Instruction Committee Meeting Great Bay Community …rochesterschools.com/SAU/board/Minutes/Agenda_Instr18-03-15.pdf · Instruction Committee Meeting Great Bay Community College March

Instruction Committee Meeting Great Bay Community College

March 15, 2018 6:00PM

AGENDA

1. Approval of Minutes

2. Advanced Manufacturing & Composites Partnership (Spaulding High School's R.W. Creteau Regional Technology Center & Great Bay Community College)

3. Bud Carlson Academy's Grant Opportunity

4. OGAP- Professional Development for Elementary Math Teachers

5. Maple Street Magnet School Data

6. Field Trips

7. Public Comment

8. Other

9. Adjournment

Committee Members:

Robert Watson, Chair Amy Malone Raymond Turner Karen Stokes Nathaniel Byrne

Rochester School Board Instruction Committee Minutes School Department Boardroom

February 15, 2018 DRAFT

Members Present Members Absent Also Present Mr. Robert Watson, Chair Mrs. Amy Malone Mr. Raymond Turner Mrs. Karen Stokes Mr. Nathaniel Byrne Mrs. Anne Grassie

Mr. Michael Hopkins Mr. Kyle Repucci Guests & Public

Mr. Watson called the meeting to order at 7:33 p.m. with a quorum present.

Approval of Minutes Mrs. Stokes moved, second by Mr. Turner, to approve the minutes of the January 18, 2018 Instruction Committee meeting. The motion passed unanimously.

Non-Public Session: Mrs. Malone moved, second by Mrs. Stokes, to enter non-public session at 7:34 p.m. in accordance with RSA 91-A:3 II ( c). The motion to enter non-public session carried unanimously. YES: Mr. Watson, Mrs. Malone, Mr. Turner, Mrs. Stokes, Mr. Byrne, Mrs. Grassie

NO: -- Open Session: Mr. Turner moved, second by Mrs. Malone, to reconvene and enter public session at 7:44 p.m. The motion passed unanimously. Spaulding High School Credit Request Mrs. Stokes moved, second by Mrs. Malone, to recommend to the School Board that student T.R. be allowed to exceed the ten credit limit by three credits. The motion passed unanimously.

January 29th Professional Development Day Exit Survey – No Action Required Mr. Repucci, Assistant Superintendent, explained the exit survey and reviewed the results of the survey. Learning Walks – No Action Required Mr. Repucci explained the learning walks and the data collected. FY 2019 Budget Review – No Action Required Ms. Linda Casey, Business Administrator, gave an overview of the FY 2019 Instruction budget. A meeting has been scheduled for February 22, 2018 at 6:00 p.m. for a FY 2019 Instruction budget review. Field Trips – No Action Required Reviewed Public Comment None

Other None

Adjournment Mrs. Stokes moved, second by Mrs. Malone, to adjourn. On a unanimous vote, the Committee adjourned at 8:04 p.m. Respectfully submitted, Mr. Robert Watson, Chair

Rochester School Board Instruction Committee Minutes School Department Boardroom

February 22, 2018 DRAFT

Members Present Members Absent Also Present Mr. Robert Watson, Chair Mr. Raymond Turner Mrs. Karen Stokes Mrs. Anne Grassie

Mrs. Amy Malone Mr. Nathaniel Byrne

Mr. Michael Hopkins Mr. Kyle Repucci Guests & Public

Mr. Watson called the meeting to order at 6:11 p.m. with a quorum present.

FY 2019 Instruction Budget Review Mr. Kyle Repucci, Assistant Superintendent, and Ms. Linda Casey, Business Administrator, reviewed and explained the FY 2019 Instruction budget. Mrs. Stokes moved, second by Mrs. Grassie, to forward the FY 2019 Instruction Budget to the Finance Committee for approval. The motion passed unanimously. Public Comment None Other None

Adjournment Mrs. Grassie moved, second by Mrs. Stokes, to adjourn. On a unanimous vote, the Committee adjourned at 6:14 p.m. Respectfully submitted, Mr. Robert Watson, Chair

Advanced Composites Manufacturing: Bonding & Finishing Certificate

Spaulding High School & Great Bay Community College

Advanced manufacturing is part of the state’s largest industry sector, making up 19% of New

