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SecondaryIntegratedMathematics
Update
I n fo rmat ion Repo r t No . 2March 28 , 2017
D r. J a cque l i ne Pe rez , A s s i s tan t Supe r in tenden t , Educa t iona l S e r v i c e sD r. Ma ry Mason , P r in c ip a l , Roo seve l t M idd le S choo l and D i re c to r, Teach in g & L ea rn in g
Purpose§ DiscussthemeritsofIntegratedMathematicsinHighSchoolandteachersurveyresults
§ DiscusstheprogressofSecondaryMathematicstextbookadoption
§ Explaintheprocessusedtoarriveattwobookstobepiloted
§ SharetheproposedplanforpilotingsecondaryMathematicstextbooks
AlignmenttoLCAP
AnIntegratedApproachTRADITIONALPATHWAY
Course Algebra1 Geometry Algebra2
ConceptualCategory
NumberandQuantity
NumberandQuantity
Algebra Algebra
Functions Functions
Geometry
Statistics andProbability
Statistics andProbability
INTEGRATEDPATHWAY
Course MathI MathII MathIII
ConceptualCategory
NumberandQuantity
NumberandQuantity
NumberandQuantity
Algebra Algebra Algebra
Functions Functions Functions
Geometry Geometry Geometry
Statistics andProbability
Statistics andProbability
Statistics andProbability
TheSATisIntegratedAreaofFocus SATComplexity Emphasisonmultistepproblems.
Geometry Requirestheuseofgeometryconceptsandreasoning.
ProbabilityandStatistics
Includesstatisticstopicssuchassamplingandinferringcorrelationandcausationfromaresearchmethod.
Trigonometry Requirestheuseoftrigonometry.
TeacherSurveyResults• Secondarymathteacherfeedbackwaselicited.§ 105teacherswereinvitedtocompletethesurvey.§ 82teachersreplied:52HighSchoolteachers,30MiddleSchoolteachers.
Whatschoolsitedoyouteachat?Selectgradebandinwhichyouteach.Atthispoint,doyoufeelyoucanmakeadecisiononwhetherourdistrictshouldselecttheTraditionalorIntegratedPathway?
Ifyes,whichpathwaydoyouchoose?WouldyouliketoslowdownthedecisionmakingprocessofapotentialshifttoIntegratedMath?Slowingdowntheprocesswouldentaildelayingtextbookadoptionbyanadditionalyear(2018-2019schoolyear).
GeneralResults#ofVotes Integrated Traditional NotReadytoDecide
GUSD 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'tbelieveweshouldslowdownthedecisiontogoIntegratedsinceitwonbyaclearmajorityofvotes.Icouldsupportwaitinganotheryeartoadopttextbooksonlyiftherearetextbooksthatareundergoingmajorrevisionswhichmayimpactouradoptionchoice.”
“IbelievethattheIntegratedPathwaywillserveourstudentsbest(andthereisampleresearchtosupportthispointofview).Thereisreallynovalidreasontoslowdownthisprocess.WeshouldmoveforwardwiththeIntegrated1pilotforthe2017-18schoolyear.”
“Let'sGo!!Ibelievethatintegratedwouldhelpthebottom50%.Itisagreatideatonotgetstuckinanycourse!”
“Inmyopinion,Idon'tseethatmuchdifferencebetweenthetwopathways.Whatmattersmoreisthequalityofthetextbook/materials.Iwasn'ttooimpressedwithanyoftheintegratedtextbookswereviewed,soIdon'tmindwaitinganotheryearifithelpseveryonefeelbetteraboutthedecision,andmaybesomebetterbookswillbecomeavailable.”
“ThisisaBIGdecisionandtomakeitsoquicklymightresultismakingabaddecision.IthinkanotheryearusingthePacketswouldbeokifitmeantwecouldmakeaneducateddecision.Noneedtorush.Thanks.”
MathCSCReview•OnMarch16,SecondaryMathCSCreviewedallthesurveyresultsandunanimouslyconcludedtostaythecourseandcontinuetomoveforwardwiththeIntegratedpathway.
•Attentionwasspentdiscussingtheconcernsofthe3schoolswhoseteachersdidnothaveamajoritysupporttomovetoIntegrated.◦ Rosemont– BasedondiscussionswithRosemontteachers,theyarefairlyneutralwhenitcomestotraditionalversusintegratedandwouldbefineeitherway.
◦ Clark–Philosophically,manyoftheClarkteachersareinfavorofanintegratedapproach.Theirbiggestconcerniswhetherornotthematerialsforintegratedwillbeuptoparandtheyarehesitanttomakeadecisionwithoutamoreindepthlookatthecurriculaavailable.
