments based on standards. Teachers will develop mathematics assessment portfolios demonstrating the use of CABS to inform instructional practices. Teachers will collaboratively examine assessment practices and develop strategies to improve mathematical proficiency.

$3,000 Word Document

Clement

MTL: Sue Rodman

Developing CABS Based on Standards, Linking Standards to Learning Targets

Summary: 16 teachers from all grade levels will meet after school for four hours to develop or identify CABS for math. Our goal is to make CABS uniform within each grade level. All CABS developed will be based and standards and Learning Targets. This will promote more focused instruction and aid in timely and effective remediation of struggling students and increase the continuum of math instruction across grade level.

$2,398 Word Document

Cooper

MTL: Katherine MacKenzie

Communicate Mathematical Thinking Using Common Vocabulary and Strategies throughout the Grade Levels

Summary: This project promoted alignment between grade levels of math vocabulary and strategies in problem solving and classroom/standardized assessments through inservices and collaborative planning in grade level clusters. Family Math Night will promote family awareness of the vocabulary and strategies that Cooper children are learning.

$3000  

Custer

MTL: L. Vann Wenner

 

 

Ongoing Proficiency Growth Chart

Summary: To create a proficiency growth chart based on CABS, projects and other assessments. Student progress will be monitored on a routine basis. This monitoring process will inform teachers of the teaching/learning process and will inform students of their proficiency progress. Results will be discussed with students in a conferencing format.

$1,200

 

 

 

 

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Eighty-First Street

MTL: Tracy Carus

Collaboration, Communication, and CABS

Summary: All teachers at 81 st street school will work collaboratively to improve the teaching of math. By sharing effective strategies, within and across grade level, and focusing on the three lowest scoring objectives from Terra Nova, proficiency scores on CABS will increase this year.

$2,872 Word Document

Elm

MTL: Jim Mangan

Catch and Use an Elm CAB!

Summary: We need additional time to support our math action plan. We’ve completed our 60 hours. This mini grant would supplement the work (action) started in our action plan.

$3,000  

Emerson

MTL: Elnore McKinley-Seward

Mathematics Curriculum and Assessment Learning Target Alignment

Summary: Staff will develop and share grade level appropriate lesson plans and assessment aligned with the state standards, learning targets within the MPS Mathematics Framework, and the state descriptors to improve classroom practice.

$3,000  

Engleburg

MTL: Catherine Seelman

Classroom Based Assessments

Summary: Teachers will create 3 classroom based exams, an entrance, end of first semester, and exit exam for data driven decision making and data supported growth.

$3,000 Word Document

Fairview

MTL: Laura Yale

Geometry: Shaping the Future of Student Learning

$3,000

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Fernwood

MTL: Julie Buckholt

Understanding, Teaching, and Assessing Constructed Responses in Mathematics

Summary: Elementary Classroom Practitioners will develop proficiency in teaching and assessing students in the area of Constructed Responses in mathematics. Teachers will meet with the School Math Leader and MPS specialist for three, focused one-hour sessions. Activities will include: evaluation of related Learning Targets, curriculum and instructional methods, assessment, and re-teaching strategies.

$1,647 Word Document

Fifty-Third Street

MTL: Mary Burks-Ndiaye

Creating Classroom Based Assessments for Grades K5-6th

Summary: The math scores at our school have been steadily decreasing over the past four years. In order to increase our scores our staff will collaborate as grade level teams to create Classroom Based Assessments (CABS), for each Mathematics Learning Target. We are also creating a schedule for when the CABS will be administered. This would ensure our students are receiving the same math curriculum across each grade level, as well as improving our math instruction by reflecting on the results of the CABS.

$3,000 Word Document

Forest Home

MTL: Mary Conway

Are Our Mathematics CABS Being Hailed?