Hampshire’s economy. The economic impact of jobs in advanced manufacturing far exceeds that of jobs

in other industries. The Advanced Composites Manufacturing program at Great Bay prepares

participants with skills and knowledge required for jobs in the high growth fields of composites

manufacturing and aerospace. The program is offered at the College’s Advanced Technology &

Academic Center in Rochester, NH. Introductory courses provide opportunities for students to

experience working in a modern, clean, hands‐on training lab while learning and applying skills critical

for success. In addition to a mechanical aptitude, students interested in the program should have keen

attention to detail and demonstrate a desire for quality. They must also enjoy learning in a hands‐on

way and working as part of a team. The program consists of two levels and can be completed in 6

months. The introductory level is designed to provide students with an overview of advanced

composites manufacturing and to help them select an area of specialization based on interest, ability,

and job outlook. During Level 2 training, students will complete general fundamental manufacturing

courses and concentrated courses of study leading to machine operator certificates with one of 8

specializations:

Paint Operator

Weaving Technician and Pre‐form Finishing Technician

Resin Transfer Molding Technician

Bonding and Finishing Operator

Quality Inspection and Coordinate Measuring Machine (CMM) Technician

Composites CNC Milling and Set‐Up Operator

Composites Repair Technician

High Performance Composites Fabrication

Many students will enter the workforce after completing level 2. They may continue to learn as they

earn by studying in either technical or leadership tracks. A leadership path could provide opportunities

to be become a team leader within their specialization. A technical path could lead to increased skill

level and potential certification by the Society of Manufacturing Engineers as a Certified Manufacturing

Technologist.

Dual enrollment: Students enrolled in the ACM Certificate program may elect to enroll in the Associate

Degree in Technical Studies. Dual enrollment is contingent upon active or graduate status of the

certificate. Completion of the ACM certificate satisfies the requirement for the technical specialty core

(24 credits) of the Technical Studies degree.

Semester Course ID Course Theory Lab Credits

1

(Aug.27 to

Dec.15)

ACM110G Introduction to Advanced Composites 2 3 3

1 ACM115G Applied Math & Measurement for

Manufacturing

1 2 2

1 ACM120G Technical Blueprint Reading 1 2 2

2

(Jan. 2 to Feb.16)

ACM210G Fundamentals of Composites Manufacturing 3 2 4

2 ACM230G Manufacturing Ethics 1 0 1

4

(May & June)

BUS210G Organizational Communications 3 0 3

4 CIS110G Introduction to Computers 2 2 3

3

(Feb.18 to Apr.

20)

ACM253G Bonding and Finishing Operator 0 4 2

Schedule for a Spaulding HS student in the Bonding & Finishing Program

Semester One: August 27th to December 15th

ACM 110/115 and Blue Printing (Blue Printing to be completed at SHS Tech ‐ Solid Works‐ Seat Time =

48 hours)

• Monday 11:30 ‐1:00 (Tutor) 1:D0‐3:00pm (Class) ACM 110

• Tuesday(SHS) 11:30 ‐3:30pm Blue Printing and Online Homework‐ ToolingU

• Wednesday 11:30‐ 3:30pm ACM 110

• Thursday (SHS) 11:30 ‐3:30pm Blue Printing and Online Homework‐ ToolingU

• Friday 11:30 ‐3:00pm ACM 115 .

• Need to pass OSHA (General) 10 hours to go to Level Two

Semester Two: January 2nd to February 16th

ACM 210 (More homework than above) and Ethics

• Monday 11:30‐ 3:30pm ACM 210

• Tuesday 11:30 ‐12:30 pm Ethics and then after Online Homework


• Thursday (SHS) 11:30‐ 3:30pm Homework

• Friday 11:30‐ 3:30pm ACM 210

Semester Three: February 18th to April 20th

Bonding and Finishing

• Monday 11:30 ‐3:30pm ACM 253

• Tuesday(SHS) 11:30 ‐3:30pm Homework‐ ToolingU


• Thursday(SHS) 11:30 ‐3:30pm Homework‐ ToolingU

• Friday 11:30 ‐3:30pm ACM 253

Semester Four: May and June

CIS 110 I Business 210 and complete SHS Requirement Digital Portfolio

• Will do at Spaulding

• Details to be worked out.

