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K-12 Math Adoption Update

Corrected. K-12 Math Adoption Update. Board of Education Meeting April 1, 2014 Lisa Kotowski Committee Members. Math Coaches. Kevin Anderson Kathy Dufour Michelle Gaal Janet Schuler Jenny Stevahn Cam Wong . Math Textbook Adoption Committee Elementary.

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K-12 Math Adoption Update

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  1. Corrected K-12 Math Adoption Update Board of Education Meeting April 1, 2014 Lisa Kotowski Committee Members

  2. Math Coaches Kevin Anderson Kathy Dufour Michelle Gaal Janet Schuler Jenny Stevahn Cam Wong

  3. Math Textbook Adoption CommitteeElementary

  4. Math Textbook Adoption CommitteeSecondary

  5. Textbook Committee members meetings: Day 1 and Day 2 Goals: • Develop and deepen understanding about the Common Core State Standards (CCSS) shift in content and pedagogy • Collaborate and calibrate our understanding of CCSS • Build the district lens to select curriculum • Practice using the Math Curriculum Evaluation Toolkit January 15th –Day 1 Agenda: • Common Core to the present • Math Standards, Frameworks and Progressions • Engage New York January 23rd (Elementary) or 24th (Secondary) – Day 2 Agenda • LUSD demographic data • Math Toolkit • Math progressions • Universal Access • Standards for Mathematical Practice • Assessments • Final Thoughts

  6. Textbook Committee members meetings (cont.): February 12 - CP Day • Math Committee Members shared draft pathways for input and discussion with their sites/departments • Suggested pathways presented with justification as to why certain classes were offered at specific grade levels • Suggested pathways were submitted to be shared

  7. Textbook Committee members meetings (cont.): February 20 & 24 Day 3 and Day 4Goals: • Reviewed district lens • Evaluated materials using toolkit • Collected additional 7-12 Pathway outline

  8. 2014 Publishers List *Programs adopted by State Board of Education on January 15, 2014. Information is organized by the three program types: Basic Grade-Level, Algebra 1, and Mathematics 1. Math Adoption Committee criterion to narrowing curriculum choices: • Teacher materials – electronically • Student manipulative materials • Includes structured cooperative opportunities-systematically • Open to 6-8/9-12 curriculum • Don’t eliminate based on 6-12 • Resources $$$

  9. Basic Grade-Level Programs (K-8)* Basic Grade-Level Programs (K-8)

  10. Algebra 1 Programs* Mathematics 1 Programs*

  11. Mathematics I, II, III Programs – Integrated Pathway Traditional Pathway

  12. Pre-Calculus Programs Calculus Programs

  13. Textbook Committeemembers meetings(cont.): February 27 Day 5 Goal: • Coming to Consensus • Individual • Grade level • Grade Span • Call for the Vote • Pathways Discuss, 6-12

  14. K-5 Selection K-2 - Go Math, Houghton Mifflin 3-5 - Expressions, Houghton Mifflin Results of February 27 vote: K-2: 4 – Go Math 1 – Expressions 3-5 All - Expressions

  15. K-5 Selection Additional meeting on March 12: K-5 teachers choose one program K-2 - Go Math, Houghton Mifflin 3-5 - Expressions, Houghton Mifflin Results of March 12 vote: K-5: 4 – Go Math 10 – Expressions

  16. 6-8 Selection 6-8 - Connected Math Project (CMP) Pearson Results of vote: 11 – Connected Math Project (CMP) 2 – CPM

  17. 9-12 Selection 9-12 - College Preparatory Math (CPM) Results of vote: All – CPM

  18. 6-12 Math Pathways Guidance on Course Placement and Sequences The Common Core standards for grades six, seven, and eight are comprehensive, rigorous, and non-redundant. Acceleration will require compaction not the former strategy of deletion. Therefore, careful consideration needs to be made before placing a student into higher mathematics coursework in middle grades. Acceleration may get students to advanced coursework but might create gaps in students’ mathematical background. Careful consideration and systematic collection of multiple measures of individual student performance on both the content and practice standards will be required. For additional information and guidance on course placement, see Appendix A: Course Placement and Sequences in this framework.

