Mathematics Program Review

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MathematicsProgram Review

• April 2006

Top 10 Excuses for Not Turning in Math Homework
5- I had too much Pi.
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South Brunswick Curriculum Review Cycle
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The Essential Question

• What can we do to improve the South Brunswick
  Mathematics Program so that we reach equity and
  excellence in the math achievement of our
  students?

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RECOMMENDATIONS
I. Curriculum II. Resources III. Delivery
Methods IV. Professional Development V. No Child
Left Behind
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I. REVISE CURRICULUM TO REFLECT STATE AND
NATIONAL STANDARDS

• Educate Teacher Curriculum Designers on content
  standards and curriculum development model.
• Reaffirm instructional practices
• Develop scope sequence
• Update curriculum to align with NJCCCS
• Integrate technology
• Integrate other content areas
• Examine assessments- math portfolio K-2 year
  end
• Establish alternative program for basic facts
• Plan for parent education
• Make curriculum available on-line
• Develop feedback loop

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II. ADOPT AN ANCHOR RESOURCE.

• Research recommend anchor resource for each
  grade level or course
• Research recommend a supplementary resource for
  building automatic knowledge of basic facts
• Identify a library of core teacher resources that
  will be available in all schools

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III. EXAMINE CURRENT DELIVERY METHODS. REVISE AS
NECESSARY. MAKE CONSISTENT CROSS-DISTRICT.

• Differentiation Strategies, K-12
• Grouping Practices, K-6
• Accelerated Math Grouping Practices, K-6
• Generalist vs. Specialist Model, 6th
• A-B Year Math Delivery Model, 7th/8th
• Algebra I, 8th/9th

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IV. BUILD A STRATEGIC PLAN FOR SYSTEMATIC,
CONTINUOUS TRAINING OF TEACHERS.

• Develop short-range plan to build knowledge of
  content and capacity to differentiate
  instruction.
• Turn-key train all math teachers on curriculum,
  standards, instructional practices, and anchor
  resources.
• Develop long-range plan to strengthen math
  content knowledge over a 5-year time period.
• Develop K-12 vertical articulation plan.

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V. USE DATA TO DRIVE DECISION MAKING TO ENSURE
THAT NO CHILD IS LEFT BEHIND.

• Annually track student progress
• Differentiate instruction and delivery
• Conduct mid-year check-in for at-risk students

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The Work revision

• May 05 Analysis of test data
• May 05 Revise K-5 Math Portfolio Expectations
• May 05 Meetings with XRDS (delivery models)
• May 05 Spring Summit principals I.D. must
  haves
• May 05 Standards Workshop (text selection
  criteria)
• May 05 Visitations to WWP, CH, NB, Montgomery
• May 05 Identify list of texts/resources for
  examination
• May 05 Training in content/standards (Math in
  City)
• June 05 Turn-key training in content standards
• June 05 Training in Understanding by Design
• Summer 05 Revise curriculum align w/standards-
• Curriculum Writing Teams include K-2, 3-4,
  5-6, 7-8, and Algebra-Geometry

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The Work Revision

• Aug. 05 Differentiation Summer Institute
  conducted
• Aug. 05 Close examination of resources
  w/publishers
• Oct. 05 Recommend resources for adoption
• Oct. 05 Revisit revisions to curriculum K-12
• Oct. 05 Teacher-to-Teacher Professional
  Development Day (Focus on Differentiation)
• Fall 05 Otter Creek Basic Fact Program
• Fall 05 Follow-up Meetings with XRDS (decisions)
• Jan. 06 Math Articulation Meeting K-12 a plan
• April 06 Standardized Testing
• Spring 06 Rollout of curriculum to staff

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Grades K-5 Rollout

• Curriculum is completed
• Visits to each elementary school
  (curriculum format, standards,
  show
  resources)
• Resources
• Scott Foresman-Addison Wesley
• Investigations
• Joint Usage Program
• Summer in-depth training with publisher on joint
  usage plan
• Fall training on Investigations Unit 1 Geometry
• Mid-year Training on Investigations Unit 2-
  Probability or Data Analysis

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Grade 6 Rollout

• Curriculum was completed this past summer.
• Phase-in Connected Math series introducing 1
  unit per trimester
• Summer- training with publisher followed by
  content training

• YEAR I
• HBJ Text- continues
• Bits Pieces I (fractions, decimals, percents)
• Data Around Us (statistics, data analysis)
• Covering Surrounding (geometry)
• YEAR II
• HBJ Text- continues
• Prime Time (number theory)
• How Likely Is It (probability)
• Bits Pieces III (ratios proportions)
• YEAR III
• Shapes Designs (coordinate, 3-D geometry)
• Bits Pieces II (fractions, decimals, percents-
  algebra)

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Grades 7-8 Rollout

• Curriculum was completed this past summer
  problem focused integration of NJCCCS.
• Distributed to entire staff and have been
  transitioning over the course of this year using
  Holt materials.

• September standards-based (conceptual) approach
  using Math Thematics and layering in of
  Pre-Algebra
• Summer Training- done within the department based
  on 9 essential questions
• Resources-
• Holt- continuation
• Math Thematics- new adoption
• McDougel Littell- new adoption

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Grades 9-12 Rollout

• This Summer- finalize, edit, and package the
  curriculum for distribution. Including a pacing
  chart and syllabus.
• In September- separate staff into curriculum
  groups for distribution. Highlight
• Standards connections
• Tech integration
• HSPA relationship
• Texts updated as needed.
  Text for
  new Statistics
  Course, and
  updated AP
  Calculus Book.
  Two
  courses still phasing-in
  texts.

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Next Steps

• Complete curriculum rollout Spring 06
• Purchase new resources Spring 06
• Analyze test results Spring 06
• Reflect on Accelerated Math Spring 06
• Plan professional development Spring 06
• Pilot K-12 Articulation Plan Spring 06
• Summer Math Training Summer 06
• Fall Math Training Fall 06
• Implement Program Fall 06
• Online access to resources Fall 06
• Online access to curriculum Fall 06
• Winter Math Training February 07
• Parent Education April 07

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DISTRICT MATH GOAL The South Brunswick
Mathematics Program will be based on a
well-articulated curriculum that is aligned with
standards, has interwoven technology, is
connected in meaningful ways to other curriculum
and real life, that provides for differentiated
needs of students, that is taught by teachers who
are well-grounded in and comfortable with both
content and methodology, and that leads to equity
and excellence in math achievement for all
children.
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A trillion questions

• n
• scads, gobs, heaps, a jillion, loads, oodles,
  quantities, wads