Materials Review and Selection Process: Overview and Focus

2. Materials Review and Selection Process: Overview and Focus In the 2008-09 school year, a PPS Core Mathematics Curriculum will be written pre-K through grade eight. This curriculum will define and delineate the effective use of selected program materials. Central features that guide the selection and curriculum writing process include: NCTM Focal Points/PA Standards and National Math Panel recommendations Vertical alignment PreK-8 Algebra Readiness Balance of problem solving and fact fluency

3. Essential Elements Guiding the Selection Process Following the presentation to the Board of Education in December, a preK-8 committee was convened for the review and selection of new program materials for Mathematics. The focus for this work included: PreK - 8 Vertical Alignment PreK - 8 Algebra Readiness Rigorous Thinking Demand (high level tasks) Student Engagement Culturally Responsive Parent Friendly Inclusive of All Learners (differentiated support) Afterschool/Summer Programs Alignment with NCTM Focal Points/PA Standards Numbers and Operations Fact fluency foundation Part-whole understanding/fraction concepts College/Career readiness is key

4. PreK-8 Alignment - Five Content Strands

5. Mathematics Proficiency

6. Math Panel RecommendationsHighlights of Report: �Foundations for Success� Algebra Readiness: Math curricula should be streamlined to focus on key skills in preK-8, specifically, fluency with numbers, fractions, and aspects of geometry and measurement that will lay the foundation for later algebra success. � �Students who complete algebra II are more than twice as likely to graduate from college�� Fractions: A major goal for K-8 mathematics education should be proficiency with fractions including decimals, percents, and negative fractions, for such proficiency is foundational for algebra. 6

7. Math Panel RecommendationsHighlights of Report: �Foundations for Success� Balanced Approach: The curriculum must simultaneously develop conceptual understanding, computational fluency, and problem-solving skills. These capabilities are mutually supportive. Effort-Based Ability: Experimental studies have demonstrated that changing children�s beliefs from a focus on ability to a focus on effort increases engagement in mathematics learning, which improves outcomes. Teacher-Directed vs. Student-Centered Instruction: Research does not support the exclusive use of either approach. Both are essential. 7

8. PreK-8 Committee Details Convened for 15 days (February through April) 2/4, 2/19, 2/26,3/4, 3/11, 3/12, 3/13, 3/18, 3/25, 3/26, 4/1, 4/2, 4/3, 4/8, 4/9 Total of 38 hours Reviewed 12 programs PreK-8 committee composition: 17 members PreK-5 subcommittee 15 members middle math subcommittee 8

11. Mathematics Committee Selection Process

12. Sample of Rubric Data

13. Sample of Rubric Data

14. What Works Clearinghouse results and findings Board Considerations to focus the process Research articles, �Nine Ways to Catch Kids Up� and �From Arithmetic to Algebra� District 4Sight and PSSA Results NCTM Standards PA Academic Standards for Mathematics and Eligible Content Mathematics Instructional Materials Review Rubric NCTM Curriculum Focal Points for Prekindergarten � Grade 8 Mathematics National Mathematics Advisory Panel Findings The following resources were provided to the Materials Review Committee for consideration.

15. Mathematics Committee Training February 4 � March 11 (5 days) Mathematica Report: Representative from Mathematica presented overview of PPS Math study findings and fielded questions from the committee National Content Process Standards: Members divided into groups, read NCTM process standards, discussed and reported out to large group by standard. Alignment of NCTM Focal Points, Standards and Eligible content: Members divided into prek-8 grade level groups to discuss what content should be covered at each grade level. Rubric Scoring procedures: Members were introduced to the rubric and were trained in its use by practicing on a textbook series, not considered for PPS adoption. Math Panel Report: The final report was distributed and highlights of the report were considered in the committee deliberations.

16. Recommendations

17. Middle SchoolProgram Highlights Prentice Hall Skill based/ skill building Procedural fluency Addresses skill deficiencies Algebraic reasoning Guided instruction

18. Lesson Design Balanced Blend of Programs Set-up (Launch): Introduce mathematical investigations -CMP2 Explore: Discovering multiple representations of concepts and problem solving �PH / CMP2 Share & Discuss (Summarize): making mathematical connections and abstract thinking�PH / CMP2 Homework: Differentiated support based on formative assessment. �PH / CMP2 Prentice Hall and Connected Math 2

19. Elementary Program Highlights enVisionMATH (Core) Form/Sum Assessment Daily Spiral Review Fact Practice Problem of the Day Quick Check Differentiated Activities Differentiated Homework PSSA Prep Scope/Sequence Guide Math diagnosis/Intervention Visual Learning (transparencies and interactive) Literature Libraries

20. enVisionsMATH + EDM3 Supplement Lesson Design

21. Next Steps A focused, coherent and rigorous mathematics curriculum will be written in the 2008-09 school year. This curriculum will incorporated adopted program materials in the most effective way, providing appropriate supports and enhancements for all students to succeed. Middle School New curriculum, incorporating adopted programs will be developed and implemented in the 2008-2009 school year. The first unit for each middle school grade level will be distributed to schools by June 15, 2008. Additional units will be produced and distributed throughout the 2008-09 school year. Elementary (Prek-5) No changes will be implemented in the elementary mathematics program in the 2008-09 school year; hence, the continuation of EDM2, EDM3 pilot and Harcourt pilot. Elementary curriculum writing, incorporating adopted programs will began in the summer and will continue throughout the 2008-09 school year. The new elementary curriculum (enVision) will be fully implemented in 2009-2010.

22. Letter from Committee Member: Thank you all for allowing me to participate in the textbook selection committee. It was at times exhilarating, fascinating, frustrating and maddening -- and at a few times, all of the above, simultaneously! -- but all in all I feel it was an enriching experience which served as better professional development than any week of in-services ever could. It was also quite rewarding to witness the level of professionalism and dedication that is shared throughout the district. All of us worked very diligently, and no one ever looked for shortcuts and easy answers. Thanks again,

23. Norms of Committee Work Respectful of all learners Everyone has an opportunity to talk Comments are evidenced-based Flexible thinking (willing to listen and consider) Overriding concern is all students in the Pittsburgh Public Schools (mathematics success) Program will be selected based on a consensus of the committee.

24. Elementary and Middle School  Math Presentations

25. Mathematics Review Rubric

26. Rubric (cont�d)

27. Rubric (cont�d)