mathematics project team report phase ii project team/math...the work of this project team has...

Mathematics Project Team

Report Phase II

2017

TableofContents Page1

LetterofIntroduction Page2

InstructionalResourcesRecommendation Page3Implementation&ProfessionalDevelopmentPlan Page7

AppendixTableofContents A–MathProjectTeamSessionNotes:1/18/2017 Page8

B–CollegePreparatoryMath(CPM)Evaluation Page11 C–MathProjectTeamSessionNotes:2/15/2017 Page15 D–InstructionalResourcesSelectionProcess Page19 E–MathAdoptionUpdate Page21

F–InstructionalResourcesCriteria Page32 G–K-5MathCadreRankings&Rationale Page33 H–MathProjectTeamSessionNotes:2/22/2017 Page42

Mathematics Project Team Phase II Report

Table of Contents

Page1

March, 2017

In November of 2015, the Beaverton School District Board charged the Mathematics Project Team with the task of evaluating and making specific programmatic recommendations for the District. The Mathematics curriculum review, as outlined in Board policy and administrative regulation for the Quality Curriculum Cycle, was to include learning targets, instructional practices, assessment, instructional materials and staff development.

Within the review process, the Mathematics Project Team studied math education in the context of today's world. The focus on and demand for higher levels of mathematical problem-solving is evident in the Common Core State Standards, as well as within the skill set deemed essential for college and career readiness and success. Our goal is to prepare students to engage in the world as critical thinkers and culturally competent citizens; this requires all students to be highly literate in mathematics.

The work of this project team has placed an intentional focus on best practices in mathematics instruction, as well as professional development for educators. In addition to the review of student data, the Cadres and Project Team engaged in deep discussion about the essential practices in every classroom, as well as the necessary professional learning needed to support these practices. During Phase I, the Mathematics Project Team completed an evaluation of the current program, reviewed current research on effective practices and programs, produced a Position Paper articulating a vision and direction for the program, and made recommendations for instructional and assessment practices. Learning Targets for grades K-12, based on the Common Core State Standards, were also created. Instructional materials for Algebra, Geometry, and Statistics were selected and a professional development plan for their implementation was developed. The Mathematics Project Team Report (Phase I) includes all of these documents and recommendations, and was approved by the School Board at the June 13, 2016 meeting. Phase II of the Mathematics Project Team included review of data as well as further research in mathematical practices at the elementary and middle school level. Based on the documents and recommendations approved by the School Board in Phase I, the Project Team made recommendations for instructional materials, professional development, and implementation support for grades K-8. Budget implications were considered. An overall goal of Phase II was to create greater alignment of instructional practices in Mathematics at all grade levels.

As a result, the Project Team defined a comprehensive set of recommendations that includes:

• Position Paper • Best Practices in Mathematics • Learning Targets • Data Statements and Synthesis • Instructional Materials Recommendation • Professional Development Framework • Mathematics Implementation Plan

These recommendations point the District towards high quality instructional practices that engage and challenge students in 21st century mathematical learning.

Ginny Hansmann, Chief Academic Officer

Jared Cordon, Administrator for Elementary Curriculum, Instruction, and Assessment Ken Struckmeier, Administrator for Secondary Curriculum, Instruction & Assessment

Rebecca Carney, Elementary Math Specialist ✦ Debbie Hicks, Secondary Math Specialist Geoff Hunnicutt, Secondary Curriculum Developer ✦ Dennis Williams, Secondary Math Specialist

District Goal : WE empower all students to achieve post-high school success.

WE EXPECT EXCELLENCE WE INNOVATE WE EMBRACE EQUITY WE COLLABORATE

Page 2

mathematics Adoption Instructional Resources

Elementary

InstructionalFocus Vendor Description Image

ContextsforLearningMathematicsUnits

TheContextsforLearningMathematicsseriesbyCatherineFosnotandcolleaguesusescarefullycraftedmathsituationstofosteradeepconceptualunderstandingofessentialmathematicalideas,strategies,andmodels.Buildingontheidealsofamathworkshop,eachunitprovidesatwo-weeksequenceofinvestigations,minilessons,games,andothercontextsforlearning.Theseries’24classroom-testedunitsareorganizedintothreeage-appropriatepackages. WithNewPerspectivesonAssessment,youcaneasilydocumenteachstudent'sstrengths,struggles,andjourneys.

