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Secondary IntegratedMathematics Update Inform ation ReportN o.2 M arch28,2017 D r. J a c q u e l i n e P e r e z , A s s i s t a n t S u p e r i n t e n d e n t , E d u c a t i o n a l S e r v i c e s D r. M a r y M a s o n , P r i n c i p a l , R o o s e v e l t M i d d l e S c h o o l a n d D i r e c t o r, Te a c h i n g & L e a r n i n g Purpose § DiscussthemeritsofIntegratedMathematicsinHigh Schoolandteachersurveyresults § DiscusstheprogressofSecondaryMathematicstextbook adoption § Explaintheprocessusedtoarriveattwobookstobe piloted § Sharetheproposedplanforpilotingsecondary Mathematicstextbooks AlignmenttoLCAP AnIntegratedApproach ConceptualCategory Course Algebra1 Geometry INTEGRATEDPATHWAY Algebra2 Numberand Quantity Numberand Quantity Algebra Algebra Functions Functions Geometry Statistics and Probability Statistics and Probability Course ConceptualCategory TRADITIONALPATHWAY MathI MathII MathIII Numberand Quantity Numberand Quantity Numberand Quantity Algebra Algebra Algebra Functions Functions Functions Geometry Geometry Geometry Statistics and Probability Statistics and Probability Statistics and Probability TheSATisIntegrated AreaofFocus SAT Complexity Emphasisonmultistepproblems. Geometry Requirestheuseofgeometryconceptsandreasoning. Probabilityand Statistics Includesstatisticstopicssuchassamplingandinferring correlationandcausationfromaresearchmethod. Trigonometry Requirestheuseoftrigonometry. TeacherSurveyResults • Secondarymathteacherfeedbackwaselicited. § 105teacherswereinvitedtocompletethesurvey. § 82teachersreplied:52HighSchoolteachers,30MiddleSchoolteachers. Whatschoolsitedoyouteachat? Selectgradebandinwhichyouteach. Atthispoint,doyoufeelyoucanmakeadecisiononwhetherourdistrictshouldselecttheTraditionalorIntegrated Pathway? Ifyes,whichpathwaydoyouchoose? WouldyouliketoslowdownthedecisionmakingprocessofapotentialshifttoIntegratedMath?Slowingdownthe processwouldentaildelayingtextbookadoptionbyanadditionalyear(2018-2019schoolyear). GeneralResults Integrated Traditional NotReadytoDecide GUSD #ofVotes 82 55.2% 21.6% 23.2% Clark 7 28.6% 14.3% 57.1% CrescentaValley 18 33.3% 11.1% 55.6% Daily 4 75% 25% 0% Glendale 15 73.3% 20.0% 6.7% Hoover 8 54.7% 32.8% 12.5% Roosevelt 6 66.7% 0% 33.3% Rosemont 12 33.4% 58.3% 8.3% Toll 6 83.3% 16.7% 0% Wilson 6 100% 0% 0% TeacherFeedback “Idon'tbelieveweshouldslowdownthedecisiontogoIntegratedsinceitwonbyaclearmajorityof votes.Icouldsupportwaitinganotheryeartoadopttextbooksonlyiftherearetextbooksthatare undergoingmajorrevisionswhichmayimpactouradoptionchoice.” “IbelievethattheIntegratedPathwaywillserveourstudentsbest(andthereisampleresearchto supportthispointofview).Thereisreallynovalidreasontoslowdownthisprocess.Weshouldmove forwardwiththeIntegrated1pilotforthe2017-18schoolyear.” “Let'sGo!!Ibelievethatintegratedwouldhelpthebottom50%.Itisagreatideatonotgetstuckin anycourse!” “Inmyopinion,Idon'tseethatmuchdifferencebetweenthetwopathways.Whatmattersmoreis thequalityofthetextbook/materials.Iwasn'ttooimpressedwithanyoftheintegratedtextbookswe reviewed,soIdon'tmindwaitinganotheryearifithelpseveryonefeelbetteraboutthedecision,and maybesomebetterbookswillbecomeavailable.” “ThisisaBIGdecisionandtomakeitsoquicklymightresultismakingabaddecision.Ithinkanother yearusingthePacketswouldbeokifitmeantwecouldmakeaneducateddecision.Noneedtorush. Thanks.” MathCSCReview •OnMarch16,SecondaryMathCSCreviewedallthesurveyresultsandunanimouslyconcluded tostaythecourseandcontinuetomoveforwardwiththeIntegratedpathway. •Attentionwasspentdiscussingtheconcernsofthe3schoolswhoseteachersdidnothavea majoritysupporttomovetoIntegrated. ◦ Rosemont– BasedondiscussionswithRosemontteachers,theyarefairlyneutralwhenitcomesto traditionalversusintegratedandwouldbefineeitherway. ◦ Clark–Philosophically,manyoftheClarkteachersareinfavorofanintegratedapproach.Theirbiggest concerniswhetherornotthematerialsforintegratedwillbeuptoparandtheyarehesitanttomakea decisionwithoutamoreindepthlookatthecurriculaavailable. ◦ CrescentaValley– AbigconcernforCVteachersistheaccelerationandthatthismightbeinfluencing theirsurveyresponses.Therearesometeacherswhoareneutralandothersthatbelievethetextsfor traditionalwillbebetterthanintegrated. •TheProfessionalDevelopmentdepartmentisdedicatedtoprovidingsupportforallschools duringthistransition. ReviewingTextbooks • MathematicsFrameworkforCaliforniaPublicSchools:Kindergarten ThroughGradeEight o InstructionalMaterialstoSupporttheCaliforniaCommonCoreState StandardsforMathematicsChapter. o ThischapterwasreadandreviewedbyallsecondaryGUSDmathteachers. • GUSDCSCdevelopedarubricforevaluatingSecondaryMathematics materials. • CurriculumStudyCommittee(CSC)reviewedmaterialsfrom9publishers. • TheCSChasdeterminedthetoptwoprogramsformiddleschooland highschooltoconsiderforadoption. TextbooksReviewed GlencoeMcGrawHill Math6 Math7 Math8 Accelerated7/8 IntegratedMath1 IntegratedMath2 IntegratedMath3 CAMathCourse1 CAMathCourse2 CAMathCourse3 McGrawHill AcceleratedGrade CorePlus1 CorePlus2 CorePlus3 IntegratedMath1 IntegratedMath2 IntegratedMath3 AcceleratedCourse2 BigIdeas BigIdeasMath1 (Larson) BigIdeasMath2(Larson) BigIdeasMath3(Larson) ConnectedMath3 Grade8WithAlgebra IntegratedMathI (Grade9) IntegratedMathII(Grade 10) IntegratedMathIII(Grade 11) McGrawHill GreatMinds Grade6 Grade7 Grade8 HoughtonMifflin Harcourt BigIdeas6(Larson) BigIdeas7(Larson) BigIdeas8(Larson) OpenUpResources (online) Grade6 Grade7 Grade8 Pearson ConnectedMath3Grade ConnectedMath3Grade ConnectedMath3Grade 6 7 8 EnvisionMath2.0Grade6 EnvisionMath2.0Grade7 EnvisionMath2.0Grade8 HoughtonMifflin Harcourt GoMath6 GoMath7 GoMath8 GoMathAccelerated 7 CAIntegrated123 MATH1 CAIntegrated123MATH2 CAIntegrated123MATH3 CPM CommonCore1 CommonCore2 CommonCore3 Thereisacoursethat usestwobooks. CoreConnections Integrated1 CoreConnections Integrated2 CoreConnectionsIntegrated 3 SPRINGBOARD Course1 Course2 Course3 IntegratedI IntegratedII IntegratedIII CARNEGIE MathSeriesCourse1 MathSeriesCourse2 MathSeriesCourse3 IntegratedMath1 IntegratedMath2 IntegratedMath3 ReviewProcess • AllsecondaryGUSDmathteachersweregiventheopportunitytoreviewthe textbooks. • CSCspent4daysdoingathoroughreviewusingtheGUSDrubric. • Basedontheirreviews,inadditiontoteacherfeedback,thetop2textswere selectedformiddleschoolandhighschool. MiddleSchool ◦ CPMCoreConnections ◦ PearsonenVision2.1 HighSchool ◦ CPMCoreConnections ◦ HoughtonMifflinHarcourtCAIntegrated123 MiddleSchoolText#1 CPM:CoreConnections TheCPMCoreConnectionsinstructionalmaterialsreviewedforGrades6-8meetexpectations forFocus,Rigor,andCoherence.CPMmeetsexpectationsfortimedevotedtomajorworkand makingconnectionsacrossconcepts. Lessonsrequirestudent-teamstostartbysolvingreal-worldmathproblemsthatencourage multiplepathwaysandstrategies.Problemsaremeaningful,authentic,andrequirestudentsto makeconnections.Conceptsarereinforcedthroughmultipleextensionsthroughouttheentire course,spiralingbackwithnewconnections. TheStandardsforMathematicalPracticeareseamlesslyembeddedthroughoutthecurriculum. Thematerialsprovideabalanceofconceptualunderstanding,proceduralskillandfluency,and applicationinunitsandinassessments.Studentshavetheopportunitytolearn,practice,and understandtherelevanceofthegrade-levelconcepts. MiddleSchoolText#2 Pearson:enVision2.0 ThePearsonenVision2.0instructionalmaterialsreviewedforGrades6-8meettheexpectations forFocus,Rigor,andCoherence.Instructionalmaterialsspendthemajorityoftimeonthemajor clustersofeachgrade.TheGrade6-8instructionalmaterialsuseprecisemathematicallanguage todevelopconceptualunderstanding. enVision addressestheCommonCoreStateStandardsthroughproblemsolving,interactive