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Our team is about doing what’s best for kids, based on available data and research; it’s NOT about taking the path of least resistance.
A DRAFT general timeline of recommended changes appears at the end of this document.
Math Pathways • Recommendation of Math Pathways • Reasons for recommendation: • Provides 4 opportunities for students to move from CP to honors/AP • Provides 5 opportunities for students in CP to move into calculus • Provides coursework for students who struggle with math to attain Ohio CORE requirement of 4 years of math include Algebra II or equivalent • Provides options to meet all learners’ needs
Math Pathways • Recommendation of Math Pathways • MCRT critical feedback themes: • Generally supportive of pathways • Want teacher recommendation to move between pathways • Want details worked out • Bootcamp in summer? • Will bootcamp be offered for small #s of students
Textbooks • Recommendation of COMAP series for Math I Honors, Math II Honors, Math III Honors • Reasons for recommendation: • Have used successfully (based on CC, AP, OGT, SAT/ACT, and audit data) • Course I has been redesigned by the original authors, based on educator feedback • Authors are self-publishing and will allow us to customize units and have electronic versions of texts • Research supports strength of these texts
Textbooks • Recommendation of COMAP series for Math I Honors, Math II Honors, Math III Honors • MCRT critical feedback themes: • VERY strong teacher support of texts • Past results show effectiveness • Some concerns about rigor, ease of use at home w/parents, and students moving in/out of district
Textbooks • Recommendation of COMAP, Course 4 for Honors Precalculus & CP Precalculus • Reasons for recommendation: • Have used successfully (based on CC, AP, OGT, SAT/ACT, and audit data) • Course I has been redesigned by the original authors, based on educator feedback • Authors are self-publishing and will allow us to customize units and have electronic versions of texts • Math teachers feel that this text would suitably stretch/challenge CP students, and use of this text would be consistent with audit recommendation to make CP and Honors courses more similar.
Textbooks • Recommendation of COMAP, Course 4 for Honors Precalculus & CP Precalculus • MCRT critical feedback themes: • Strong teacher support • Generally same positives and concerns as for COMAP for Honors I-III • One person concerned about using this text for CP • Others like idea of using same text for both CP and Honors
Textbooks • Recommendation of Connected Math Program, 2nd Edition, for Honors 7th & CP 7th & 8th grade • Reasons for recommendation: • Strong scores with CMP 1 • Nationally recognized • CMP is a well-tested program • Matches well with Ohio State Standards • Updates • Teachers have all been trained in CMP • Most commonly used middle grades texts amongst our similar districts • Our data shows success with the program (see following slides)
Textbooks • Recommendation of Connected Math Program, 2nd Edition, for Honors 7th & CP 7th & 8th grade • MCRT critical feedback themes: • General support for texts, based on data and experience with them • Support is not universal
Nationally Recognized • American Association for the Advancement of Science (1999) • 12 middle school texts • CMP ranked highest • US Department of Education’s Mathematics and Science Education Expert Panel (1999) • Rated “exemplary” • Out of 61 elementary, middle school, and high school curricular submitted, only 5 received this status
Well-tested Program • Numerous studies • By CMP • By independent groups • By state/district achievement data • Missouri Study (high SES group) http://connectedmath.msu.edu/rnd/past.shtml
Results of Studies • CMP is an effective middle school curriculum that is accessible to all students. • CMP students do as well as, or better than, non-CMP students on tests of basic skills. • CMP students outperform non-CMP students on tests of problem- solving ability, conceptual understanding, and proportional reasoning. • CMP students can use basic skills to solve important mathematical problems and are able to communicate their reasoning and understanding. • By the end of grade 8, CMP students show a considerable ability to solve non-routine algebra problems and demonstrate a strong understanding of linear functions and a beginning understanding of exponential and quadratic functions.