• Individuallandscapesforeachstudent• Glossary• Transferlandscapesfromgradetograde• Administrativeaccessforprincipalsand/orcoaches• Printablerubricsandassessmentsandteaching

implications.

Page3

Elementary


EurekaMath/EngageNY

AND

OR

OR

EurekaMath—alsoknownasEngageNY—isacomplete,PreKthrough12curriculumthatcarefullysequencesthemathematicalprogressionsintoexpertlycraftedmodules.Curriculummodulesinclude:

• Year-longscopeandsequencedocuments• Moduleframing/overviewdocuments• Performancetasks(foradministrationinthemiddleandat

theendofeachmodule)• Lessonplansandsupportingmaterials(homework,exitslips,

etc.)

ZearnMathisbasedonEurekaMath/EngageNYanddesignedtopartnerwithteacherstocreateapersonalizedlearningexperienceforeverystudent.DreamBoxandFrontRowprovidecontinuousformativeassessmenttostrategicallyincreasethelearningofstruggling,advancedandon-levelstudents.Teachersandparentshaveaccesstoindividualstudentdatatomonitorprogress.

ManipulativesforHands-OnLearning

Multiple

Listsofnecessarymanipulativesforeachclassroomwillbecreatedforteacherstoorderanyitemstheydonotalreadyhave.

Page4

Elementary


ProfessionalDevelopmentforTeachers

NewPerspectivesOnline:aPersonalizedProfessionalSupportSystem™providesanon-demand,self-directed,multi-pathwaysystemforprofessionallearning.

UsingarichlibraryofNSF-fundedclassroomvideos,theplatformincludesauthenticexamplesandlearningactivitiesthatsupportteachersnewtothemathworkshopmodel.ItisalignedwiththeclassroomunitsinContextsforLearningMathematicsandalsooffersexplorationsandfeedbackwiththeauthorsfordeeperstudy.

MiddleSchool


CoreConnectionsPage5

CollegePreparatoryMath

CPMbeganasagrant-fundedmathematicsprojectin1989towritetextbookstohelpstudentsunderstandmathematicsandsupportteacherswhousethesematerials.CPMEducationalProgramisnowanonprofiteducationalconsortiumofmiddleandhighschoolteachersanduniversityprofessorsthatoffersacompletemathematicsprogramforgrades6through12(Calculus)designedtoengageallstudentsinlearningmathematicsthroughproblemsolving,reasoning,andcommunication.

CPM’sMission:CPM’smissionistoempowermathematicsstudentsandteachersthroughexemplarycurriculum,professionaldevelopment,andleadership.Werecognizeandfosterteacherexpertiseandleadershipinmathematicseducation.Weengageallstudentsinlearningmathematicsthroughproblemsolving,reasoning,andcommunication.

CPM’sVision:CPMenvisionsaworldwheremathematicsisviewedasintriguinganduseful,andisappreciatedbyall;wherepowerfulmathematicalthinkingisanessential,universal,anddesirabletrait;andwherepeopleareempoweredbymathematicalproblem-solvingandreasoningtosolvetheworld’sproblems.

InstructionalComponents

• Student8-yeareBook(English&Spanish)• StudentEditionHardboundTextbook(English&Spanish)• TeacherEdition(eBook&SupportBinders)• ParentGuidewithExtraPractice• AlgebraTiles,IntegerTiles,ToolKits• HomeworkHelp• VideoModelsforTeachers

MiddleSchool


CoreConnectionsProfessionalDevelopmentforTeachers

CollegePreparatoryMath

CPMProfessionalDevelopmentVision:tobuildthecapacityofallteacherstohaveconfidenceinthemathematicalcontent,planlessonspurposefully,assessunderstandingandgiveeffectivefeedbacktostudents,andworkintheroleofthemoreknowledgeablepersonintheclassroomthroughengagementinCPMProfessionalLearning.Thiswillbeaccomplishedbyworkinginpartnershipswithteachers,schools,anddistricts.BecauseoneofCPM’scorebeliefsisthatlearning,change,andmasterytakestime,professionallearningisamulti-yearpartnershipfacilitatedbyaknowledgeable,trainedcadreofteacherleaders,coachesandregionalcoordinators.Theprofessionallearningisdeliveredthroughfacetofaceworkshops,implementationmentoringviaemailandclassroomvisits,webinars,coaching,smallgroupcohorts,andongoingopportunitiesforcollaboration.