1. In 2016, the Barr Foundation announced a new multi‐year initiative, Engage New England: Doing

High School Differently, which is part of the Education Program’s regional strategy focused on

the development and expansion of new secondary school models in New England. Through the

Engage New England initiative, the Barr Foundation strives to support one of New England’s

most marginalized high school populations: students who are off track to graduate from high

school—and therefore have extremely limited opportunities to connect to post‐secondary

success.

If our grant application is selected we would be awarded a one year planning grant of up to

$150,000 to support the refinement and development of our program. Planning grant awardees

that are successful in their planning and design efforts will be invited to apply for two‐year

implementation grants of up to $750,000 each.

2. OGAP is a systematic, intentional, and iterative formative assessment system grounded in the

research on how students learn mathematics. The OGAP system is seamlessly integrated into a

set of tools, practices, support materials, and in‐depth professional development.

Through extensive professional development, supported by tools and resources, teachers learn

how to use formative assessments in their classrooms and analyze the resulting information

about student thinking to guide subsequent instruction. OGAP is not a curriculum, but is

designed to be used with an existing curriculum on a regular basis.

This summer during the week of Aug. 6th the Rochester School District will partner with the

New Hampshire Learning Initiative to provide this training to our teachers. Two sessions will be

offered for college credit through Southern New Hampshire University.

K‐2: Additive Reasoning

3‐5: Multiplicative reasoning

6‐8: Fractions & proportions

This is a derivative product of the Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) which was funded by NSF (EHR-0227057) and the US DOE (S366A020002). © 2017 OGAPMath LLC.

OGAP Multiplicative Framework

CONTEXTS

Equal GroupsEqual Measures

Measure Conversions Multiplicative Comparison

PatternsUnit Rate

Rectangular Area Volume

CONCEPT/PROPERTY Equations Properties

Problem StructuresCOMPLEXITY OF NUMBERS

Single digit Multiple digit Powers of ten

Multiples of powers of ten Fractions/decimals

TYPES OF DIVISION Partitive

Quotative

Natural (e.g., every) Mathematical (e.g., per)

Context Concept/property

Addition - Multiplication Doubling and Halving

Model - Equation Multiples and Factors

Meanings of Remainders Context - Equation Context - Model

Powers of ten

Associative Commutative

Distributive Equality Identity

Multiplicative Inverse

NUMBER OF FACTORS Two factors

More than two factorsMULTIPLICATIVE REPRESENTATIONS

Equal groups ArraysArea

Open area Linear

Problem SituationsRefers to known and unknown information in a problem. For example, in equal group problems there might be an unknown product, or an unknown number of equal groups, or an unknown quantity in a group. See page 4 for some examples. Also see the CCSSM page 89.

Depending upon the strength of multiplicative reasoning students may move up and down between multiplicative, transitional, additive, and non-multiplicative strategies as they interact with different problem situations and problem structures (Kouba & Franklin, 1995; VMP OGAP, 2006).

About OGAP Frameworks

Updated January 2017

TYPES OF ITEMS

UNDERSTANDING AND USEOF RELATIONSHIPS

LANGUAGE

UNDERSTANDING AND USE OF PROPERTIES

OGAP Frameworks are based on mathematics education research on how students learn specific mathematics concepts, errors students make, and pre-conceptions or misconceptions that may interfere with learning new concepts or solving related problems. There are two major elements to an OGAP Framework that should be considered when analyzing student work or making instructional decisions: 1) Problem contexts and structures, and 2) OGAP Multiplication and Division Progressions.

This page identifies problem contexts and problem structures for multiplication and division problems. Pages 2 and 3, the OGAP Multiplication and Division Progressions, are tools to help teachers analyze evidence of student thinking and make instructional decisions. Page 4 has samples of different problem contexts.

For students to become strong multiplicative reasoners they must interact with a range of problem contexts, contextual situations, and problem structures. The CCSSM specifically identifies problem contexts at targeted grades on a progression from equal groups and measures, and area situations at grades 2 and 3 to measurement conversions, area, volume, multiplicative patterns, and multiplicative comparison problem situations at grades 4 and 5, and unit rates at grade 6. This progression, among other things, is designed to prepare students to engage in proportional situations using multiplicative reasoning.