Summary: Classroom assessments based on standards (CABS) will be developed and utilized as an ongoing means of gathering and analyzing student data in the field of mathematics. The data will be used to enhance and guide instruction. A result from utilizing the CABS will be an increase in the number of students scoring the proficient/advanced range on formative and standardized tests. Students will be ensured the opportunity to communicate mathematically, maintain higher-level thinking skills and receive individual guided instruction to meet educational needs. The teaching staff will gain a deeper knowledge of state descriptors and the Learning Targets. The Learning Team will be the project’s foundation. It will maintain constant communication with colleagues and administrators while developing the CABS. The CABS will reflect dialogue and issues addressed at various meetings. The CABS will reflect alignment with the standards and format design of the WKCE-CRT. They will be assessable and challenging for all students, thus guaranteeing an increase in student academic achievement.
$2,950 Word Document

Garland

MTL: Amy Fitzgerald

Sipping our Way Through Math

Summary: Standards in Practice (SIP) Teams, comprised of classroom teachers, will gather to discuss common grade level math assessments. They will take the assessment; identify Learning Targets and levels of thinking (Blooms Taxonomy). SIP Teams will then create aligned rubrics and score assessments. Finally, they will analyze student work and plan strategies to improve student learning.

$3,000 Word Document

German Immersion

MTL: Frank Lammers

 

Bridging the Mathematical Language Gap with Students and Families

Summary: Provide teachers with the opportunity to identify
vocabulary in English and to develop translation lists of that vocabulary in the language of instruction (L2) for each unit of the Math Investigations series, while improving teachers’ understanding of the mathematical content at and across grade levels as they work together to develop these translations. Also increase parents’ knowledge and ability to support their children’s math learning at home and decrease the amount of instructional time needed to review math terminology in English prior to standardized math testing.

$3,000

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Goodrich

MTL: Geri Volkert

Math Curriculum Alignment to the Target Goals and Wisconsin State Descriptors

Summary: Teachers will align the Math Programs Investigations in Number Data and Space and Scott Foreman Addison Wesley Mathematics to the MPS target goals and the Wisconsin State Descriptors. Classroom Assessments Based on Standards (CABS) will also be created to align with the Target Goals and Descriptors to enhance student learning.

$2,803 Word Document

Grand Avenue

MTL: Marie Schimenz

Teaching Reading in Mathematics…If Not Me Than Who?

Summary: Teachers will explore what literacy in mathematics involves, present suggestions and strategies teachers can share with their students to help them become more proficient in reading and communicating in mathematics. It includes vocabulary and informational text strategies specific to concerns of reading in mathematics, such as reading symbols and word problems.
$3,000 Image File

Grant

MTL: Carrie Felde

Classroom Assessments Based on Standards for Middle School Mathematics

Summary: Middle school teachers will design and use classroom assessments based on standards (CABS) for mathematics. The CABS will be aligned with the Comprehensive Math Framework, the Learning Targets, and the Criterion-Referenced Test Framework. CABS will be used to inform specific math instruction in order to improve student proficiency.

$2,834 Word Document

Grantosa

MTL: Jennifer Mays

A Common Vision for Mathematics Instruction, Learning, and Assessment

Summary: We will work as a professional learning community to become more familiar with the newly adopted math series, develop a curriculum scope and sequence, work with various grade levels to become familiar with what is expected at all grades, and create assessments to analyze proficiency levels. Students will gain higher level thinking skills and become better prepared for the WKCE-RCT.

$3,000 Word Document

Green Bay

MTL: Brian Netterfield

Improving Staff’s Instruction and Assessments through CABS Analysis

$3,000 Word Document

Hawley

MTL: Amy Fare

Assessment Analysis of Student Growth in Mathematics

Summary: Third, fourth and fifth grade teachers will work with the Literacy Coach and testing coordinator/implementer to analyze test score results. We will use this information to improve areas of mathematics where we are weak. We will also develop a plan for individual student improvement from grade to grade, for value added growth from year to year. Students and teachers will engage in all strands of the math framework to increase constructed response skills. We will “unpack” the learning targets that data shows we need to improve in. We will share our plan of action and information with all grade level staff.
$2,125

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Hayes

MTL: Liliana Kelnhofer

Where do we go from here?

Summary: To study how the WKCE/Terra Nova math test results can be translated into an action plan that is conductive to uncovering math weaknesses. The focus will be on improving student math achievement.

$3,000  

Holmes

MTL: Dustine Berkompas

Teaching Understanding through Problem Solving: A Practical Approach

Summary: The project design is a workshop format that will take place after school once a week over the course of five weeks. In this workshop teachers will gain a better understanding of how to teach the number operations and relationships strand of mathematics by using the problem solving approach.