ManipulativesforHandsonLearning

HandstoMind Integerandalgebratileswillbeanintegralpartofthemiddleschoolclassroom.

Page6

Math Implementation / Professional

Development Plan ELEMENTARy

Initial Ongoing ! 1 day in August for all staff ! Building leaders meet throughout the year ! Utilize early release for math teacher

collaboration in building and district-wide

! 1 day in August for all staff new to grade level

! Building leaders meet throughout the year ! Utilize early release for math teacher


MIDDLE

! New to CPM teachers: 4 days before

school/4 days throughout school year, plus 2 site visits

! CPM pilot teachers: 3 days before school and/or during the school year, plus 2 site visits



! New to CPM teachers: 4 days before school/4 days throughout school year, plus 2 site visits

! CPM year 2 teachers: 2 days before school/1 day during the school year, plus 2 site visits

! CPM year 3 and beyond teachers: Possible continued coaching/site visits through CPM



HIGH

! ProfessionalDevelopmentfocusedon

instructionalphilosophyofthematerialsandmoduleoverviewsfornewteachers(3daysinsummerandadditionaldaysthroughouttheyear)

! AGSOptionalProfessionalDevelopmentOpportunities

! ProfessionalDevelopmentfocusedon

instructionalphilosophyofthematerialsandmoduleoverviewsfornewteachers(3daysinsummerandadditionaldaysthroughouttheyear)

! AGSOptionalProfessionalDevelopmentOpportunities

Page7

MathProjectTeamSessionNotesJanuary18,2017

IntroductionsNewT&LAdministratorsforCurriculum,InstructionandAssessment

• Elementary–JaredCordon• Secondary–KenStruckmeier

AdoptionProcessReview–ProjectTeam2015-16–Handouts

• ExcerptsfromtheMay2016MathBoardReport–PhaseIo ReportletterofIntroductiono PositionStatemento BestPractices

• Elementary&SecondaryCadresprovidedsupportincreationofdocuments• FocusontheFiveDimensiondevelopedbytheCenterforEducationalLeadership(CEL)• PhaseIreportwasacceptedandapprovedbytheSchoolBoard• MVPcurrentlybeingimplementedattheHSlevel.3yearprocessandwillbereevaluatedattheendof

thattimeMiddleSchoolInstructionalResources

• Fourprogramswereselectedforreviewbasedontheabovedocumentso ConnectedMath,EurekaMath,CarnegieLearning,CollegePreparatoryMatho MathCadreselectedCPMtopiloto Beingpilotedusingelectronicdeviceso Classroomsetsofbookswillbeutilizedinadditiontoelectronicdelivery

• TeachercommentsonCPM–Handout• Projectteammembersreadcomments,tooknotes&discuss

o Allschoolswererepresentedevenifnotparticipatinginthepilot(attendedtrainingsandmeetingsalthoughnotactuallyteachingthematerials)

o Purchasinge-booksforallstudentsandonesetofclasstextbookswouldbethemosteconomicalwaytogo.Licensingisincludedinthepurchaseofthetextbook

o CPMprovidesextensiveprofessionaldevelopmentatnoadditionalchargeo AllthematerialsconsideredmetCommonCore/StateStandardso MathematicalpracticesareabigcomponentoftheStateStandardsandsupportedbyCPMo Concernsaboutimplementation–slowrollout?Willbefurtherdiscussed,butareconsidering

startingallthreegradesatthesametime.Pilotisreflectingallgradelevelso ThequickerK-12canbealigned,thebetteritwillbeforstudentlearningo Studentsarecurrentlybeingtaughtmathattheirownlevel,notrestrictedtogradelevelo Extensionswillalwaysbeneededforstudentsattheupperendandnotadequatelyprovidedby

anyonepublisherprogramo Studentcommunicationisbeingassessed.CPMencouragesengagementandcommunicationo CPMhasbeenaroundforseveralyearsanddataisavailableonstandardizedassessmentso TargetsneedtomatchthematerialsbetterandifCPMisadoptedtheywillberevisedo Researchshowsthatcriticalthinkingskills,anddeepunderstandingaidsinretentiono AvailableinSpanisho Licensepurchasearegoodfor6yearso CPMisalocal,grassroots,companywitheducatorcreatedmaterials.Foundedin1989o Homeinternetaccessisaconcern.Affordable/supplementoptionsareavailableo Alternativecurriculumresources(hardcopy,etc)canbesuppliedo ElectronicParentsupportsareavailable

