Transcript Math Materials Review - Montgomery Township School District

MONTGOMERY MATH K-4
WHY MATH IN FOCUS?
May 28, 2013
Board of Education Meeting
Amy Wish
K-4 Supervisor of Mathematics and Science
Goals
1.
Detail the process
we used to choose
Math in Focus for our
anchor resource.
2.
Explain why we
believe Math in Focus
is the best choice for
our elementary
program.
Math Materials Review
 Everyday Mathematics, Common Core Edition
 enVision Math
 Do the Math
 Go Math
 Math in Focus, The Singapore Approach
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Summer Orientation
Pilot Training
Pilot Meetings
Scope & Sequence Meetings
PLC groups
Faculty Meetings
Comparative Mid Year Assessment
Hosted classroom visits
Provided Q & A sessions for
teachers
 Before & After School Workshops
2012-2013 Math Pilot
•
2012-2013 School Year
•
4 Classrooms in each grade level Kindergarten through Fourth Grade
•
Included settings in: General Education, Academic Support, Enrichment & In-class Support
•
Included 3 resource room settings (grades K, 2, 4)
Parent Meetings & Student Feedback
Parent Conversation Sessions: April 2-5, 2013
Two Goals:
 Enhance understanding of what elementary school students
are expected to know and be able to do in mathematics.
 Collaborate to improve our students’ mathematics
education.
Outcomes:
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Three themes: communication, consistency and
experiences that foster growth for every child
Parent Advisory Committees & Parent Workshops
Parent Support for Math in Focus
Student Feedback:
 Want to have fun in math
 Want the right level of challenge
PARCC Publishers’ Criteria
 K-8 Sample Rubric
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Focus
Coherence
Rigor
Math in Focus average rubric score higher than Everyday Mathematics
 Focus
 Coherent
connections
 Consistent progressions
http://www.corestandards.org/assets/Math_Publishers_Criteria_K-8_Summer%202012_FINAL.pdf
S
What is the purpose of the decision?
We want the best anchor resources available that will support students’ thorough understanding of the Common Core math
standards as outlined in our updated curriculum.
State the Decision
OUR CHOICE:
We need to choose anchor resources AND decide when to switch to them.
Results we need:
Students mastering concepts and skills as
outlined in grade level Common Core
standards.
E
Establish &
Classify Objectives
L
How they will be measured:
Individual growth, school progress, and DFG
comparison on:

District benchmark assessments
(concept/skill, fact fluency & problem
solving)

NJASK (Eventually PARCC)

Academic Support identification

Growth on Common Core MAP math
scores
Everyday Math
2012
Math in Focus
List Alternatives
Considerations:
1.
Is the instructional design directed
towards student mastery of
content/skills?
2.
Is materials implementation realistic
given district priorities and teacher
load?
3.
Are the resources developmentally
appropriate?
4.
Do they differentiate for ranges of
learners?
5.
Do they address fact fluency & problem
solving?
6.
Are the resources manageable?
7.
Do they embed professional
development?
8.
Are they aligned to NJASK/PARCC
assessments?
9.
*Parent & student feedback
Restrictions:
1.
Need to implement Common Core
standards now
2.
Professional Development priorities
in LA (overall district priorities)
3.
PARCC test specs not released
4.
PARCC not expected to be
implemented until 2014-2015
5.
Money
6.
Budget due 11/16/12
7.
Time restrictions for coherent
curriculum development &
implementation
8.
*Publishing Guidelines criteria
Math in Focus
Envisions
Build Our Own
Other
phased in :
K-2 in 2013-14, 34 in 2014-15
Pilot 2013-14
Implement
2014-15
Composite of
many programs
& resources
Suggested
Programs to
pilot?
Kepner-Tregoe Decision Analysis Protocol
SELECT S= state the decision
E= evaluate alternatives
E= establish & classify objectives
C= consider risks
All K-4 staff who teach mathematics involved, 92 teachers polled
L= list alternatives
T= trust your work
Decision Analysis Results
Everyday
Mathematics
Math
in Focus
Instructional Design (x10)
Realistic Implementation (x9)
5.6
6.1
8.2
7.9
Developmental Appropriateness (x9)
6.4
8.0
Differentiate for All Learners (x8)
5.4
8.2
Addresses Facts & Problem Solving (x7)
Manageable Resources (x6)
Professional Development (x5)
5.0
6.2
5.1
8.1
8.1
7.2
PARCC Aligned (x9)
4.0
8.0
344.6
504.0
Considerations
SCALED SCORE
Evaluation Scale: Excellent- 10, Good- 8, Adequate- 6, Poor- 4, Not Acceptable- 1
How did we make decisions?

Review of Materials

Math Pilot
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Parent Meetings & Student Feedback
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PARCC Publisher’s Criteria

Kepner-Tregoe Decision Analysis

Board of Education Presentation
Why Math in Focus?
Organizational structure supports mastery
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Unit Topic Structure

Focus and Supporting Work for the grade
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Priorities and Boundaries
Why Math in Focus?
Adequate resources for differentiation
Why Math in Focus?
Technology components to support learning & assessment
Why Math in Focus?
Very strong focus on word problems & computational fluency
Why Math in Focus?
Well Aligned:
Common Core Standards
 PARCC Publishers’ Criteria
 Montgomery Program Philosophy
Differentiated Math Workshop Structures
 Teacher needs
 Parent requests
 Student feedback
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Anchor Resource Recommendation
The Common Core Standards in Mathematics define our
curriculum goals.
Textbooks support our curriculum, but do not define it.
We recommend Math in Focus as our anchor resource
for grades K-4.
We will continue to use teacher made materials as well as
Problem Solver II books, Kathy Richardson activities and the
Compass Learning Odyssey online program as supporting
resources as needed. However, thanks to a solid anchor resource,
we will deliver Common Core instruction with more fidelity.
Math Program Philosophy
Montgomery School District's K-4 Mathematics Curriculum is organized around five content clusters: Operations &
Algebraic Thinking, Number in Base Ten, Fractions, Geometry, and Measurement & Data. All content clusters and the five
process skills (problem solving, communication, connections, reasoning, & representation) are addressed in every grade
level of the program, building a strong and balanced foundation. In addition, we have designed a facts mastery
sequence to ensure that our students can fluently and accurately recall basic math facts when performing everyday
computations or solving problems. Each grade level introduces problems to be solved and situations to be explored that
extend students’ conceptual understandings and skills beyond traditional computation. The curriculum is grounded in the
research of how students learn mathematics. We believe our curriculum will foster the development of our students'
mathematical intuition and the overall mathematical literacy necessary to succeed in a global society.
Instructional designs include:
• High expectations for all students
• Dynamic real-world and cross curricular applications, including the use of technology
• Concrete modeling as a pathway to abstract understanding
• A problem-solving approach that develops critical thinking skills, strategy development, the application of
concepts, and communication
• Frequent practice of basic skills through mathematical games
• An instructional approach that revisits topics in a variety of contexts to ensure full conceptual development and
retention
• Collaborative learning in partner and small group activities
Montgomery’s math curriculum is aligned with the Common Core State Standards Initiative (CCSI) and the
National Council of Teachers of Mathematics’ (NCTM) Standards. Therefore, it adequately prepares our students
for the New Jersey Statewide Assessment Program. More importantly, however, the curriculum is designed to
foster student growth and to develop students’ abilities and motivation to become life-long mathematical thinkers
and problem solvers.