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Table of Contents

○ Major Action Steps: (1) Add more days into the math pacing guide to provide more time
to teach, practice, and reinforce fractions; (2) Specifically add days to the calendar to
teach fractions with greater depth (i.e., fractions on a number line, writing whole numbers
as fractions (e.g.., difference between 3/3 and 3/1); (3) Use models and hands-on
activities to introduce and explain concepts while dispelling misconceptions about the
skill; (4) Provide daily repetition of skills through utilization of RedBird and Splash Math
drills practice; (5) Share data with second and fourth grade to begin teaching pre-requisite
skills that will bolster conceptual understanding prior to third grade and reinforce the
basic building blocks for grade 4 to allow for application of skills; (6) Pre-test this skill
and concept using a test that not only covers this particular standard but the pre-requisite
skills that accompany to determine if students are missing underlying concepts providing
a barrier to acquisition

Grade 4: Additional Next Steps:

1. Address areas of need regarding each of the four grade 4 PA Math Assessment Anchors
targeted above.
○ Key Personnel: Grade Four Math Teachers
○ Timeline (Anticipated Start/Finish): November, 2019 - ongoing
○ Major Action Steps: (1) Grade 4 math teachers will meet to review and revise
learning goals and pacing guide within the PRSD curriculum (2) integrate the use
of Redbird Mathematics online adaptive learning program and Moby Max to meet
the differentiated needs of students (3) implement procedures and practices for
basic math facts with a focus on fidelity. (4) integrate math concepts (graphing)
into other content areas (science and social studies).

2. Continue to revise common assessments with a focus on targeted areas of evidenced need
(e.g. Apply place-value and numeration concepts to compare, find equivalencies, and
round; Use operations to solve problems).
○ Key Personnel: Grade Four Math teachers; Principal
○ Timeline (Anticipated Start/Finish): November 2019 - ongoing
○ Major Action Steps: (1) Ensure 4th grade teachers’ identification of targeted areas
of evidenced need; (2) Intentionally revise common assessments for mastery of
these targeted concepts; (3) Compare students’ results on common assessments
and discuss instructional strategies leveraged to obtain those results; (4) Update
curriculum and instructional practices to replicate successful strategies across the
entire grade level; (5) reinforce consistent expectations across the grade level for
student work production (show work, number sentences, strategies, CUBES).

3. Utilize RAM Time to flexibly group students within the team (switch class) based on
greatest need identified through STAR results, individual performance report (eMetric)

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