MATHEMATICS 2017-08-21T08:45:07+00:00

Mathematics, Assessment and Data Analysis

The goal of the K-12 Mathematics Programs is for all students to achieve proficiency by developing both conceptual understanding and procedural fluency through rigorous instruction and authentic assessments. The curriculum includes concepts and processes of mathematics upon which technical and scientific progresses depend. Therefore, provisions are made for students to collaborate and share different ways of thinking in an effort to make sense, to question, and think critically about the world of mathematics and beyond. The intellectual curiosity about the study of mathematics will promote the standards for mathematical practices, and students’ abilities to communicate mathematically, and use mathematics to solve problems in real-life contexts.

We are committed to supporting educators in the classrooms, advance accountability for learning process at all levels, and building pathway to college and career readiness for every student. To this end, we encourage students to take four years of mathematics instead of the three years (15 credits) graduation requirement.

Khaalia Taylor
Math Specialist
University Middle School
973-399-6800 x1627
kalexander-taylor@irvington.k12.nj.us

Hyacinth Anthony
Secretary
Board Office
973-399-6800 x2135
hanthony@irvington.k12.nj.us

You Should Know

Link resources to district programs and initiatives for staff members

enVsion 2.0   | My Math  |  The Math Forum

The goal of the K-12 Mathematics Programs is for all students to achieve proficiency by developing both conceptual understanding and procedural fluency through rigorous instruction and authentic assessments. The curriculum includes concepts and processes of mathematics upon which technical and scientific progresses depend. Therefore, provisions are made for students to collaborate and share different ways of thinking in an effort to make sense, to question, and think critically about the world of mathematics and beyond. The intellectual curiosity about the study of mathematics will promote the standards for mathematical practices, and students’ abilities to communicate mathematically, and use mathematics to solve problems in real-life contexts.

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Assessment is the process of gathering information from a variety of sources (including assignments, quizzes, projects, performance tasks, teacher observation, and tests) that accurately reflect how well our students are achieving the curriculum expectations in a course or subject. As an ongoing effort, teachers provide our students with descriptive feedback that guides their efforts towards improvement. Assessments are planned, purposeful, and explicitly designed to promote learning. Therefore, we believe that every student can improve and we work towards using assessments to improve the quality of instruction in our classrooms.

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Data analysis is about examining student data in detail in order to understand it better and draw conclusions to improve teaching and learning in our classrooms.

We use assessment data to support or validate the quality of instruction, assessments, and learning strengths and challenges.

We do use assessment data to make a stronger case for our schools to focus improvement efforts to the identified areas in need of improvement.

We use both state and local assessment data over the course of several years (data from the current and at least the two previous years) to identify patterns and provide appropriate interventions.