Matches well with Ohio State Standards • Similar type of questioning on OAT • Next slide • We are already aware of any gaps and have adjusted • Newer editions have taken care of some of these gaps
Why Update to CMP2? • Newer data • Some of the supplements that we’ve had to do are now in new materials • Order of operations • Inequalities • More spiraling in new texts • More drill and practice in new texts • Previously we had to supplement this on our own • 8th grade would like 2 additional units that were not purchased in the past • Kaleidoscopes and Hubcaps • Shapes of Algebra
All OJHS teachers have been trained in CMP 1 • CMP 1 isn’t DRASTICALLY different enough to need new training • Karin, Paul, Rachel, John and Bryan have all gone through CMP training at one point during the past 10 years of CMP use. • $$$
Oakwood Junior High Teachers’ 7th Grade Honors Math Recommendation Spring 2009
Use Some 7th, Some 8th CMP Units • Reasons for recommendation: • Reference texts • CMP “style” closer to 8th grade honors materials • CMP is the most used “feeder” materials to COMAP • Will save the district $$$
Reference Texts • By using CMP books, parents will have access to materials taught in class rather than relying solely on student’s notes • Good for student absence
CMP style • Inquiry based - more like COMAP • Use of textbook as opposed to worksheets solely - more like COMAP • Strong extension questions in CMP (not often appropriate for CP kids but would work will with honors)
CMP to COMAP • Most used text as a feeder to COMAP • Since John and Paul have both used the CMP materials, they can work together to see what books would fit best for 7th grade honors.
Will save the district $$ • Since the CMP books are individual units, we can use them at different times in the honors/CP tracks, thus we will not have to purchase additional honors materials • No training necessary
Programmatic Changes • Recommendation to add: AP Calculus BC • Reasons for recommendation • Our similar districts either already offer BC or plan to begin offering it • Students attending “Research I universities” and other highly selective schools--especially students entering math, science, and engineering majors--often have access to this course • Provides opportunity for additional math rigor for students who need the challenge • According to “AP Potential,” we currently have 27 11th graders who have an 87.6% likelihood of “passing” AP Calc BC as seniors
Programmatic Changes • Recommendation to add: AP Calculus BC • MCRT critical feedback themes: • Some argue that this is the most rigorous AP math available and that we should challenge our top tier students • Some argue that there is no need for it • Some are concerned about teacher prep and logistics (e.g. class size, instructional time, etc.)
Programmatic Changes • Add: College Readiness Algebra A & B • Reasons for recommendation: • Under Ohio CORE regulations, students must complete at least four years of math, including Algebra II or its equivalent, in order to attend a four-year Ohio college/university. • Research shows a strong correlation between successful completion of Algebra II in high school and college success. • Some students may need more time/support to complete successfully the content of an Algebra II course. • Providing College Readiness Algebra A & B provides differentiated learning opportunities for students who may struggle with math.
Programmatic Changes • Add: College Readiness Algebra A & B • MCRT critical feedback themes: • Generally very supportive of this idea for students who need Algebra II but would benefit from extended time and reinforcement to learn it.
Programmatic Changes • Add: Bootcamps • Reasons for recommendation: • We want to provide multiple opportunities for students to move from the CP track to the honors track. • Students need the skills and concepts that are prerequisite for the honors course into which they would be moving. Bootcamps would be designed to provide these skills/concepts. • Students get a sense through Bootcamps of the rigor and pacing of an honors math course. • Bootcamp teachers can determine whether students are ready for honors math. • Timing, duration, specific skills/concepts, and teacher assignment for Bootcamps TBD.
Programmatic Changes • Add: Bootcamps • MCRT critical feedback themes: • Generally supportive of idea • Details need to be worked out: • Would course be offered for low numbers of students? • What constitutes “successful completion” of course? • Would parent overrides be allowed? • Strong interest in requiring assessment and teacher recommendation
Programmatic Changes • Recommendation: During 2009-2010, Develop Model for Math Lab • Original idea (which proved unfavorable amongst MCRT) was to offer Math Lab M-Th during “8th period” • Staffed by math teachers as duty period • Teachers could assign students to attend Math Lab (like OWL) • Reasons for recommendation: • Some students need additional one-on-one help/support with math. • OWL (Oakwood Writing Lab), upon which we are loosely basing this idea, has been successful in helping students with their writing skills. We envision something similar for bolstering students’ math skills. • Provides an additional resource for math students.