  19. 6-12 Math Pathways 3. Compacted courses should include the same Common Core State Standards as the non-compacted courses. “Learning the mathematics prescribed by CA CCSSM requires that all students, including those most accomplished in mathematics, rise to the challenge by spending the time to learn each topic with diligence and dedication. Skimming over existing materials in order to rush ahead to more advanced topics will no longer be considered good practice” (Wu 2012). When considering accelerated pathways, it is recommended to compact three years of material into two years, rather than compacting two years into one. The rationale is that mathematical concepts are likely to be omitted when trying to squeeze two years of material into one. This is to be avoided, as the standards have been carefully developed to define clear learning progressions through the major mathematical domains. Moreover, the compacted courses should not sacrifice attention to the Standards for Mathematical Practice. Excerpt from The Mathematics Framework, Appendix A: Course Placement and Sequences

  20. 6-12 Math Pathways 4. A menu of challenging options should be available for students after their third year of mathematics—and all students should be strongly encouraged to take mathematics in all years of high school. Traditionally, students taking high school mathematics in the eighth grade are expected to take Pre-calculus in their junior years and then Calculus in their senior years. This is a good and worthy goal, but it should not be the only option for students. Advanced courses could also include Statistics, Discrete Mathematics, or Mathematical Decision Making via mathematical modeling. An array of challenging options will keep mathematics relevant for students and give them a new set of tools for their futures in college and career (CCSSI 2010). Excerpt from The Mathematics Framework, Appendix A: Course Placement and Sequences

  21. 6-12 Math Pathways Students Who May Be Ready for Acceleration Understanding that the CA CCSSM are more rigorous than California’s previous standards for mathematics, there will still be some students who are able to move through the mathematics quickly. These students may choose to take an accelerated or enhanced mathematics program beginning in eighth grade (or even earlier) so they can take college-level mathematics in high school. However, the previous course sequences for acceleration will need to be updated, considering the increased rigor of the CA CCSSM. Students who are capable of moving more quickly deserve thoughtful attention, both to ensure that they are challenged and that they are mastering the full range of mathematical content and skills—without omitting critical concepts and topics. Care must be taken to ensure that students master and fully understand all important topics in the mathematics curriculum, and that the continuity of the mathematics learning progression is not disrupted. There should be a variety of ways and opportunities for students to advance to mathematics courses beyond those included in this publication (CCSSI 2010). Excerpt from The Mathematics Framework, Appendix A: Course Placement and Sequences

  22. Advanced Pathway The following table shows cohort students in grade 8 who completed Geometry in 2010 with Math courses in the following years.

  23. Current enrollment in Calculus AB, Calculus BC, and AP Statistics

  24. Content for Courses I, II and III • Number and Quantity • Algebra and Functions • Geometry • Statistics and Probability • covered throughout all three years • Modeling • Students apply mathematical skills and understanding to solve problems relating to everyday life, work and decision making • Enhanced Courses (STEM High School Course 1, 2, 3 will include the advanced CCSS(+) and pre-calculus standards

  25. Tentative Middle School Pathway2013-2014 Grade 6 2013-2014 Grade 6 Placement: All 6th grade students are assessed on the math inventory for 7th grade placement. Advanced: Math Inventory Performance level of advanced – quantile of 1030 or better Honors: Math Inventory Performance level of proficient with quantile level of 900 to 1029 Benchmark: Math Inventory Performance level of Basic with quantile level of 701 to 899 Strategic: Math Inventory Performance level of Basic with quantile level of 300 to 700 Intervention: Math Inventory Performance level of Below Basic with quantile level of 299 or below Current 7th graders with SMI level above 1030 will be placed in Math 1

  26. TentativeCommon Core High School Pathway • Requires Additional FTE in Math: 2 concurrent pathways for 3 years • 5 pathways for Common Core • Placement based on: • Previous grade • Benchmark • Assessment tool (TBD) • *Current 8th grade students in Geometry will be placed in traditional pathway of Algebra II in 9th grade.

  27. NEXT STEPSCompleted by March 14, 2014 • Presentation to Curriculum Council, April 3 • Board Approval, April 15 • Purchase Materials • Professional Development • June 3 & 4, K-6 • July 23 or 24, 7-12 • October, 7-12

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