$3,000  

Kilbourne

MTL: Nicol Peters-Freeman

Cross Grade Level Articulation of Math Ideas

Summary: The project will operate during second semester grade level meetings that will be conducted during the school day. Each grade level meeting will be one-half day and will occur with cross grade level teachers present. Teachers will be responsible for bringing student samples, student portfolios, Math Learning Targets, and their pacing schedule. They will be responsible for creating uniform CABS at each grade level that align to the Learning Targets as well as address the Mathematics Framework. The Scope and Sequence of the pacing schedule would be reevaluated to determine whether a new pacing schedule would have to be designed. Designing this new pacing schedule could also begin during these grade level meetings. The MTL with the principal, literacy coach, and the Learning Team will coordinate the activities for this project including planning schedules, informing staff of expectations and facilitating grade level sessions. Focus – Use mathematics classroom assessments based on standard to improve classroom practice.

$3,000

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Kluge

MTL: Becky Wallus

Increasing Understanding of Assessment to Create CABS Which Inform Instruction and Increase Student Learning in Mathematics

Summary: This project is designed to improve teachers understanding of assessment and how this knowledge can affect learning in the area of mathematics. Teacher will create authentic CABS that are aligned with the MPS Learning Targets. They will also examine student work to inform future math instruction.

$2,802

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Lincoln Avenue

MTL: Peg Dillman

Professional Learning Community: Working Together to Bring About Change in Mathematics

Summary: This project will focus on an after-school book study session. The book we will use is called Making Change in Mathematics Education: Learning From the Field, and is published by NCTM. Groups of teachers and assistants will study a chapter and will share the main points from their chapter with groups who studied other chapters. In grade level teams, participants will then work together to apply what we learned from this book to what we have been working on in our Professional Learning Community. This work has focused on Classroom Assessments Based on Standards and how they are to be designed, implemented, and assessed. Participants in the book study will develop general guidelines for how the knowledge gained from the book can be applied to CABS and then grade level teams will use these guidelines to develop an action plan specific to their grade level outlining how they plan to change or adapt their CABS based on what was discussed in the book study. This information will be shared with teachers who did not attend the cook study at the next month’s grade level meetings. Participants will also be given time to reflect on what they learned as the session and fill out an evaluation. Learning team members will compile this information to present at the next staff meeting.

$2,998

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Malcom X Academy

MTL: Jinned McLemore-Torres

I CAN LEARN Pre-Algebra & Algebra: Getting Teachers Prepared to Take Full Advantage of a Computerized Curriculum

Summary: I CAN Learn is a powerful tool for teachers in mathematics. Although it is a powerful tool, it is imperative for a teacher in this classroom to have a strong mathematical content base. The overall objective of this project is to improve teachers mathematical content knowledge utilizing this curriculum.

$3,000 Word Document

Manitoba

MTL: Astrid Fossum

Using Data to Drive Instruction: A Closer Look at Grades 2, 4, and 5 Mathematics

Summary: Two and a half day sessions for grades 2, 4, and 5 teachers, with MTL, to work on target alignment to Investigations curriculum. The sessions will include analysis of summative and formative data and participation in student assessment protocol to inform instruction in mathematics.

$3,000 Word Document

Metropolitan

MTL: Penny Morse

Assessing CABS Effectiveness/Developing Interviews

Summary: The purpose of the project is to assess the effectiveness of the mathematics CABS, revise the CABS to better measure student performance, and develop intervention, and engage the EVED department to ensure that accommodations are appropriate and interventions follow the requirements as set forth in IDEA.

$2,452  

Milwaukee Education Center

MTL: Joan Neumann

Implementing Problem Solving in Mathematics Instruction

Summary: MEC teachers will participate in a book study of Teaching Mathematics through Problem Solving Grades 6-12. Through participation in this activity, teachers will build content knowledge, collaborate professionally and implement problem solving strategies with students. The goal is to improve mathematics achievement of all students.

$2,826 Word Document

Milwaukee German Immersion

MTL: Frank Lammers

Bridging the Mathematical Language Gap with Students and Families

Summary: Teachers will work collaboratively to develop German-English vocabulary lists of key math terms for each unit of Math Investigations, and then disseminate these lists with the introduction parent letter to each unit so that parents may better assign their children with their German math homework.

$3,000  

Milwaukee Sign Language

MTL: Sherrie Griffin

The Power of Words

Summary: Participants will study learning targets, state standards and assessment framework to comprise a cohesive written, spoken, and signed vocabulary list. These important words will support teachers as they work to improve student’s ability to communicate reasoning in mathematics. Teachers will engage in activities using the MMP protocol to examine student work and to discuss how a cohesive oral and signed vocabulary van help improve student achievement.

