MathematicsProgram Review

April 2006

#5- I had too much Pi.

Top 10 Excuses for Not Turning in Math Homework

South Brunswick Curriculum Review Cycle

2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

YEAR I- REVIEW YEAR II- REVISE YEAR III- TRAIN& IMPLEMENT

YEAR IV-REFLECT

YEAR V- REFINE

Math

Special Education-Middle School

Gifted & Talented

Health

Tech Education(Staff Standards)

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?

I. Curriculum

II. Resources

III. Delivery Methods

IV. Professional Development

V. No Child Left Behind

• 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

I. REVISE CURRICULUM TO REFLECT STATE AND NATIONAL STANDARDS

1. Research & recommend “anchor resource” for each grade level or course

2. Research & recommend a supplementary resource for building automatic knowledge of basic facts

3. Identify a library of core teacher resources that will be available in all schools

II. ADOPT AN “ANCHOR RESOURCE.”

1. Differentiation Strategies, K-122. Grouping Practices, K-6 3. Accelerated Math Grouping Practices, K-64. Generalist vs. Specialist Model, 6th5. A-B Year Math Delivery Model, 7th/8th6. Algebra I, 8th/9th

III. EXAMINE CURRENT DELIVERY METHODS. REVISE AS NECESSARY.

MAKE CONSISTENT CROSS-DISTRICT.

1. Develop short-range plan to build knowledge of content and capacity to differentiate instruction.

2. Turn-key train all math teachers on curriculum, standards, instructional practices, and “anchor resources.”

3. Develop long-range plan to strengthen math content knowledge over a 5-year time period.

4. Develop K-12 vertical articulation plan.

IV. BUILD A STRATEGIC PLAN FOR SYSTEMATIC, CONTINUOUS

TRAINING OF TEACHERS.

1. Annually track student progress

2. Differentiate instruction and delivery

3. Conduct mid-year check-in for at-risk students

V. USE DATA TO DRIVE DECISION MAKING TO ENSURE THAT NO

CHILD IS LEFT BEHIND.

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

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 06Standardized Testing Spring 06 Rollout of curriculum to staff…

Grades K-5 Rollout Curriculum is completed

Visits to each elementary school (curriculum format, standards, show resources)

Resources:Scott Foresman-Addison WesleyInvestigationsJoint 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

Grade 6 Rollout

YEAR I:HBJ Text- continuesBits & 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)

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

Grades 7-8 Rollout

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- continuationMath Thematics- new adoptionMcDougel Littell- new adoption

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.

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 connectionsTech integrationHSPA relationship

Texts updated as needed. Text for new Statistics Course, and updated AP Calculus Book. Two courses still phasing-in texts.

Next Steps:1. Complete curriculum rollout Spring 062. Purchase new resources Spring 063. Analyze test results Spring 064. Reflect on Accelerated Math Spring 065. Plan professional development Spring 066. Pilot K-12 Articulation Plan Spring 067. Summer Math Training Summer 068. Fall Math Training Fall 069. Implement Program Fall 0610. Online access to resources Fall 0611. Online access to curriculum Fall 0612. Winter Math Training February 0713. Parent Education April 07

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.

A trillion questions…

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