bridgewater-raritan regional school district
DESCRIPTION
K-6 Math Program Evaluation February 2009. Bridgewater-Raritan Regional School District. Suzanne Cadwalader , 5-8 Supervisor of Math and Science Frank Chiaravalli , Supervising Chairperson of Math 9-12 Cheryl Dyer , Assistant Superintendent Barbara Kane , - PowerPoint PPT PresentationTRANSCRIPT
Bridgewater-Raritan Regional School District
Bridgewater-Raritan Regional School DistrictK-6 Math Program Evaluation
February 2009
Bridgewater-Raritan Regional School District
Co-Chairs of the Committee
• Suzanne Cadwalader, 5-8 Supervisor of Math and Science
• Frank Chiaravalli, Supervising Chairperson of Math 9-12
• Cheryl Dyer, Assistant Superintendent
• Barbara Kane, K-4 Supervisor of Math and Science
Bridgewater-Raritan Regional School District
Description of the Process
In September 2008, the Superintendent directed the Assistant Superintendent to form a committee to be co-chaired by the math supervisors, to evaluate the existing math program and consider alternative programs as per the recommendation from the Everyday Math Committee of 2007-2008.
The Assistant Superintendent convened the math supervisors and the four administrators assumed the role of a Steering Committee.
The Steering Committee invited teachers throughout the district to apply to be part of the evaluation committee.
Ultimately, 35 teachers were selected for the evaluation committee.
Bridgewater-Raritan Regional School District
The Process Continued
35 teachers represented all grade levels (K-12) and all buildings
Teachers were divided into study groups and a research sub-committee
Each teacher received a binder with background information, a copy of the EDM report, and a copy of the NMAP report
The Steering Committee selected nine programs for consideration
Bridgewater-Raritan Regional School District
Understanding the Task
The full committee met for the first time on November 3rd.
The Steering Committee provided the Evaluation Committee with background information and an overview of the contents of the binder
The Evaluation Committee was divided into study teams and a research team
Bridgewater-Raritan Regional School District
The Task
• To analyze the research on best practices for teaching mathematics at the elementary and intermediate level
• To evaluate 9 different sets of resources for teaching mathematics against a predetermined set of criteria
• To rank order the 9 sets of resources from best to worst
• To recommend the best math ‘program’ to the Superintendent of Schools
Bridgewater-Raritan Regional School District
Schedule of Meetings
Steering Committee September 25, October 30, November 13, December
11 Research Committee
November 18 and November 25 in addition to full committee dates
Full Committee November 3, December 1, December 11, January 15,
January 23 Principal Input
January 8: K-6 Principal Review and input
Bridgewater-Raritan Regional School District
Background Information Student Achievement Data Findings of the EDM Committee Perceptions of the Current Program
Parents Teachers
Understanding the ‘Traditional’ vs. ‘Reform’ debate
Review of Relevant Research Recommendations from the National Math
Advisory Panel
Bridgewater-Raritan Regional School District
Perceptions of the Program
Parents K-4 (598 respondents)
61% felt that their children were adequately challenged in math
31% said that they were ‘dissatisfied’ or ‘very dissatisfied’ with the math program
5-6 (122 respondents) 67% felt that their children were adequately
challenged in math 47% said that they were ‘dissatisfied’ or ‘very
dissatisfied’ with the math program
Bridgewater-Raritan Regional School District
Perceptions of the Program Teachers
77% felt that the current math program supported their efforts to differentiate
81% felt that the current math program provides ample opportunity for students to think critically and develop problem solving skills
77% felt that the current math program provides ample opportunities to develop conceptual understanding
Bridgewater-Raritan Regional School District
Perceptions of the Program Teachers
52% felt that the current math program provides sufficient opportunities to develop computational fluency and skill
72% felt that the current math program prepares students for success at the next grade
85% recognized that the district has had to add to the EDM program and that the BRRSD curriculum was not ‘pure’ EDM
Bridgewater-Raritan Regional School District
In your professional opinion, what are the advantages of the EDM curriculum materials?
• Hands-on nature of materials• Ability to differentiate• Student engagement with materials• User-friendly nature of teacher’s manual and
student journals• Emphasis on critical thinking and conceptual
understanding• Real-life applications• Attention to different learning styles• Spiraling nature of curriculum
Bridgewater-Raritan Regional School District
In your professional opinion, what are the limitations of the EDM curriculum materials?