$2,984 Word Document

Milwaukee Spanish Immersion

MTL: Joandy Williams

Professional Learning Community for Mathematics

Summary: At MSIS we are creating a Professional Learning Community for Mathematics (PLCM) for a variety of purposes. Through our PLCM, student work will be examined to determine the strengths and weaknesses of instructed content areas in Mathematics teaching, more specifically in Problem Solving/Communication. We will also create a unified vocabulary list in both English and Spanish for each WKCE-CRT math objective and a school wide curriculum map. This curriculum map will be aligned with the Target Goals and Descriptors across grade levels. The culminating activity of our PLCM will be to create a CABS for the area of Problem Solving/Communication per WKCE-CRT scores which will be one per grade level.

$2,999  

Morgandale

MTLs: Tina Humpa, Andrea Payan

Deepening Our Core Mathematical Understanding: A Study of Principles and Standards for School Mathematics

Summary: A book study of Principles and Standards for School mathematics, focusing on problem-solving and reasoning, will be the catalyst for the development, sharing and implementation of lesson plans based on standards.

$2,940

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Neeskara

MTL: Michelle Douglas-Meyer

Problem Solvers!

Summary: An opportunity for teachers to study the book, Teaching Mathematics through Problem Solving in depth to improve classroom practice and student achievement.

$2,607

 

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Ninety-Fifth Street

MTL: Jaime Haar

CABS: Classroom Assessments Based on Standards and Classroom Assessments Between Staff

$2,202 Word Document

North Division

MTL: Diane Spence

Mathematics for the Millennium

Summary: North Division High School intends to develop and initiate a basic program for all senior level students for the remainder of the school year. The program will be cross curriculular. The motivation for this project is that the majority of students at North are deficient in basic mathematics. All seniors attending North Division High School took the MATC ACCUPLACER Placement Test. Test results indicated that twenty-five (25) students showed proficient in the area of basic mathematics, with only 3 of thost students qualifying for basic algebra. Math teachers will team with special education and general education teachers for intensive instruction in basic math and algebraic skills. The staff will then use mathematics classroom assessments based on standards to improve classroom practice, and to determine the goals, objectives and strategies needed for improving student proficiency.

$3,000  

Palmer

MTL: Lester Binns

Hailing CABS to Drive Teaching and Learning

Summary: The teachers at Henry L. Palmer will work together to develop a Classroom Based Assessment in the area of Math for each learning target in grades K-6. The assessments will meet the criteria for a quality mathematics performance assessment as prescribed in the P-5 Assessment Portfolio Supplement 2004-2005.

$3,000  

Phillip

MTL: Alice Knight

The Number Devil Book Study Cohort Group

Summary: This project will provide math professional development to improve our teacher’s mathematical content knowledge by discussing, reading and analyzing the book “The Number Devil”. This study will provide the teachers with a cohort group of community learners to discuss math questions and solutions.

$3,000 Word Document

Pierce

MTL: Katie Fitzpatrick

CABS – A Catalyst for Best Math Practices

Summary: Our project focuses on discussing and studying targets and descriptors within the mathematical framework. We will use this information as a basis for writing formative assessments. These assessments will be written by grade level team teachers. These CABS will become a valuable tool in teaching an aligned curriculum.

$3,000 Word Document

Riley

MTL: Great Plicka

Maximizing Mathematics for Teachers and Students

Summary: The Maximizing Mathematics for Teachers and Students will provide 2 nd, 3 rd, 4 th grade teachers with collaboration time to analyze student work from classroom assessment based on standards to refine assessment and align the assessments to the learning targets. These assessments will be shared with the Learning Team and the Mathematics Committee. In order to enhance mathematical content knowledge the Mathematics Committee will share ideas from “Teaching Mathematics through Problem Solving” strategies with the staff.

$3,000

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Sherman

MTL: Brenda De Priest

Learning Pathways for Success in Math

$3,000 Word Document

Silver Spring

MTL: Ingrid Walker-Henry

Getting on the Same Page

Summary: Our project focuses on aligning CABS (Classroom Assessments Based on Standards) with the Learning Targets. The goal is to achieve uniform, as well as effective CABS for teachers. The CABS and data analysis that follow will help guide teaching and increase student achievement. The final project will include CABS binders for all teachers, documented student progress, and specific teachings strategies to address students’ needs, and benchmark portfolios.

