Mathematics, Assessment, and Data Analysis

The goal of the K-12 Mathematics Programs is for every student 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 reasoning and modeling to make sense, to question, and to 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 engage in discussions around concepts, and apply mathematics to solve problems in real-life contexts.

 

 

You Should Know

Link resources to district programs and initiatives for staff members

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

We are committed to supporting educators in the classrooms, advancing accountability for the 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-year graduation requirement.

Central Themes

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Goals Of The K-12 Mathematics Program

Students and Parents

The goal of the K-12 Mathematics Programs is for every student 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 reasoning and modeling to make sense, to question, and to 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 engage in discussions around concepts, and apply mathematics to solve problems in real-life contexts.


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Assessment

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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 students are achieving the curriculum expectations in a course or subject. As an ongoing effort, teachers provide students with descriptive feedback necessary for improvement. Assessments are planned, purposeful, and explicitly designed to promote learning. Therefore, it is the expectation that every student will improve as teachers use authentic assessments to advance the quality of instruction in every classroom.



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Data Analysis

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Data analysis is about examining student data in detail and draw conclusions to enhance teaching and learning in every classroom.

Analysis of assessment data is to support and validate the quality of instruction, assessments, and learning strengths and challenges.

Assessment data is used to make a stronger case to focus improvement efforts on the identified areas in need of improvement.

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


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