experiences,andvisuallearning.TheStandardsforMathematicalPracticeareembedded throughoutthecurriculum.Mathematicalconceptsaredevelopedfromreal-worldscenarios andallowformultiplestrategiestodevelop. Unitshaveabalancedapproachtoconceptualunderstanding,skillpracticeandapplicationof mathematicalideas.Studentshaveaccesstoonlinetutorialsandpracticeproblems. HighSchoolText#1:HoughtonMifflinHarcourt CaliforniaIntegratedMathematics123 HMHCAIntegratedMathematicsmakesgoodattemptstoalignitscurriculumto theCaliforniaFrameworkbydevelopingmathconceptsinthespiritofthe standards.Forexample,congruenceisdevelopedthroughtransformationsin MathI,linearandexponentialfunctionsaredevelopedthroughsequences,and transformationsofparentfunctionsareevidentateachlevelofthecourse. PerformanceTasksareavailableattheendofeachlessontoallowstudentsto developtheirproblem-solvingskillsandsynthesizetheinformationfromthe lesson.Thetypesofpracticearevaried(error-analysis,studentsexplainifan answerisreasonable).MathematicalPracticesarementionedintheteacher editionandstudentshaveopportunitiestousethem,althoughtheyarenot explicitinthestudentedition.ExamplesofModelingarefoundthroughoutthe course.Teacherandstudentresourcesareavailableonline(assessments, tutorials,additionalpracticeproblems). HighSchoolText#2:CPMCore ConnectionsIntegrated AsstatedinEdReports,“TheinstructionalmaterialsreviewedfortheCPMIntegratedseries meetexpectationsforalignmenttotheCCSSMforhighschool.Thematerialsmeetthe expectationsforfocusandcoherence.Thematerialsattendtothefullintentofthe mathematicalcontentstandardsandalsoattendfullytothemodelingprocesswhenappliedto themodelingstandards.Thematerialsalsomeettheexpectationsforrigorandthe MathematicalPracticesastheyreflectthebalancesintheStandardsandhelpstudentsmeetthe Standards’rigorousexpectationsandmeaningfullyconnecttheStandardsforMathematical ContentandtheStandardsforMathematicalPractice.” InCPM,classworkproblemsarestructuredtoelicitstudentdiscussionsandinquiry,whereas homeworkisanopportunityforspiralreview.Coreproblems(teachingaconcepttothelevel thatthestandardindicates)areclearlydefined,butadditionalpracticeproblemsareavailable forstudentswhoaremoreaccelerated. AdditionalresourcesprovidedbyCPMincludeanonlinehomeworkhelpforstudents,parent resources,extrapracticeproblemworkbooks,lessonMathCasts areembeddedintoeverylesson oftheonlineteacher’sedition. March– July2017 Pilotteam • Pilotteamisformed. • Pilotteachersspend4daystrainingonthe expectationsofpilotingandtheCPM textbook.Tentativedates:May22(middle schoolonly),May23and25(allpilot teachers),May26(highschoolonly),August 1410:30-3:00(allteachers). ProposedPilotCommittee • Twoteacherspercourse (6th grade–orIntegrated3)persecondaryschoolsite • Thetwo6th gradeteachersthatfeedtoRosemontwillbeelementary. • Thetwo6th gradeteachersthatfeedtotheotherthreemiddleschoolsshouldhaveonerepresentative fromanelementarysite,andonerepresentativefromthefeedermiddleschool. • Atleast1teacherfromaFLAGschool • Atleast3SPEDteachers • Note:AlthoughallIntegrated1teacherswillbepiloting,notallwillbemembersofthe pilotcommittee ProposedPilotingTimeline 2017– 2018 Quarter1 Pilotteam Pilotcycle1: • CPMPilot • Ongoing Training Quarter2 Quarter3 Pilotteam Pilotcycle2: • Second Pilot • PearsonenVision • HMHIntegrated • OngoingTraining Quarter4 • • • • • • • Alldistrictmathteachers(6andabove) PilotteamandCSCmeetsforpilotteacherstogivefeedbacktoCSC. CSCvotesononeprogramgrades6-8andaprogramforIntegrated1Integrated3torecommendforadoption. SecondaryCouncilmeetstomakearecommendation. AdoptionrecommendationisbroughtasaninformationitemtotheGUSD Board. Boardapprovestextbookforadoption. Textbooksareordered. Allmathteachersbegintrainingonthechosenprogram. o IfweadoptCPM,thiswillentail4daysoftrainingpriortothestartof 2018-2019schoolyearfornon-pilotteachers. Questions