Page8Appendix-A

o Nodecisionsarebeingmadeatthistimetomoveforwardtotheboard.CPMisclearlytheleaderatthistime

o Itneedstobedeterminedifthepilotingteachers’opinionsarerepresentativeofallmathteachers

o The2/15ProjectTeammeetingwillbedecisionmakingtime.Additionalpilotteacherinputwillbeprovided

Elementaryinstructionalresourceupdate

• StartedinNovember2015gatheringsurveyinfo• EngageNYhasbeenusedsinceCommonCore,astheadoptedEverydayMathdidnotadequatelymeet

needs• EngageNYwasofficiallyBoardapprovedassupplementalmaterialandhasbeenusedbythemajorityof

elementaryteacherssincethe2014-15schoolyear• Survey(handout)reflectsteacherlevelofsupport• April2016fourpublisherspresentedmaterials–resultswereinconclusive• November2016newmaterialsarebeingpilotedwithworkshopmodelthathasrecentlybeenadoptedfor

ELA-ContextsforLearning.Materialsaremeanttobesupplemental.OnlinePDisavailable• Majorityofthetimeisspentwithkidsworkingandtalking,lessteachermonopolized• Cadrecurrentlydoesnothaveconsensus,buthopestohavearecommendationbytheFebruaryPT

meeting• CadrefeelsthatemphasistobeplacedonPDandteachingpractices• January26ElementaryCadremeetingwillhopefullyproducerecommendations• Suggestedthatadditionalinvestigationshouldoccurattheother3publishermaterialspresentedinApril

–EverydayMath4,enVision&Bridges,aswellasthenewsupplementalmaterialsbeingconsidered• GoalistomovethemajorityofteachersinthedirectionestablishedinourBestPracticesdocument

Alignment/Coherence

• Teachingisextremelycomplexandweneedtoclearlyarticulateexpectationsforstudentlearningandachievement

• AdoptionprocessneedstobecompletebyJuneNextSteps

• MSpilotteacherswillbemeetingthebeginningofFebruary• ResultsofthatmeetingtoincludeclearrecommendationofMSmaterialstobeadoptedbytheFebruary

15MathProjectTeammeeting• Elementarycadrewillmeet1/26• TheElementaryMathCadrewillengageinathoughtfuldiscussionregardingthemathmaterialsand

compiletheircollectivethoughtsandassociateddata.ThedatafromtheElementaryMathCadrewillbepresentedattheFebruary15MathProjectTeammeeting

• GoaltohaveafirstreadingbytheBoardofrecommendationandimplementationattheMarchBoardmeeting–BoardReportPhase2

• SecondreadingattheAprilBoardmeeting

NextMeeting: Wednesday,February15th4:30–6:30 DistrictOfficePortableFive

Page9Appendix-A

PROJECTTEAMSProjectTeamsarecreatedbytheSuperintendentatthedirectionoftheSchoolBoardforthepurposeofprovidingathoroughreviewofthecurrentcurriculumareaprogramandmakingrecommendationsregardingmaterialstopurchase,instructionandassessmentpractices,andprofessionaldevelopmentforteacherstotheBoard.ProjectTeammembersagreetoserveforaminimumoftwoyears.Parents,students,andothercommunitymembersjointeachers,administratorsandaSchoolBoardmemberontheProjectTeam.TeammembersareexpectedtofulfillmultiplerolesastheyworktoservetheSchoolBoardandthecommunitybyprovidingrecommendationsthatreflecteducationalresearch,abroadrangeofviewpoints,andcurrentprogrameffectiveness.OneofthekeychallengesoftheProjectTeamistoengageasmanyindividualsamongstaffandthecommunityintheprocessaspossible.TEACHERCADRESCadremembersarerecommendedteachersselectedbyTeaching&Learningtoprovideclassroom-basedexpertisetosupporttheprocess.Cadrememberssupplybackgroundinformation,prepareinitialdraftsofdocuments,andmakerevisionsofdraftsbasedonProjectTeamdirection.CadremembersalsosupportcommunicationtoteachersacrosstheDistrictduringtheprocess.SeveralCadremembersallservesimultaneouslyontheProjectTeamtoenhancethelinkbetweenthetwogroups.TEACHING&LEARNINGSUPPORTTheadministratorsforCurriculum,InstructionandAssessmenttaketheleadincoordinatingandsupportingtheProjectTeamandhelpfacilitateProjectTeammeetings.CurriculumspecialistsareassignedtosupporttheProjectTeam,helpfacilitatemeetings,andcoordinatetheTeacherCadre’sworkinsupportoftheProjectTeam.

