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the hw revisits old concepts which is a great review opportunity for the students

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Give the individual tests a couple of blocks after you finish the chapter.

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Engage students!

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Students learn from doing math, as opposed to watching math being done.

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Students moving to next level without mastering basic skills.

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Students are more comfortable taking risks in the math classroom by working in smaller groups. Working in groups also enables them to communicate their learning in addition to justifying their understanding of the concepts.

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Our population comes from diverse school background and enters at different levels

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Our population comes from diverse school background and enters at different levels

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New students to OCSA, no experience with CPM

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New students to OCSA, no experience with CPM

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Students who perform poorly, but move on anyway.

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Students are making connections to the big ideas on a routine basis.

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Some students are missing many consecutive classes as well as a handful of days or more during semester.

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Group-centered instruction means students are constantly learning from each other and sharing their understanding.

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Students will complain about CPM not having enough practice problems if they are working on a particular concept. The teacher then has to supplement with other materials.

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CPM homework with the spaced practice builds understanding rather than memorize and forget.

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Based on student feedback. :)

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Delivering strong conceptual knowledge, as evidenced by test scores

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Delivering strong conceptual knowledge, as evidenced by test scores

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Students don't have experience with computer based testing that is programmed to give questions according to ability

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Students don't have experience with computer based testing that is programmed to give questions according to ability

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Making HW, agendas, tutorial links, class notes, etc. accessible online.

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Students struggle to effectively communicate their knowledge

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Students struggle to effectively communicate their knowledge

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Will allow students to differentiate the skills or concepts they would like to review.

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We tend to do pencil/paper tests and quizzes as the primary measure of student learning.

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Students are not motivated or engaged to do well.

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Parents who do not support what/how we are doing

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Parents who do not support what/how we are doing

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Knowing when and how to step away from the textbook is a challenge. Too much dependence on the book gets repetitive for the students.

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Students need better self-regulatory/advocacy skills. Sometimes they fly under the radar of their group or don't know their own gaps.

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Not all students want to work in a group setting, so getting them to see the benefits and "buy in" can be a challenge.

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Student improve their understanding of new concepts by sharing ideas with their peers.

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I believe in group work, however students are still able to hide behind their group in many situations. Distracted (chatty) students also can have a strong negative affect on their peers.

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More Support, Training and Collaboration Time to Develop and Implement the Ideas.

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More Support, Training and Collaboration Time to Develop and Implement the Ideas.

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We are presented with great ideas but are not given the time needed to develop those ideas.

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The majority of students are working with the content and engaged in discussion and collaborative activities.

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Students are not invested in their math education. 

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Students are not invested in their math education. 

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Students that come only for the arts, might not be invested in doing well on these tests. They may be interested in just passing to graduate h.s..

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Other forms of assessments rather than tests. Grading based on logical reasoning rather than correct answer?

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Offer a pre-exam at the beginning of the year so students can see their initial placement; give one at semester so they can see their growth. Offer incentives for students that demonstrate improvements.

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These can be hard to erase in the time that we teach the concept.

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What if we as teachers focused on students who scored in the "Standards Nearly Met" category? What impact would that have for these students. I think this COULD be the student who is able to keep up well enough, possibly hide in class, but do well enough to pass to the next class level.

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There is way too much we are asked to cover (and too much in the textbook) over the course of one year. We need to trim content to go deeper and ensure understanding.

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We have a mile wide and a mile deep  to accomplish.

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Students are only interested in grades and they do not want to struggle to learn but rather want us to use direct instruction.

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Strategic use of iReady as a skill recovery tool.

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Can we find a handful of good outside tasks and find time to implement them into our curriculum?

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Use data more. Use data better. What type of data do we have on our students? When are they tending to fall off compared to their peers/other schools, etc. Use data more strategically.

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Meaningful modeling activities curriculum team wide at each content level.

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Students and parents are so focused on their points/grades. How can we shift the focus to learning?

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Team/collaborative approach masks individual student struggles or non-engagment

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Team/collaborative approach masks individual student struggles or non-engagment

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Less instructional minutes than other schools.

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Sometimes there is just too much new information that we are wanting our students to understand for the time we have available.  Sometimes lessons feel rushed for some students.

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We do not have curriculum development support that many other public schools have... We need to do it ourselves in addition to teaching.

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Many students do not understand what the testing measures and how it impacts them as a student from OCSA

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I would like students to use technology in an interactive way.  I think they would have more fun and engage with the concepts at a deeper level.  To be effective the technology has to be easily available.

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More open-ended, less directed problems to build problem solving skills

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More open-ended, less directed problems to build problem solving skills

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Allowing students to learn on their own pace:

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Allowing students to learn on their own pace:

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test corrections? test retakes? progressive/increasing worth of future tests? every test being a formative test (and not a summative)

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Is it time to re-evaluate Block 7? (We've first implemented it in 2009. Should we look at effectiveness? Time of the day? Best practices?)

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Is it time to re-evaluate Block 7? (We've first implemented it in 2009. Should we look at effectiveness? Time of the day? Best practices?)

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Is this the best use of time? Would it be better to make classes 10 minutes longer? Those that need help the most do not show up. What are the consequences?

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Are we using our time to the best of our ability? What about useless/boring topics, how are we addressing these?

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A large percent of students will not read instructions for understanding and just want to be told what to do.

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We have to be interested in all of our material if we are going to expect our students to be interested.