Consistent with the CCSSM, the OGAP Progressions on pages 2 and 3 show the development of understanding and strategies from the link between repeated addition and multiplication in an equal groups model to the development of efficient and generalizable multiplicative strategies through the open area model, and understanding of place value, properties of operations, and relationships.

OGAP

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© This is a derivative product of the Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) which was funded by NSF (EHR-0227057) and the US DOE (S366A020002). 2017.OGAPMath LLC.

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OGAP Division ProgressionMultiplicative Strategies

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This is a derivative product of the Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) which was funded by NSF (EHR-0227057) and the US DOE (S366A020002). © 2017. OGAPMath LLC

OGAP OGAP Sample Problem Contexts

This is a derivative product of the Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) which was funded by NSF (EHR-0227057) and the US DOE (S366A020002). © 2017 OGAPMath LLC

Important: The examples below do not represent the full range of each problem context.

Multiplication Examples Division Examples

Equal Groups * Unknown number in each group example

Mark had a box of 64 crayons. He shared the crayons equally with 4 people. How many crayons did each person get?

64 crayons ÷ 4 people = n crayons per box

Equal Measures * Unknown product example* Unknown number of groups example

Sam has 15 yards of material. He is making a design that needs 3 yards per design. How many designs can Sam make? 15 yards ÷ 3 yards per design = n designs

Unit Rates * Unknown product example* Unknown rate example

Sam earned $154.00 last week. He worked 22 hours. How much did Sam earn per hour? $154.00 ÷ 22 hours = n $/hour

Multiplicative Comparison * Larger unknown example* Multiplier unknown example

Bill’s garden is 240 square feet. Leslie’s garden is 20 square feet. How many times greater is Bill’s garden than Leslie’s garden? 240 square feet ÷ 20 square feet = n times bigger

Patterns *Larger unknown example

* Unknown factor example

Linda’s kitchen floor is 150 square feet. The length of one dimension is 10 feet. What is the length of the other dimension of the kitchen floor? 150 square feet ÷ 10 feet = n feet

OGAP Equation Example:

Write a story problem that goes with the equation 6 ×5 = 30.

OGAP Property Example:Ann knows the answer to 9 × 5. Explain how can she use this information to solve 45 ÷ 9?

Measurement Conversion * Unknown product example

Volume * Unknown product example * Unknown factor exampleA rectangular container holds 250 cubic inches of liquid. the base of the container is 10 inches and the depth 5 inches. What is the height of the container? 250 cubic inches ÷ (10 inches × 5 inches) = n inches

* Unknown quotient exampleTammy is 60 inches tall. How many feet tall is Tammy? 60 inches ÷ 12 inches/foot = n feet

Area * Unknown product example

Linda’s kitchen floor measures 12 feet by 7 feet. What is the area of Linda's kitchen floor? 12 feet × 7 feet = n square feet

Mark bought 12 boxes of crayons. Each box contained 8 crayons. How many crayons were there altogether? 12 boxes × 8 crayons = n crayons

* Unknown product example

* problem situations

Sam works at the grocery store. He is paid $7.00 per hour. He worked 22 hours last week. How much money did Sam earn last week? 22 hours × $7.00/hour = n dollars

It takes 14 inches of ribbon to make one bow. How many inches of ribbon will it take to make 7 bows?

7 bows × 14 inches per bow = n inches

Tammy is decorating tables with vases of flowers for a party. She used the chart to the right to keep track of how many flowers she needed. Based on the information in the table, how many flowers does she need to fill 15 vases?

15 vases of flowers × 4 = n flowers

The students in Mrs. Gilbert’s class planted bean and corn seeds. The bean plants grow 3 times faster than the corn plants. When the corn plants measure 2 inches, how tall will the bean plants be?

2 inches × 3 = n height of bean plants

Tammy is 5 feet tall. How many inches tall is Tammy? 5 feet × 12 inches/foot = n inches

The dimensions of a fish tank are 10 inches by 12 inches by 18 inches. If you filled the tank to the top, how much water would be in the tank?

10 inches × 12 inches × 18 inches = n cubic inches)

Result Unknown Change Unknown Start Unknown

Add To Two bunnies sat on the grass. Three more bunnies hopped there. How many bunnies are on the grass now?