$2,505  

Sixty-Fifth Street

MTLs: Judy Greco, Melinda Gladney

From Assessment to Professional Development to Performance

Summary: The staff will analyze test data supplied by WKCE and Terra Novas, and determine a math strand to emphasize. Supplemental materials will be purchased (probably Navigations through Mathematics series) and studied in small cross grade level groups. Math teacher leaders and math specialist will make presentations on the strand at staff meetings.

$3,000 Word Document

South Division

MTL: Soumaly Bounket

Improving Teachers Mathematical Content Knowledge and Classroom Practice

Summary: Participants will receive training on the use of the Geometer’s Sketchpad and the use of the TI-83 technology tools in the classroom. Participants will meet to network and share best practices and successful lesson. In addition, participants will meet to create a scope and sequence for algebra and geometry and to create math department classroom assessments. Participants will then implement the scope and sequence, classroom assessments through the use of best practices. It is expected that the math teacher participants will notice progress in the students’ understanding of mathematical concepts as well as a future improvement in their WKCE performance.

$3,103  

Tippecanoe

MTL: Leah Donahue

Differentiating Algebra for All Learners

Summary: This project will help teachers build their content knowledge in the strand of algebra. We will identify students’ strengths and weaknesses in algebraic reasoning. Differentiated instruction will be a catalyst for extending lessons from Navigating Through Algebra to meet the needs of all our learners.

$2,903

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Townsend

MTL: Patty Neubauer

Using CABS to Improve Instruction and Promote Learning

Summary: This project will facilitate the continued development and writing of classroom assessments based on standards (CABS). It also provides training for teachers in grades one and two to write CABS, analyze the data derived from them and develop a focused instructional strategy directed by their analysis.

$2,888 Word Document

Trowbridge

MTL: Barbara Kettner

Mapping out the Gaps

Summary: A mapping of our current math programs will allow us to see where state descriptors are being met and where there are gaps that need to be closed. Intensive professional development will follow this process focusing around educational goals with the intended goal to close math gaps in the area of problem solving, reasoning, probability and estimation. Ongoing assessment of our achievements will be evaluated through teacher modeling/coaching and formative/summative data, which will then determine future professional development.

$2,627 Word Document

Twenty-First Street

MTL: Melissa Peltier

A Collaborative Look at Student Work $3,000 Word Document

Washington High School – Expeditionary Learning

MTL: Donna Burrell

Defining Algebra for All in Expeditionary Learning

Summary: Defining Algebra for All in Expeditionary Learning will provide professional development for all curricular staff members including special education teachers. The staff will be given time and opportunity to complete Algebra concepts and skills in order to increase their mathematics content knowledge. Staff will complete between 20 to 30 lessons in the I CAN Learn Classroom as if they were students. This opportunity will provide staff with the experience to better provide math support to the student body as a whole.

$2,971  

Wisconsin Conservatory of Lifelong Learning

MTL: Richard Neustifter

Teaching Mathematics through Problem Solving Book Study

Summary: Teachers will read the book Teaching Mathematics through Problem Solving in sessions held after school. Teachers will reflect and discuss main ideas during those sessions. Teachers will incorporate what they learn into their classroom teaching of mathematics. Teachers will share and evaluate work they gather from their students.

$2,974 Word Document

Wheatley

MTL: Ellen Kay Deall

How to Incorporate Constructed Response in Daily Math Experiences

Summary: Through this grant we will use the data from our math scores to 1) develop our math lessons to include more constructed response activities for students. We will also 2) begin to develop our CABS to reflect the use of constructed reponses by our students. We will be 3) aligning our grade level curriculum and targets as they relate to the state descriptors in the development of our CABS.

$3,000  

Whitman

MTL: Tim Malloy

Home/School DVD Tutor

Summary: The purpose of the project is to create a DVD that will enable parents to help establish better real world connections for their children in the understanding of fractions. The higher background level will assist in the classroom, as teachers will have more of a base to draw from, therefore, the level of teaching will increase, and students will make more meaningful connections in application.

$1,150 Word Document

Zablocki

MTL: Astrid Wagner

How to Analyze Students' Work

Summary: By using a comprehensive and collaborative approach (Protocol) to analyze students’ work, teachers will have a better understanding how CABS are used for learning not of learning.

$2,955

Word Document

 

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TOTAL: 60 schools   ~$170,000  

 

 

 

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