Page10Appendix-A

2016-17 College Preparatory Math Evaluation Name: CompiledCommentsfrom12/13/16 What do you like about the CPM materials? What is going well? 1.Notinvolvedinthepilot:Ihaveheard…studentsengaged,hugeincreaseinmathtalk.Contentisbetter.Spiralingisgreat.2.Ilikethatthematerialsspiral.Communicationbetweenkidsisincreasingteamexpectationsandroles.3.(Notpiloting)Lessteachercentered/directinstructiontime.Theemphasisisoncommunicationandproblemsolving.Thereisalotofwriting.Theemphasisongroupworkandallowingstudentstostruggletogether,alongwithstudenttalksupportstudentlearning.Thematerialsbuildonskillsoverwhichequalsmoreretentionandallowsformultipleopportunitiesininstructionandassessment.4.Groupstructureandbuiltincollaborationsetsanexpectationtoshare“workwithyourteam.”Thereisafocusoncoreproblemsandincludesadditionalchallengesorteamchallengeproblems.Theteachernotesaregreat.Therearelotsofopportunitiestomakeconnectionstopastlessons.Therearealotofhands-onactivities.5.Thematerialsareengaging,encouragecommunicationanddeeperthinking,andthestudentsLOVEit.Itcontinuestotalkaboutlearnedmaterial,“reviewandpreview.”Scaffoldsmaterialstoprovidesupportforsomestudents.Promotesstronggroupinteraction.Thetasksare“lowfloor/highceiling.”6.Studentslearnhowtosolveproblemsontheirownandhowtoworkwithotherstudents.Thecurriculumforcesstudentstocommunicatetheirideas.7.I’mnotpiloting,butI’vetalkedwithmanywhoare,anditsoundslikethecontentismuchbetterthanOregonFocusonMathorConnectedMathProgram.Ilovethespiralingandtheproblem-solvingfocus.Ialsolikethatitwill(hopefully)prepstudentsbetterforMVP.Also,itsoundsmoreAVID-compatible.8.HighRigor.TeamBased.SeemslikeagoodflowintoAGS1.SpiralReview.Onlinetools.9.Lot’sofcommunicationbetweenstudents.Kidsareaskingeachotherquestions–greatdialogue.Lot’sofreviewofpreviousmaterial.Studentsarewillingtotryproblemswithoutteacherdirections.Goodquestions.Studentsareengaged.10.Manyopportunitiesforcommunication.HWproblemsare“newandold”–goodmix.Spiral–manyopportunitiesforkidsto“getit”.Bettercontent.Itisfillinginthegapsandkeepingkidspracticingskillsfrom4thand5thgrade.11.(Notpiloting)Itsoundslikethematerialsareinterestingtothestudents.Thestudentsareengagedandworkingtogether.Itseemswellorganized.Thematerialencourages“mathtalk”.Thespiralcurriculumhelpskeepstudents’skillsuptospeed.Contentissolid,butitisteacherpreptimeheavy. Appendix - B Page11