2 + 3 = ?

Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to the first two?

2 + ? = 5

Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass before?

? + 3 = 5

Take From Five apples were on the table. I ate two apples. How many apples are on the table now?

5 – 2 = ?

Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat?

5 – ? = 3

Some apples were on the table. I ate two apples. Then there were three apples. How many apples were on the table before?

? – 2 = 3

Total Unknown Addend Unknown Both Addends Unknown

Put Together/ Take Apart Three red apples and two green apples are on the table. How many apples are on the table?

3 + 2 = ?

Five apples are on the table. Three are red and the rest are green. How many apples are green?

3 + ? = 5 5 – 3 = ?

Grandma has five flowers. How many can she put in her red vase and how many in her blue vase?

5 = 0 + 5 5 = 5 + 05 = 1 + 4 5 = 4 + 15 = 2 + 3 5 = 3 + 2

Difference Unknown Bigger Unknown Smaller Unknown

Compare (“How many more?” version):Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy?

(“How many fewer?” version):Lucy has two apples. Julie has five apples. How many fewer apples does Lucy have than Julie?

2 + ? = 5 5 – 2 = ?

(Version with “more”):Julie has three more apples than Lucy. Lucy has two apples. How many apples does Julie have?

(Version with “fewer”):Lucy has three fewer apples than Julie. Lucy has two apples. How many apples does Julie have?

2 + 3 = ? 3 + 2 = ?

(Version with “more”):Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have?

(Version with “fewer”):Lucy has three fewer apples than Julie. Julie has five apples. How many apples does Lucy have?

5 – 3 = ? ? + 3 = 5

Reproduced from the CCSSM (2010) Table 1 Common addition and subtraction situations.© 2017 OGAPMath LLC. For noncommercial use only. This product is the result of a collaborative effort between the Ongoing Assessment Project (OGAP) and the Consortium for Policy Research in Education (CPRE) which was funded by the National Science Foundation (DRL-16208888).

OGAP Additive FrameworkOGAP

Problem ContextsCountingQuantitiesPatterns

Additive SituationsAdd toTake fromPut together/Take apartCompare

Concepts/Properties Equations Properties and Relationships Magnitude

Base 10/Place ValueConceptsStrategies

Problem StructuresTypes of ItemsContextualNon-contextual

Complexity of AddendsSingle digitMultiple digit Multiples of 10, 100, 1000

RepresentationsNumber Paths and Number LineOther length—based modelsBase 10 Ten FramesDot images

Properties and RelationshipsAdditive inverseCommutative propertyAssociative propertyIdentityRelationships between models, equations and contextsCompensationConstant difference

AddendsTwo addendsThree or more addendsCompositions of 10

Meanings for SubtractionDifferenceRemovalDistanceMissing addend

Number of steps Single stepMulti-step

Depending upon the strength of additive reasoning, students may move up and down between additive, transitional, counting, and non-additive reasoning and strategies as they interact with new topics or new concepts.

April 2017

K 1 2

Transitional StrategiesEfficient Use of a Model

18 38 40 45Jumps by multiples of 10 on a number line

+20 +2 +5

1810 + 8

2720 + 7

30 + 1545

Inefficient decomposition to derive facts

63 73 80 81

+10 +7 +1

OGAP Additive Reasoning Progression — Addition

Early Counting Strategies

Counting Strategies

Additive Strategies

Direct modeling and counting from 1 with concrete model (count 3 times)

Mental counting strategies:• Count on from first• Count on from larger

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Counting on with physical or visual model: 6+7

Non-Additive Strategies• Uses incorrect operation• Models problem situation incorrectly• Guesses

Underlying Issues/Errors• Does not consider reasonableness of solution• Error in counting, calculation, place value, property, equation, or model• Units inconsistent or missing

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@2017 OGAPMath LLC. For noncommercial use only. This product is the result of a collaborative effort between the Ongoing Assessment Project (OGAP) and the Consor-tium for Policy Research in Education (CPRE) which was funded by the National Science Foundation (DRL-16208888).