◦ CrescentaValley– AbigconcernforCVteachersistheaccelerationandthatthismightbeinfluencingtheirsurveyresponses.Therearesometeacherswhoareneutralandothersthatbelievethetextsfortraditionalwillbebetterthanintegrated.
•TheProfessionalDevelopmentdepartmentisdedicatedtoprovidingsupportforallschoolsduringthistransition.
ReviewingTextbooks• MathematicsFrameworkforCaliforniaPublicSchools:KindergartenThroughGradeEighto InstructionalMaterialstoSupporttheCaliforniaCommonCoreState
StandardsforMathematicsChapter.o ThischapterwasreadandreviewedbyallsecondaryGUSDmathteachers.
• GUSDCSCdevelopedarubricforevaluatingSecondaryMathematicsmaterials.• CurriculumStudyCommittee(CSC)reviewedmaterialsfrom9publishers.• TheCSChasdeterminedthetoptwoprogramsformiddleschoolandhighschooltoconsiderforadoption.
TextbooksReviewedMath6 Math7 Math8 Accelerated7/8 IntegratedMath1 IntegratedMath2 IntegratedMath3
GlencoeMcGrawHill CAMathCourse1 CAMathCourse2 CAMathCourse3 McGrawHillAcceleratedGrade CorePlus1 CorePlus2 CorePlus3
McGrawHill IntegratedMath1 IntegratedMath2 IntegratedMath3
GreatMinds Grade6 Grade7 Grade8
HoughtonMifflinHarcourt BigIdeas6(Larson) BigIdeas7(Larson) BigIdeas8(Larson) AcceleratedCourse2
BigIdeasBigIdeasMath1
(Larson) BigIdeasMath2(Larson) BigIdeasMath3(Larson)
OpenUpResources(online) Grade6 Grade7 Grade8
Pearson
ConnectedMath3Grade6
ConnectedMath3Grade7
ConnectedMath3Grade8 ConnectedMath3
Grade8WithAlgebraIntegratedMathI
(Grade9)IntegratedMathII(Grade
10)IntegratedMathIII(Grade
11)EnvisionMath2.0Grade6 EnvisionMath2.0Grade7 EnvisionMath2.0Grade8
HoughtonMifflinHarcourt GoMath6 GoMath7 GoMath8 GoMathAccelerated
7CAIntegrated123
MATH1 CAIntegrated123MATH2 CAIntegrated123MATH3
CPM CommonCore1 CommonCore2 CommonCore3 Thereisacoursethatusestwobooks.
CoreConnectionsIntegrated1
CoreConnectionsIntegrated2
CoreConnectionsIntegrated3
SPRINGBOARD Course1 Course2 Course3 IntegratedI IntegratedII IntegratedIII
CARNEGIE MathSeriesCourse1 MathSeriesCourse2 MathSeriesCourse3 IntegratedMath1 IntegratedMath2 IntegratedMath3
ReviewProcess• AllsecondaryGUSDmathteachersweregiventheopportunitytoreviewthetextbooks.• CSCspent4daysdoingathoroughreviewusingtheGUSDrubric.• Basedontheirreviews,inadditiontoteacherfeedback,thetop2textswereselectedformiddleschoolandhighschool.MiddleSchool◦ CPMCoreConnections◦ PearsonenVision2.1
HighSchool◦ CPMCoreConnections◦ HoughtonMifflinHarcourtCAIntegrated123
MiddleSchoolText#1CPM:CoreConnections
TheCPMCoreConnectionsinstructionalmaterialsreviewedforGrades6-8meetexpectationsforFocus,Rigor,andCoherence.CPMmeetsexpectationsfortimedevotedtomajorworkandmakingconnectionsacrossconcepts.
Lessonsrequirestudent-teamstostartbysolvingreal-worldmathproblemsthatencouragemultiplepathwaysandstrategies.Problemsaremeaningful,authentic,andrequirestudentstomakeconnections.Conceptsarereinforcedthroughmultipleextensionsthroughouttheentirecourse,spiralingbackwithnewconnections.
TheStandardsforMathematicalPracticeareseamlesslyembeddedthroughoutthecurriculum.Thematerialsprovideabalanceofconceptualunderstanding,proceduralskillandfluency,andapplicationinunitsandinassessments.Studentshavetheopportunitytolearn,practice,andunderstandtherelevanceofthegrade-levelconcepts.
MiddleSchoolText#2Pearson:enVision2.0
ThePearsonenVision2.0instructionalmaterialsreviewedforGrades6-8meettheexpectationsforFocus,Rigor,andCoherence.Instructionalmaterialsspendthemajorityoftimeonthemajorclustersofeachgrade.TheGrade6-8instructionalmaterialsuseprecisemathematicallanguagetodevelopconceptualunderstanding.
enVision addressestheCommonCoreStateStandardsthroughproblemsolving,interactiveexperiences,andvisuallearning.TheStandardsforMathematicalPracticeareembeddedthroughoutthecurriculum.Mathematicalconceptsaredevelopedfromreal-worldscenariosandallowformultiplestrategiestodevelop.