Programmatic Changes • Recommendation: During 2009-2010, Develop Model for Math Lab • Revised idea (based on MCRT feedback): • Use 2009-2010 school year to develop a model for math lab that would: • Be offered during school day • Might be in conjunction with study hall assignments • Might utilize math volunteers from community, WPAFB, and student peer assistants (honors/AP level juniors/seniors) • Would be something that teachers could assign students to attend (like OWL)
Programmatic Changes • Recommendation to add: trimester or 2 day/wk Math Computation course for junior high students • Dependent upon logistics working out • Students could be assigned to this course • Reasons for recommendation: • Computational fluency is important to master in order to concentrate on more advanced math concepts (algebra, problem solving, trig, etc.) • Students who do not have computational fluency tend to struggle in their junior and senior high math courses. • Junior and senior high math courses reinforce computational fluency, but they do not focus on it. It is assumed that students have computational fluency that merely needs to be maintained/rehearsed.
Programmatic Changes • Recommendation to add: trimester or 2 day/wk Math Computation course for junior high students • MCDT critical feedback themes: • Supportive of idea • Dependent upon logistics--making it work in OJH schedule • Details need to be worked out (e.g. content; criteria for placement in course, etc.)
Programmatic Changes • Recommendation to require Ohio CORE (4 years of math, including Algebra II or its equivalent), starting with Class of 2014 (current 7th graders) • Reasons for recommendation: • During 2009-2010 school year, as Class of 2014 is planning their high school course sequence, they can do so with all of the information about the Ohio CORE requirements and can plan accordingly. • We want to provide adequate lead time for students and families to make decisions about how to meet Ohio’s CORE requirements. • By the 2010-2011 school year, when the Class of 2014 is entering high school, the entire Math Pathways sequence will be available to students.
Programmatic Changes • Recommendation to require Ohio CORE (4 years of math, including Algebra II or its equivalent), starting with Class of 2014 (current 7th graders) • MCRT critical feedback themes: • General consensus is to require this change when mandated by the state (Class of 2014) but encourage students prior to that to take 4 years of math.
Programmatic Changes • Recommendation to investigate, during 2010-2011 school year, possibility of shifting to math collaboration model in which one Intervention Specialist specializes in Math & serves all HS collab classes • Reasons to continue collab concept: • We believe that this is currently the best model available for supporting special needs and at-risk students. • The co-teaching model provides math content and pedagogical expertise, combined with expertise about learning challenges and effective strategies for meeting those challenges. • Reasons for recommendation: • Intervention Specialist could become more of a math content specialist. • IS could work with the entire math sequence of courses to get a strong sense of the building of skills and concepts through the courses.
Programmatic Changes • Recommendation to investigate, during 2010-2011 school year, possibility of shifting to math collaboration model in which one Intervention Specialist specializes in Math & serves all HS collab classes • MCRT critical feedback themes: • General support for investigating this approach • Recognition that logistical challenges may be insurmountable
Programmatic Changes • Drop: Math College Placement Seminar • Reasons for recommendation: • This course has never had enough students enrolled in order to offer it. • Our new Math Pathways will provide adequate options for students.
Programmatic Changes • Drop: Math College Placement Seminar [and online math??] • MCRT critical feedback themes: • Consensus is to drop it • Consider dropping online math too
Next Steps • April: Introduce recommendations to Board (everyone from MCRT is invited to attend) • May: Recommendations to Board as Information item • June: Recommendations to Board as Action item • Summer: Order materials/provide PD as needed
Work on the Horizon • Plan for communicating all math changes to community (any volunteers???) • Possibly create rubric for assisting the decision-making process for 6th graders entering Honors Math in 7th grade • Plan for ongoing monitoring/communication/ conversation regarding math?