Traditional US algorithm 1 18 +27 45

Flexible compensation

18 + 2720 + 25

45

Partial Sums

18 +27 30 +15 45

Uses properties Fact FluencyFact Recall 6+7=13

Derived Facts 6+6=126+7=13

Using 10s6+76+4=10 and 10+3=13

Associative Property8+7+2=(8+2)+7=10+7

Commutative Property 6+7=7+6

Transparent algorithms Decomposes by place value and adds

18 + 27 = ?18 = 10 + 827 = 20 + 7 30 + 15 = 45

18 + 20 = 3838 + 7 = 45

Early Transitional StrategiesAdding inefficiently with or without a model

Adding on by tens18+10=2828+10=3838+2=4040+5=45

18 28 38 39 40 41 42 43 44 45Makes jumps of 10 on a number line

Combines or counts by 10s using base 10 representations

6+7“I know 5+5 is 10 and 3 more is 13”

Unitizes on a model

+10 +10

• Not enough information• Uses procedures incorrectly

+

Jumps by a 10 and efficient groups of ones

OGAP Additive Reasoning Progression — Subtraction

Early Counting Strategies

Counting Strategies

Early Transitional StrategiesSubtracting inefficiently with or without a model

Transitional StrategiesEfficient Use of a Model

Additive Strategies

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Adding Up Efficiently 38 + 2 = 40 40 + 33 = 73 2 + 33 = 35

Constant Difference: 73 − 38 +2 +2 75 − 40=35

Partial Difference: 73− 38 40 − 5=35

Inverse relationship between addition and subtraction “7 − 2 is 5 because 5 + 2 is 7”

Using 10s: 13−8

73 − 38=35Distance on number line

35 40 43 73

73 − 38=35Jump back on number line

Using Base 10 models

73 − 38=35

Jumps by tens on number line

+2 +30 +3

Adding up by tens 73−38=? 38+2=40 40+10=50 50+10=60 60+10=70 70+3=73 2+10+10+10+3=35

Counting back (7 − 5)“7...6,5,4,3,2”Counting up “5...6, 7”

Counting back (7 − 5)“7...6,5...that’s 2”

11 12 13 14 15 16 1717 − 11=6

+1 +1 +1 +1 +1 +1

Direct modeling—separating from, separating to, or matching (counts 3 times)

1 2 3 4 5 6 7 8

1 2 3 4 5 1 2 3

38 40 70 73

38 40 50 60 70 73

– 2 – 10 – 10 – 10 – 3

65 4 3

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8 − 5 = 3

6 1 73 − 38 35

– 5 – 3 – 30

Jumps by ones on number line

13 − 8

“13 − 3=10 and 10 − 5 = 15”

Fact Fluency Fact Recall

Derived Facts

“13 − 3 is 10 and then 5 less is 5”

Unitizes on a model

Transparent algorithms Decomposes by place value and subtracts

73 − 38 = ?73 = 70 + 338 = 30 + 8 40 − 5=35

73 − 30 = 4343 − 3 = 4040 − 5 = 35

Non-Additive Strategies• Uses incorrect operation• Models problem situation incorrectly• Guesses

Underlying Issues/Errors• Does not consider reasonableness of solution• Error in counting, calculation, place value, property, equation, or model

@2017 OGAPMath LLC. For noncommercial use only. This product is the result of a collaborative effort between the Ongoing Assessment Project (OGAP) and the Consor-tium for Policy Research in Education (CPRE) which was funded by the National Science Foundation (DRL-16208888).

• Not enough information• Uses procedures incorrectly

63 64 65 66 67 68 69 70 71 81

– 10– 1 – 1 – 1 – 1 – 1 – 1 – 1 – 1

81 − 18 = 63

73 − 38 = 35

OGAP Number ProgressionAs

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Number Composition (Unitizing in tens)

Flexible Counting (Unitizing in small groups)

Early Counting (Sees quantities as collections of ones)

Precounting

Multiplicative Place Value

Applies Base Ten understanding to compare and solve problems

“63 > 59 because 6 tens is more than 5 tens”

Uses integrated Base Ten understanding

Conceptual subitizing with place value

Composition and decompositionUsing number relationships to compare

and solve problems“6 is 2 more than 4”

Unitizing by 10’s and 1’s with understanding

Conceptual subitizingCounting unseen objects

Conceptual understanding of counting by 2’s or 5’s

Counting on or back from a given number

Representing an amount by ones

Cardinality (Meaningful counting) “How many?”