Where do we need to supplement? What additional supports do we need? 1.Wouldlikeatleastoneclassroomsetofbooks.Heardyouneedpracticesupplements.2.Materialsnotengaging.Weneedtochangetargets.3.Moreactualtextbooksandbetterwifi.Manipulativesneedtobeprovided,andshouldnotbeuptotheteachers/schoolstopayforthat.4.Assumesknowledge/skillsthatmanystudentslack.Dividingdecimals/multiplyingnegatives/dividingfractions.(Thesemainlyshowupinhomework,butinsomecoreproblems.)Aligningwiththetargets.Morepractice.5.TheeBooksarenotequitableforstudentsw/owifi.Learningtargetsarenotalignedwell.Alotoffrontloadingfromteacher.Severalmaterialsneeded.Classroomsetofbooksneeded.6.Learningtargetsdon’talignwell.Itcanbedifficulttotellwhenstudentsareexpectedtomasteratopic.Theacceleratedbooksseemtobethrowntogetherandwehaverunintoissueswherelessonsreferenceotherlessonsthatwereskipped.HavingstudentsstartCPMin7/8gradewhentheydidn’tgetitasa6thgradercreatesissues.7.Ihaveheardthatreviewsneedtobesupplementedandthere’sstilltheissuesofpaperversionsvs.e-versions(whichhavemoresupport).Manyofmystudentsdon’thaveinternetathome,andinmyhallofmybuildingtheinternetisnotreliable.8.Howdoesitworkifthestudentsstartin8thgradewiththecurriculum?9.Techsupport–6thgradersneededanextraweekinSeptemberjusttolearnhowtonavigateonChromebooksandeBooks.Moretextbooks–classset(oratleast10perteachertouseinteams).NewtargetsandassessmentsthatalignwithCPM.Clearcommunicationtoparentsaboutlong-termtargets–thatitisokaytohave2’satendofsemester.Needadditionalpractice.Needmoreguidancetostreamline6/7acceleratedclass–keeponthepacingguide.10.Targets–I’mnotworriedtoomuch,butweneedittosyncbetter.Pooronlineformatting–Thisisn’tsomethingwecanfix.SometimesIjustneedafewMathproblems–Nocommunication/Nospeculation/Nopondering.IoccasionallylogintoOregonFocusonMathforproblems.11.Itseemsthatnotmuchsupplementisneeded.Itsoundslikewemightneedalotofsupportforteachersfirstgettinginvolvedwithteachingthis–lot’sofpre-servicetraining?Stillsomearesayingweneedmorepracticeopportunities.Ifwegowithelectronicversion,Ithinkwestillneedtohaveaclasssetofbooks.12.Talentedandgifted–Thesematerialsdonotmeettheneedsofourtop1%andotheracceleratedstudentswithoutsupplementation.

Appendix - B Page12

Comment about CPM materials related to supporting instruction that enhances student learning of the CCSS Math standards and aligns with our Board approved Best Practices in Mathematics document. 1.Targetswillneedtobeadjusted.2.Noresponse3.CommunicationPerseveranceModeling4.Lessproblemsthatdivedeeperintoconceptswhichhelpswithunderstandingratherthanfocusingonmethods.5.Requiresstudentstothinkandreasondeeperthanothermaterials.6.Thestandardsdon’talignwell.Spiraledlessonsmakesithardtotellwhattheunitisevencovering.Someunitsalsodon’tseemtohaveacorrespondingtarget.7.Noresponse8.Noresponse9.Greatforcommunicationandproblemsolving.10.Idonotunderstandthisprompt.11.FromeverythingIamhearingaboutCPM,itseemstoreallyhitthemarkwiththeapprovedBestPracticesinMathematicsdocument.CPMtendstoreallybestrongwithcommunicatingandwritingMathematically.12.TheeToolsareamazing.StudentsloveDesmosandactivitiesongeometrictransformations.

Page13Appendix - B

Do you support using these materials? (Circle one) Support Don’t Support 1.Support.Problems–heardhugeteacherworkloadwithdailyplanning.Notenoughpractice.2.Support.Thereisnothingbetter.3.Support.4.Support.Positivesoutweighthenegativesbyalargemargin.5.Support.Studentsarebecomingbetteradvocatesoftheirownlearning.StudentcommunicationandreasoningissuperiorwithCPMwhichhelpsoverallproficiency.6.Support.Studentsinteractmorewiththematerialsandcommunicatewitheachother.Textbookhasgoodsupportmaterialsforstudentsandteachers.7.Support.Overall,Ithinkthisisagoodupgrade.Changeisusuallydifficult,butoftengood.I’mjustconcernedwithtech-equity,andIknowhowmanyofmystudentshaveparentswhodon’twantthemtohavechromebooksatall,forwhateverreason.8.Support.GoodseguewayintoAGS1,engaging,spiralreview.9.Support.BestoptionI’veseen.10.Support.Ithinkthespiralcurriculumandteam-basedlearningwillfacilitatelong-termunderstandingandmoremathconfidenceamongststudents.11.Support.ThegeneralfeelingoftheCPMpilotteachersisthatitisastrongresource/material,well-written,andwillbeagoodcurriculumtoleadintotheMVPadoption.12.Support.Thematerialsaredeepandengaging.Flawscanberemediedthroughsupplementationandalterationstothetextatteacherdiscretion.

