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Essential Knowledge
The Rapid City Area Schools mathematics
curriculum is based on the
South Dakota Mathematics content standards. Standards articulate an
essential
core of knowledge and skills. They specify the understanding,
knowledge, and
skills that students are
expected to achieve in their K-12 academic
career.
Since education is
often described as a "journey through learning," that analogy helps
clarify the components that make up a set of standards. The goals
represent the
final/ultimate destination--where all students should "arrive" after
the required years of mathematics study. The indicators provide targets
and
guideposts throughout the journey. The performance descriptors serve as
mile
markers and weigh stations along the way and the grade level standards
represent the turns, hills, traffic signs, and the white lines along
the road.
Goals: The
six broad, conceptual goals (content area/discipline standards) are the K-12 strands that define
the
essence of the discipline of mathematics. Because the goals are the
"end
results" of what we would expect after thirteen years of mathematics
study, they are worded the same at each grade level. This is done to
provide
consistency in K -12 curricular focus and alignment. It should also be
noted
that although algebra, geometry, and statistics have traditionally been
thought
of as "courses," in this document, they refer to mathematical strands
that should be addressed throughout a K-12 program.
Indicators: The indicators further define the goals and
set the framework for mathematics.
The indicators remain the same at all instructional levels (K-2, 3-5,
6-8,
9-12), thereby providing an ongoing and constant focus for the
standards. The
indicators also provide the targets and anchors for broad
district-level,
program evaluation.
Performance
Descriptors: The
performance descriptors are organized into proficiency
levels. These proficiency levels describe how a student at that level
would be
expected to perform the grade-level standards.
·
Advanced: A student performing at the advanced level
exceeds expectations for
that grade level. The student is able
to perform the content standards for the grade at a high level of
difficulty,
complexity, or fluency beyond that specified by the grade-level
standards.
·
Proficient: A student performing at the proficient
level meets expectations
for that grade level. The student is able
to perform the content standards for the grade at the level of
difficulty,
complexity, or fluency specified by the grade-level standards.
·
Basic: A
student
performing at the basic level performs below expectations for that
grade level.
The student is able to perform some of the content standards for the
grade
below the level of difficulty, complexity, or fluency specified by the
grade-level standards.
A student performing below the basic level is
unable to perform the
content standards for the grade. Therefore, no description is provided
below
the basic level.
Grade Level
Standards: These
statements
represent the classroom learning objectives or activities that should
be
provided at each grade level to help students reach the expectations
articulated in the performance
descriptors,. indicators, and goal.