Matching to compare

Counting with some correspondence Perceptual subitizing up to 4

5>3

5,6,7,8

5 10 15

7

“8—I saw 5 and 3.”

Counting with one-to-one correspondence

“one” “two” “three” “four” “five” “six” “seven”

“one” “two” “three” “four” “five...”

6 71 2 3 4 5

Comparing quantity by size

“The second row is bigger”

One more/less than (without counting from 1)1 2 3 4 5

Counting to compare

1 2 3

4 5

1 2

3

“5 is more than 3”

Rote counting

Base

Ten

Num

ber C

ompo

sition

Flexib

le Co

untin

gEa

rly Co

untin

gPre

coun

ting

45 = (4 x 10) +5 12 tens and 3 ones is 123

10, 20, 30, 40, 41, 42, 43

Conceptual subitizing with 5’s and 10’s

5 tens + 4

10, 20, 30, 40, 50, 54

56 = 50 + 6

200 + 30 + 5 = 235

Applies counting by 2’s and 5’s to solve problems

235

2 hundreds, 3 tens, 5 ones 23 tens & 5 ones

235 ones

Underlying Issues/Errors• Doesn’t consider reasonableness of solution• Sequence error• Errors in units

@2017 OGAPMath LLC. For noncommercial use only. This product is the result of a collaborative effort between the Ongoing Assessment Project (OGAP) and the Consortium for Policy Research in Education (CPRE) which was funded by the National Science Foundation (DRL-16208888).

• Numeral reversal• Digit reversal• Counting Error

Counts by ones to determine quantity

3/15/18Report for the School Board forApproved Field Trips

2/12/2018Date Rec'd: 3/7/18Date of Trip: 8:30am-5:00pmTrip Time:

Symphony Hall, Boston, MALocation:

McClellSchool:

BusTransportation:

Course: Elementary Band - Literacy: Students will understand the importance of music reading,listening critically to music, identifying different forms of music and how to play expressively.Lifelong Learning: Students will understand the benefit of playing music alone and with others.

Notes:

5Grade Level: 75# students: DaytripType of Field Trip:

WDay:



ChamberSchool:

BusTransportation:


Notes:


WDay:



WASSchool:

BusTransportation:


Notes:


WDay:



ERSSchool:

BusTransportation:


Notes:


WDay:




MSMSSchool:

BusTransportation:


Notes:


WDay:



GonicSchool:

BusTransportation:


Notes:


WDay:


Strawbery Banke, Portsmouth, NHLocation:

GonicSchool:

BusTransportation:

The purpose of this trip is to experience daily life in the 1700's. This trip aligns with unit 4 of ourreading curriculum, with the theme "Our Changing World". Focus will be on daily life in the 1700's(cooking, chores, schooling, travel, etc.) and how things have changed as time progressed.

Notes:


WDay:

2/9/2018Date Rec'd: 3/13/18Date of Trip: 7:45am-10:30amTrip Time:

Spaulding High School, Rochester, NHLocation:

RMSSchool:

BusTransportation:

Course: Guidance - Transition to high school; exposure to offerings from SHS drama department.Notes:


TuDay:


2/8/2018Date Rec'd: 2/19/18Date of Trip: 10:00am-11:15aTrip Time:

Frisbie Hospital, Rochester, NHLocation:

GonicSchool:

Private AutosTransportation:

Course: Art - Art Appreciation/Art in our CommunityNotes:

1-5Grade Level: 19# students: DaytripType of Field Trip:

TuDay:



ChamberSchool:

BusTransportation:

Our grade 5 students will be attending a performance of "Fiddler on the Roof".Notes:


TuDay:

2/16/2018Date Rec'd: 3/13/18qDate of Trip: 9:45am-12:00pmTrip Time:


WASSchool:

BusTransportation:

Students will watch a performance of "Fiddler on the Roof". This field trip ties in with the 5th gradeELA speaking and listening competency.

Notes:


TuDay:


Opera House, Rochester, NHLocation:

ChamberSchool:

WalkingTransportation:

The purpose of this trip is to tie in with our second grade literacy program. After veiwing the playstudents will be able to compare and contrast similarities and differences between the June B. Jonesbook series and the Opera House production.