• Lack of focus/lack of expectation for mastery • Inability to meet the needs of struggling learners• Lack of sufficient time to ‘cover’ the curriculum• Lack of sufficient practice problems• Emphasis on critical thinking and conceptual
understanding• Insufficient focus on fundamentals or basic facts• Too many strategies• Insufficient problem solving lessons• Spiraling nature of curriculum
Bridgewater-Raritan Regional School District
Perceptions of the Program
Middle School and High School Middle and high school teachers report that
their average to below average students have difficulty with whole numbers, fractions and problem-solving.
The number of students who are ‘algebra ready’ by 7th grade has not changed.
More students are ‘algebra ready’ by 8th grade
More students advance to higher level math classes in high school
Bridgewater-Raritan Regional School District
Understanding the Debate
Traditional Pedagogy Teacher Centered Explicit Instruction Content Oriented
Reform Pedagogy Student Centered Discovery Learning Process Oriented
Strategic use of both is
the key to success!
Bridgewater-Raritan Regional School District
The ‘traditional’
view of ‘reform’
curricula:
Bridgewater-Raritan Regional School District
The ‘reform’ view of
‘traditional’ curricula:
Bridgewater-Raritan Regional School District
Professor Wilson from Johns Hopkins:
• “The reality is, if, like in high performing countries, we could cut down the content to what mathematicians and engineers think is important, there would be lots of time to play around with concepts in a constructivist way before you nailed down the math. I care about nailing down the math, but most constructivists disagree about what the math is, so they don't do what I want.”
Bridgewater-Raritan Regional School District
Professor Milgram from Stanford:• “The math wars, at least on the part of the
professional mathematics community and the business community were not about minor issues like whether constructivist pedagogy or direct instruction should be used in delivering mathematics, but the major issue that our student outcomes are too weak to be competitive with the rest of the world. It should be clearly understood that I don’t mean just our average students, but even our very best are not competitive any longer. While the rest of the world has learned a great deal about how to teach mathematics to young children, we are essentially recycling old ideas every 10-20 years, and have been doing so for a very long time.”
Bridgewater-Raritan Regional School District
Review of the Research
National Math Advisory Panel Reviewed over 16,000 research studies Some research shows that NCTM programs
are effective; some research shows that these programs are not as effective as more traditional programs (Ginsburg et al., 2005; Hyde, 2007; Jayanthi et al., 2008; Leinwand & Ginsburg, 2007; Lewis, 2005; National Mathematics Advisory Panel, 2008).
Bridgewater-Raritan Regional School District
Review of the Research Learning Theory
Children learn in a variety of different ways and that some concepts should be taught through orchestrated and teacher-directed discovery and others should be explicitly taught (Chall, 2000; Ginsburg, Leinwand, Anstrom, & Pollock, 2005; Hyde, 2007; Jayanthi, Gersten, & Baker, 2008; Tyre, 2008).
While contextual learning is necessary and appropriate, understanding of underlying math concepts does not necessarily follow automatically (Hyde, 2007; Jayanthi et al., 2008; Loewenberg Ball et al., 2005)
Bridgewater-Raritan Regional School District
The National Math Panel ReportRecommendation # 1
The curriculum for grades K-8 should be streamlined. It should follow a coherent progression with emphasis on mastery of key topics, there should be a focus on the critical foundations for algebra, and any approach that continually revisits topics without closure should be avoided.
Bridgewater-Raritan Regional School District
The National Math Panel ReportRecommendation # 2
Proficiency with whole numbers, fractions, and certain aspects of geometry and measurement are the foundations for algebra. Of these, knowledge of fractions is the most important foundational skill not developed among American students.
Bridgewater-Raritan Regional School District
The National Math Panel ReportRecommendation # 3
Conceptual understanding, computational and procedural fluency, and problem solving skills are equally important and mutually reinforce each other. Debates regarding the relative importance of each of these components of mathematics are misguided.
Bridgewater-Raritan Regional School District
The National Math Panel ReportRecommendation # 4
Students should develop immediate recall of arithmetic facts to free the “working memory” for solving more complex problems.
