Download Integrated Math Board Presentation 3-28-17

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