montgomery math k-4 why math in focus? may 28, 2013 board of education meeting
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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 - PowerPoint PPT PresentationTRANSCRIPT
MONTGOMERY MATH K-4WHY MATH IN FOCUS?May 28, 2013Board of Education MeetingAmy WishK-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
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)
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
Parent Meetings & Student Feedback
Parent Conversation Sessions: April 2-5, 2013Two 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: 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 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
SELECT S= state the decision E= establish & classify objectives L= list alternatives E= evaluate alternatives C= consider risks T= trust your work
All K-4 staff who teach mathematics involved, 92 teachers polled
Kepner-Tregoe Decision Analysis Protocol
SState the Decision
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.
OUR CHOICE: We need to choose anchor resources AND decide when to switch to them.
E Establish & Classify Objectives
Results we need:Students mastering concepts and skills as outlined in grade level Common Core standards.
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
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 now2. Professional Development priorities
in LA (overall district priorities)3. PARCC test specs not released 4. PARCC not expected to be
implemented until 2014-20155. Money6. Budget due 11/16/127. Time restrictions for coherent
curriculum development & implementation
8. *Publishing Guidelines criteria
LList Alternatives
Everyday Math
2012
Math in Focus
Math in Focus
phased in :
K-2 in 2013-14, 3-4 in 2014-15
Envisions
Pilot 2013-14
Implement 2014-15
Build Our Own
Composite of
many programs & resources
Other
Suggested
Programs to pilot?
Decision Analysis ResultsConsiderations Everyday
Mathematics
Math in Focus
Instructional Design (x10) 5.6 8.2Realistic Implementation (x9) 6.1 7.9Developmental Appropriateness (x9)
6.4 8.0
Differentiate for All Learners (x8)
5.4 8.2
Addresses Facts & Problem Solving (x7)
5.0 8.1
Manageable Resources (x6) 6.2 8.1Professional Development (x5) 5.1 7.2PARCC Aligned (x9) 4.0 8.0
SCALED SCORE 344.6 504.0Evaluation Scale: Excellent- 10, Good- 8, Adequate- 6, Poor- 4, Not Acceptable- 1
How did we make decisions?
Review of Materials Math Pilot Parent Meetings & Student Feedback PARCC Publisher’s Criteria Kepner-Tregoe Decision Analysis Board of Education Presentation
Why Math in Focus?Organizational structure supports mastery
Unit Topic Structure Focus and Supporting Work for the grade 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
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 PhilosophyMontgomery 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.