Bridgewater-Raritan Regional School District
The National Math Panel ReportRecommendation # 5
Explicit instruction for students who struggle with math is effective in increasing student learning. Teachers should understand how to provide clear models for solving a problem type using an array of examples, offer opportunities for extensive practice, encourage students to “think aloud,” and give specific feedback.
Bridgewater-Raritan Regional School District
The National Math Panel ReportRecommendation # 6
Teachers’ mathematical knowledge is important for students’ achievement. The preparation of elementary and middle school teachers in mathematics should be strengthened. Teachers cannot be expected to teach what they do not know.
Bridgewater-Raritan Regional School District
The National Math Panel ReportRecommendation # 7
The belief that children of particular ages cannot learn certain content because they are “too young” or “not ready” has consistently been shown to be false.
Bridgewater-Raritan Regional School District
The National Math Panel ReportRecommendation # 8
Student effort is important. Much of the public’s “resignation” about mathematics education is based on the erroneous idea that success comes from inherent talent or ability in mathematics, not effort. A focus on the importance of effort in mathematics learning will improve outcomes.
Bridgewater-Raritan Regional School District
The National Math Panel ReportRecommendation # 9
Mathematically gifted students should be allowed to accelerate their learning.
Bridgewater-Raritan Regional School District
Programs Reviewed
enVision Math (Pearson/Scott Foresman) Everyday Math (McGraw Hill/Wright
Group) HSP Math (Harcourt School Publishers) Math Connects (McMillan/McGraw Hill) Math Expressions (Houghton Mifflin) Progress in Mathematics (Sadlier-Oxford)
Bridgewater-Raritan Regional School District
Programs Reviewed
Saxon Math (Saxon) Singapore Math (Singapore) Think Math (Harcourt School Publishers) Glencoe (5th and 6th grade)
Bridgewater-Raritan Regional School District
The Rubric: 6 Levels18 Indicators Total
Level Six~ Most Important: Content is comprehensive and
accurate at each grade level
Bridgewater-Raritan Regional School District
Level Five Builds conceptual understandings & computational
fluency through vertical articulation Defines core content and essential concepts /
understandings clearly Aligns content with state and national standards Develops concepts using multiple representations
in order to formulate generalizations Requires use of mathematical language,
vocabulary, and notation Promotes critical thinking, problem-solving, and
reasoning
Bridgewater-Raritan Regional School District
Level Four
Uses materials that meet grade level expectations for students.
Uses multiple forms of assessment and embeds continuous assessment in student learning
Includes a variety of questioning techniques (fact and recall, open-ended, probing and clarifying, application, transfer) beyond recitation
Bridgewater-Raritan Regional School District
Level Three Engages all students in active learning through
worthwhile tasks in which they construct mathematical understandings
Makes meaningful connections within mathematics, to other content areas, and to real-life situations
Supports teachers’ efforts to differentiate for whole group instruction, small group collaboration and individualized instruction as needed.
Bridgewater-Raritan Regional School District
Level Two
Reflects the use of technology, real-life applications, and careers
Supports the teachers efforts to differentiate through varied methods of instruction, learning styles and cultures
Bridgewater-Raritan Regional School District
Level One
Provides both intervention, enrichment activities and additional resources to extend student learning
Provides multiple opportunities to apply and practice skills and concepts in order to promote fluency and understanding.
Implementation of curriculum materials: level of PD, implement K-6 at one time; online parent resources
Bridgewater-Raritan Regional School District
Ranking of Programs
After review by the study groups, the programs were rank ordered based on the score earned on the rubric.
The 'top' programs were invited to send a representative to meet with the committee and answer questions and present their program.
Bridgewater-Raritan Regional School District
Top Programs
The following publishers were invited to meet with the committee:
enVision Everyday Math HSP Math Math Connects Math Expressions
Bridgewater-Raritan Regional School District
Second Round of Review
Following the presentations, the committee agreed to eliminate the following programs from consideration: enVision Everyday Math Math Expressions
Bridgewater-Raritan Regional School District
Second Round of Review
The full committee used the rubric to evaluate the two top programs by grade level Harcourt School Publishers (HSP) Math Math Connects
Bridgewater-Raritan Regional School District
The Results
Grade HSP Math Math Connects
K 99.6 88.5
1 96.2 78.8
2 100.0 82.0
3 95.5 94.7
4 91.3 96.1
5 97.9 88.8
6 95.5 82.3
Total 676.4 611.2
Bridgewater-Raritan Regional School District
It’s Unanimous! The committee determined that HSP Math is
the best choice for BRRSD because: It is aligned with the recommendations of the
National Math Advisory Panel It provides for coherent and comprehensive
instruction using traditional algorithms and conceptual understanding
It includes sufficient materials (concrete and virtual) for practice that leads to mastery.
