About Us
Staff
Careers
Report Fraud / Waste / Abuse / Harrassment
Search
Facebook
×
Twitter
×
Tweets by MCPS
Skip to main content
Home
About Us
Superintendent
MCPS Highlights
Mission and Vision
Strategic Planning Framework
School Statistics & Test Results
Data Dashboards
Operating Budget
Capital Budget
Annual Report
Research and Reports
Contact us
Schools
Find a School
Bus Routes
How to Enroll
School Assignment Tool
Office of School Support and Improvement
Alternative Programs
Lunch Menus
Students
Information for Students
MyMCPS Portal
Course Bulletin
College & Career Center
Career Readiness for Students
Athletics
Homework Hotline Live
Student Service Learning
Student Support
Student Climate Action Council (SCAC)
Parents
Information for Parents
How to Enroll
Bus Routes
Athletics
Forms
Lunch Menus
School Safety
Parent Academy
Naviance College & Career Planning
Academics
Curriculum Homepage
Subject Areas
Career Readiness
Magnet Programs
Signature Programs
Consortia Programs
Special Education
Language Immersion
Staff
Staff Homepage
Staff Directory
Benefits and Pay
Forms
m
y
MCPS
e
Paystub
Check e-mail (Outlook 365)
Call a Substitute
Training
Help Desk
The Bulletin
Quick Notes
Board of Education
Board of Education
Members
Vision, Mission, Core Values
Board Blog
Search Board Materials
Meetings
Meeting Videos
Committees
Legislation and Advocacy
Policies
Advocacy
Public Participation
Internal Audit Unit
MCPS Audits
Other Audit Reports
Advisory Committees
Careers
Careers
Recruiting Calendar
About Our Hiring Process
Search Jobs
Current Employees-Login
Office of Human Resources and Development
Fingerprinting Schedule
Contact MCPS
Staff Directory
Check e-mail
ePayStub
Languages:
español
中文
français
tiếng Việt
한국어
አማርኛ
For Parents
For Students
Academics
Calendar
News
Find a School
Find Staff
Board of Education
Staff Directory
Search for Staff
×
Enter first or last name
Search
Find a staff member
×
Search
PUBLIC ANNOUNCEMENTS
>
BROWSE
Print |
Email
Math Program Provides Early Pathways for Acceleration
August 22, 2002
Montgomery County Public Schools (MCPS) has made significant progress toward designing and implementing a greatly strengthened mathematics curriculum, with a special emphasis on providing accelerated pathways for greater math achievement in elementary school.
The improvements in the entire mathematics program of studies provide opportunities that will increase the number of students completing algebra by the end of Grade 8 and for participating in more advanced instruction in high school.
The improvements also address key elements of the mathematics audit in 2001 and provide a basis for using the revisions in mathematics as a model for similar reform efforts throughout the school system.
“The continuing efforts to invigorate the mathematics program, including collaboration with Achieve Inc. and the College Board on a review of the algebra countywide exam, establish the school system’s commitment to superior student achievement in mathematics,” Superintendent Jerry D. Weast said in a report to the Board of Education. “I look forward to even greater results as the full impact of the curricular and program improvements are implemented.”
Accelerated K-5 pathways
One of the key innovations in the revised mathematics program is the opportunity for able students to engage in accelerated mathematics instruction as early as kindergarten, with the possibility of completing the first middle school mathematics course (Math A) as early as Grade 3.
The program, titled "Accelerated Pathways," is designed so all students receive the appropriate math instruction at each grade level and all students have the opportunity to receive accelerated curriculum during each unit.
(See chart in related web link below.)
Acceleration guidelines
The mathematics instructional guides provide teachers with specific processes for accelerating students through the next grade level in mathematics. For example, if a student is two or more grade levels ahead in math, then the student should receive instruction based on the appropriate grade level instructional guide.
Each grade level instructional guide is organized into units of instruction. Within each unit, teachers are given direction for the appropriate acceleration to the next grade level. The table below identifies the components of the instructional guides that provide this direction and how to use these components.
Promoting achievement
The improvements in the mathematics program are grounded in the revisions to the mathematics curriculum. The curriculum revisions address the findings and recommendations of the mathematics audit of 2001, as well as changes sought by principals, teachers, parents, and mathematics specialists to add more rigor to the teaching and learning of mathematics at every grade level. The primary factors in curriculum revision have responded to four main questions that illustrate the interrelated elements of not only the curriculum, but also assessment, intervention, and rigor:
§ What do students need to know and be able to do? (Curriculum)
§ How do we know if they know it? (Assessment)
§ What do we do if they don’t? (Intervention)
§ What do we do if they have already learned it? (Rigor)
Work on the math curriculum and advancements has been conducted by the Office of Instruction and Program Development, under the leadership of Theresa Cepaitis and Leah Quinn, program supervisors of Pre-K-12 mathematics in the Department of Curriculum and Instruction.
See Related Link:
http://www.mcps.k12.md.us/info/press/AcceleratedMath.pdf
<<
Back to browse