Mathematics education in Vermont is currently centered on the Common Core State Standards (CCSS). The CCSS for Mathematics contain both content and practice standards for students, which define what students should understand and be able to do. The Progressions Project, by the writers of the CCSS, provides a roadmap as to how expectations for students develop within a domain in the standards. These Standards do not dictate curriculum or teaching methods, and are not intended to be new names for old ways of doing business. They are a call to take the next step.
ATMNE is a consortium of regional sections from the six New England states. The purpose of ATMNE is to coordinate efforts of the Sections in order to facilitate increased interest in mathematics, to secure improvements in the teaching of mathematics, to establish close relations among teachers and users of mathematics, and to link organizations of mathematics teachers in New England into one cohesive association.
Illustrative Mathematics provides guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students experience in a faithful implementation of the Common Core State Standards, and by publishing other tools that support implementation of the standards.
We support local, national, and international projects in mathematics education that focus on both the mathematics and the students, can be applied to current needs, build on existing knowledge, and are grounded in the work of educators.
The Mathematics Common Core Coalition strives to ensure the successful communication, interpretation, implementation, and assessment of the Common Core State Standards.
Research confirms that teachers are the single most important factor in raising student achievement. Math Solutions works with school districts across the country and publishes more than 90 books and resources that help educators improve teacher effectiveness and math instruction in their schools.
Act with a commitment to equity, Design quality learning events, Develop position statements, Honor outstanding leaders Influencemath education policy, Network with math ed. Leaders, Facilitateeffective leadership, Publish newsletters and journals, Recognize outstanding students, Share resources and research, Support student success and Work for equity, access, and success for all students.
As the primary professional organization for teachers of mathematics in grades pre-K-12, the NCTM has the responsibility to provide broad national leadership in matters related to mathematics education.
The SBAC is committed to supporting member states and territories as they implement the Common Core State Standards (CCSS). Working with educators, Smarter Balanced will identify high-quality curriculum resources aligned to the CCSS and professional development strategies that can be replicated across states. The tools and resources will be posted online and incorporated into the digital library — an on-demand resource to help teachers address learning challenges and differentiate instruction — as part of the assessment system.
Teaching Channel is a video showcase—on the Internet and TV—of inspiring and effective teaching practices in America's schools. We have a rapidly growing community of registered members who trade ideas and share inspiration from each other.
Mathematics for ALL is to advocate for an equitable and high quality mathematics education for all students-in particular, Hispanic/Latino students-by increasing the equity awareness of educators and their ability to foster students' proficiency in rigorous and coherent mathematics.
To encourage an active interest in mathematics and mathematics education, provide a means for discussion and interchange of ideas pertaining to mathematics and the teaching of mathematics, encourage cooperative study of problems of mathematics education at all levels, elementary through college, and provide a means to better coordinate mathematical activities at local, state, regional, and national levels.
Our site offers specific Mathematics content, resources, articles, and opportunities to collaborate with other Vermont educators. Consider joining a group: Primary Mathematics (pK-2), Elementary Mathematics (3-5), How to Learn Math with Prof. Jo Boaler, K-5 Math Report Cards, and more to come.
SBHS team "First Class" wins Innovation Merit Award at the Real World Design Challenge National Competition
"First Class" the 2013 state winner of the Real World Design Challenge received a national merit award for innovation at this year's national competition in Washington, D.C. The award was presented to the team that produced the most thought provoking and innovative solution to this year's design challenge. This year's challenge was to design a small unmanned aircraft system (sUAS), which included one or more fixed-wing unmanned aerial vehicle (UAV), and to develop a business plan in support of commercial applications based on a mission scenario.
Student team members, Ronak Bhagat, Noah Bugbee, Neel Desai, Matt Gilmartin, Raihan Kabir, Vishnu Premsankar and Forrest Scharmer competed against state winners to address real challenges that confront our nation's industry. This real world approach to learning allows students to experience a direct link between their efforts and the workplace.
Mathematics and Science Partnership (MSP) Grant Program
The goals of the MSP are: 1) to increase the academic achievement of students in mathematics and science by enhancing the content knowledge and teaching skills of classroom teachers; 2) to build statewide capacity for professional development of K-12 staff by establishing networks of highly skilled teacher leaders in mathematics and science; and 3) to develop partnerships among K-12 educators, STEM faculty, and higher education personnel. Funds from the MSP are currently being used to support high quality professional development programs in Vermont. Three-year MSP projects funded for 2009-2010 include:
This document provides an informational presentation that communicates initial understanding of the Common Core and outlines first steps and considerations in implementing the Common Core in Vermont. In addition to the presentation, this document also includes a transition timeline, and an implementation plan that has been used to orient the Common Core Policy Group, the Common Core Implementation Committee, and the Vermont Professional Development Network (VPDN) leaders to their roles in the implementation plan.
Tracy Watterson at firstname.lastname@example.org or (802) 479-1353
Page Last Updated on April 17, 2014