It provides for intervention and enrichment in accordance with our RTI model
Bridgewater-Raritan Regional School District
Between Now and September: The Superintendent recommends the
adoption to the BOE The BOE approves the adoption The community supports the budget The materials are purchased (K-6) Professional Development occurs
Bridgewater-Raritan Regional School District
Additional Data
Bridgewater-Raritan Regional School District
Student Achievement Data Elementary
Most of the districts in our comparison group with 3rd and 4th grade NJ ASK results that are better than BRRSD use a math program other than Everyday Math
Secondary Seven of the ten districts in our comparison group
have SAT mean scores in math higher than BRRSD (pre-EDM students)
PSAT Results for students who are pre-EDM are not significantly different from results from EDM students
Bridgewater-Raritan Regional School District
School 2006 3M 2007 3M 2008 3M 2006 4M 2007 4M 2008 4M Math Program
BRRSD 6.7 5.8 6.2 8.0 5.4 5.3 Everyday Math
DFG 5.7 4.8 5.0 7.7 6.1 6.1
Bernards 1.2 2.2 2.4 3.5 2.1 2.8 Everyday Math
Hillsborough 6.2 3.7 4.3 9.5 3.9 4.7 Everyday Math
Montgomery 6.9 5.7 8.8 5.0 3.4 4.0 Everyday Math
Warren 3.9 2.4 4.9 5.3 5.8 5.9 Harcourt Math
Watchung 0 1.3 3.4 1.2 0 2.7 Houghton-Mifflin
Princeton 5.1 7.4 4.2 7.0 5.8 4.8 Everyday Math
West-Windsor 3.2 3.5 5.5 6.8 4.7 6.0 TERC Investigations
Flemington-Raritan
6.1 3.6 1.3 7.3 4.4 3.8 Everyday Math
South Brunswick
6.0 6.9 7.4 11.0 8.4 7.7 Math Investigations
Holmdel 4.4 7.2 5.2 7.6 8.1 7.2 Houghton-Mifflin
Long Hill 6.0 4.8 8.0 4.2 4.5 9.8
Chatham 1.7 1.4 1.5 3.7 4.1 5.3 Harcourt Math
Percent of Students ‘partially proficient’ by Grade Level
Bridgewater-Raritan Regional School District
Special Education Results2005-2006 2006-2007
BRRSD DFG Bernards Chatham Warren BRRSD DFG Bernards Chatham Warren
3rd Grade 28.6 16.8 1.3 7.1 22.2 16.4 15.7 10.7 8.1 17.2
4th Grade 31.9 26.4 13.2 21.1 28.9 22.8 20.9 8.3 21.1 18.4
5th Grade 20.7 32.4 10.5 23.7 24.2 26.7 25.7 17.1 17.1 29.5
6th Grade 46.2 50.3 25.9 51.0 23.7 14.0 39.3 16.1 17.9 19.4
7th Grade 51.4 58.1 28.2 52.0 59.3 46.8 55.6 40.0 54.9 47.5
8th Grade 65.8 57.4 55.3 42.1 36.5 57.7 52.0 27.8 38.6 36.0
Bridgewater-Raritan Regional School District
Secondary Data
SAT Comparison Data Rank SAT Math
BRRHS 8 568
Ridge 7 594
Hillsborough 10-11 550
Holmdel 3 607
Hunterdon Central 9 553
Montgomery 5-6 596
Princeton Regional 1 619
South Brunswick 10-11 550
West Windsor Plainsboro South 2 618
West Windsor Plainsboro North 4 599
Watchung Hills 5-6 596
Bridgewater-Raritan Regional School District
PSAT Results
PSAT Math Results
0
20
40
60
80
100
75-80
70-74
65-69
60-64
55-59
50-54
45-49
40-44
35-39
30-34
25-29
20-24
Score Range
Freq
uenc
y 2005-2006
2006-2007
2007-2008