Unitshaveabalancedapproachtoconceptualunderstanding,skillpracticeandapplicationofmathematicalideas.Studentshaveaccesstoonlinetutorialsandpracticeproblems.
HighSchoolText#1:HoughtonMifflinHarcourtCaliforniaIntegratedMathematics123
HMHCAIntegratedMathematicsmakesgoodattemptstoalignitscurriculumtotheCaliforniaFrameworkbydevelopingmathconceptsinthespiritofthestandards.Forexample,congruenceisdevelopedthroughtransformationsinMathI,linearandexponentialfunctionsaredevelopedthroughsequences,andtransformationsofparentfunctionsareevidentateachlevelofthecourse.PerformanceTasksareavailableattheendofeachlessontoallowstudentstodeveloptheirproblem-solvingskillsandsynthesizetheinformationfromthelesson.Thetypesofpracticearevaried(error-analysis,studentsexplainifananswerisreasonable).MathematicalPracticesarementionedintheteachereditionandstudentshaveopportunitiestousethem,althoughtheyarenotexplicitinthestudentedition.ExamplesofModelingarefoundthroughoutthecourse.Teacherandstudentresourcesareavailableonline(assessments,tutorials,additionalpracticeproblems).
HighSchoolText#2:CPMCoreConnectionsIntegratedAsstatedinEdReports,“TheinstructionalmaterialsreviewedfortheCPMIntegratedseriesmeetexpectationsforalignmenttotheCCSSMforhighschool.Thematerialsmeettheexpectationsforfocusandcoherence.Thematerialsattendtothefullintentofthemathematicalcontentstandardsandalsoattendfullytothemodelingprocesswhenappliedtothemodelingstandards.ThematerialsalsomeettheexpectationsforrigorandtheMathematicalPracticesastheyreflectthebalancesintheStandardsandhelpstudentsmeettheStandards’rigorousexpectationsandmeaningfullyconnecttheStandardsforMathematicalContentandtheStandardsforMathematicalPractice.”
InCPM,classworkproblemsarestructuredtoelicitstudentdiscussionsandinquiry,whereashomeworkisanopportunityforspiralreview.Coreproblems(teachingaconcepttothelevelthatthestandardindicates)areclearlydefined,butadditionalpracticeproblemsareavailableforstudentswhoaremoreaccelerated.
AdditionalresourcesprovidedbyCPMincludeanonlinehomeworkhelpforstudents,parentresources,extrapracticeproblemworkbooks,lessonMathCasts areembeddedintoeverylessonoftheonlineteacher’sedition.
March– July2017
Pilotteam
• Pilotteamisformed.• Pilotteachersspend4daystrainingontheexpectationsofpilotingandtheCPMtextbook.Tentativedates:May22(middleschoolonly),May23and25(allpilotteachers),May26(highschoolonly),August1410:30-3:00(allteachers).
ProposedPilotCommittee• Twoteacherspercourse (6th grade–orIntegrated3)persecondaryschoolsite
• Thetwo6th gradeteachersthatfeedtoRosemontwillbeelementary.• Thetwo6th gradeteachersthatfeedtotheotherthreemiddleschoolsshouldhaveonerepresentativefromanelementarysite,andonerepresentativefromthefeedermiddleschool.
• Atleast1teacherfromaFLAGschool
• Atleast3SPEDteachers
• Note:AlthoughallIntegrated1teacherswillbepiloting,notallwillbemembersofthepilotcommittee
ProposedPilotingTimeline2017– 2018
Quarter1 Quarter2 Quarter3 Quarter4
Pilotteam Pilotteam Alldistrictmathteachers(6andabove)Pilotcycle1:• CPMPilot• Ongoing Training
Pilotcycle2:• Second Pilot
• PearsonenVision• HMHIntegrated
• OngoingTraining
• PilotteamandCSCmeetsforpilotteacherstogivefeedbacktoCSC.• CSCvotesononeprogramgrades6-8andaprogramforIntegrated1-
Integrated3torecommendforadoption.• SecondaryCouncilmeetstomakearecommendation.• AdoptionrecommendationisbroughtasaninformationitemtotheGUSD
Board.• Boardapprovestextbookforadoption.• Textbooksareordered.• Allmathteachersbegintrainingonthechosenprogram.
o IfweadoptCPM,thiswillentail4daysoftrainingpriortothestartof2018-2019schoolyearfornon-pilotteachers.
Questions
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