Notes:


FDay:




MSMSSchool:

BusTransportation:

Our 5 grade students will be watching the SHS Drama Department put on the play "Fiddler on theRoof".

Notes:


TuDay:



NLSSchool:

BusTransportation:

We will watch "Fiddler on the Roof" and compare it to the other dramas we have read this year,noting the characters, setting and sequence of events.

Notes:


TuDay:



RMSSchool:

BusTransportation:

To ease the transition from middle school to high school. This will be a day to spend time in theirfuture classroom.

Notes:


FDay:



ERSSchool:

BusTransportation:

Students will view the play "Fiddler on the Roof" - Competency C4 and C5 in reading are aligned.Notes:


TuDay:



Freedom Trail/Faneuil Hall, Boston, MALocation:

SHSSchool:

BusTransportation:

Course: Bridging the Gap - Touring Boston; sponsored by Bridging the Gap and Rochester PoliceDept.

Notes:


ThDay:



GonicSchool:

BusTransportation:

Students will watch a performance of "Fiddler on the Roof" put on by the high school dramadepartment.

Notes:


TuDay:



McClellSchool:

BusTransportation:

5th grade students will watch an act (dress rehearsal) of "Fiddler on the Roof".Notes:


TuDay:


UNH Dairy Ctr & Equine Facility, Durham, NHLocation:

GonicSchool:

BusTransportation:

To bring science, social studies, math and other core curriuculum to life with hands on activities andentertaining educational demonstrations. Students will learn about horticulture, dairy, chickens, soil,fiber, maple syrup, horses, beekeeping, livestock, forestry and a variety of other topics.

Notes:


ThDay:



UNH, Durham, NHLocation:

SHSSchool:

BusTransportation:

Course: Philosophy - C1: understand & demonstrate philosophical inquiry and critical thought; C4:how to engage in philosophical topics

Notes:


ThDay:


Community College, Manchester, NHLocation:

SHSSchool:

BusTransportation:

Course: HVAC - personal growth and leadershipNotes:


TuDay:


Public Library, Rochester, NHLocation:

MSMSSchool:


Students are researching the history of Rochester through the lens of our historic buildings. Studentswill walk to the library where they use materials curated by teachers ahead of time to learn about thehistory of Rochester. Students will take notes using graphic organizers of what they learned.

Notes:


ThDay:

3/1/2018Date Rec'd: 3/10/18Date of Trip: 4:00pm-12:00amTrip Time:

Exec. Court Banquet Facility, Manchester, NHLocation:

SHSSchool:

BusTransportation:

Course: ROTC - AFJROTC Military Ball hosted by Pinkerton AcademyNotes:


SaDay:



Quincy Market/Charles Playhouse, Boston, MALocation:

SHSSchool:

BusTransportation:

Course: Project SEARCH - Annual trip to Boston to see a live show, "Sheer Madness" and enjoyingQuincy Market for the afternoon.

Notes:


WDay:


Capital Arts Center, Concord, NHLocation:

SHSSchool:

BusTransportation:

NHIAA Scholar AthletesNotes:


MDay:



SSSSchool:

BusTransportation:

We will watch the high school play "Fiddler on the Roof".Notes:


TuDay:


Opera House, Rochester, NHLocation:

SSSSchool:


Students will read different Junie B. Jones books and compare books to the play; competency 1 -Literary Text (story elements; compare/contrast).

Notes:

K-4Grade Level: 82# students: DaytripType of Field Trip:

FDay:



Dover Bowl, Dover, NHLocation:

RMSSchool:

BusTransportation:

Team Maine- Students will be focusing on team building. They will work with peers in a communitybased setting to improve their relationships with both peers and staff.

Notes:


FDay:


Salem High School, Salem, NHLocation:

RMSSchool:

Private AutoTransportation:

Course: Band - This is an all-state honors band festival for middle schools. The four studentsattending auditioned and were accepted to participate. They will practice all day with a guestconductor and give an evening concert for parents.

Notes:


FDay:

Documents

Instruction Committee Meeting Great Bay Community …rochesterschools.com/SAU/board/Minutes/Agenda_Instr18-03-15.pdf · Instruction Committee Meeting Great Bay Community College March