Appendix - B Page14

MathProjectTeamSessionNotesFebruary15,2017

Attendance:AmyHenning,BrandieClark,DavidStrayer,DawnStephenson,DebbieHicks,DeborahStarr,DebbieSilva,DennisWilliams,EmmaWinkel,GeoffreyHunnicutt,GregTherrien,JaredCordon,KarlMeyer,KenStruckmeier,KerrinMoeller,LindsayRay,MeganMcCoy,NeilSoiffer,RebeccaCarney,SusanGreenbergAgendaOverview

• Januarymeeting–reviewfrom2015-2016PTwork• Task–preparerecommendationfortheSchoolBoardtosupportstronginstruction• Decisionsneedstobethoughtfulandresearch-based• LevelofthoroughnessshouldbereflectiveindecisionsandBoardreport• MiddleSchool–Reviewprocessthatnarroweddowninstructionalresourcestoonepublisher&vote• Elementary–Reviewoffourinstructionalresourcesandvote• PhaseIapprovedandacceptedbySchoolBoard–DescriptionandProgramEvaluation,Reviewofcurrent

researchoneffectivepracticesandprograms,Philosophy/Positionpaper• Comment:AdditionalresearchandworkneedstobedoneonAdvancedmathcourses• PhaseII–Recommendationofinstructionalmaterials,Recommendationsforprofessionaldevelopment

andimplementationsupport,Budgetimplicationso DecisionProcess–FisttoFive(handout)

MiddleSchoolInstructionalResources

• SlideOneonlinkeddocument• FoursetsofmaterialsreviewedinApril2016• Narroweddownto2inMay.PublisherspresentedagainonMay5• SurveyreflectedachoiceofCollegePreparatoryMath–MathCadreandProjectTeam• CriteriaDocument-Link• PilotofCPM2016-17at5schools–ACMA,HS2,ISB,Stoller,FiveOaks• Edreports.orgratings–SlideTwo• CPMSite–Slide3:Differentiation,Tech,Spanish,ParentResources,ProfessionalDevelopment,Cost• Studentshavechoiceone-booksofSpanish/English• Multipleapplicationsavailableone-books• NochargeforprofessionaldevelopmentfromCPM.Providesitevisits,Individualteachersupport• Eightyeare-booklicense–SeeslideThree• Pilotcostswillbecreditedbackifadopted• Non-profitcompany–builtbyteachersandrunbyteachers• BestPracticeswascriteriaforpilotdecision• Question:WhatareactualcostsforCPM?Needstobestatedastotalcost• 24teacherswhohavepilotedthisyearhavealreadyreceivedYearIPD• ProjectTeam’sroleistomakerecommendation,SchoolBoardisresponsibleforbudget• EarlyreleaseonWednesdaysnextyearwillalleviatesomeofthePDcost• Itisstatelawtogothroughtheadoptionprocess• Concern:Therewon’tbemoneyforPDfortheentire7years• BSDallowedtosendteacherstotrainingatanysitebeingoffered• E-booklicenseformatsavesmoneyovertextbooks–don’tgetlost,currentupdates• Materialsmatterlessthanteacherprofessionaldevelopment• TeacherswhoreviewedmaterialsinthespringfeltCPMwasthebestchoiceduetotheheavyprofessional

developmentthatisincluded• PD-4daysinSummer,4Daysduringtheyear,sitevisits–YearI• PD–3daysforYearII

Appendix-C Page15

• Mathematicalbestpracticesassurealignmentfromleveltolevel• DistrictiscommittedtoprovidedteacherswiththePDtheyneed

Fist-to-FiveDecisionMakingProcess

5Fingers Strongsupport

4Fingers Support

3Fingers Neutral

2Fingers Minimalsupport

1Finger Nosupport,butwon'tblock

Fist Nosupport

DecisionProcessonCPMforMiddleSchool–Results:

5-124–43–02–01–1*0–0

*Additionalcostinformationneeded

ElementaryInstructionalResources

• April2016materialsreviewresultedinnosinglerecommendations–Reviewed4sources• Examinationprocesscontinuedthisyearbycadre• Pros&Consarelisted• Slideshowreflects–Differentiation,Spanish,Technology,ParentResources,ProfessionalDevelopment,

MaterialsCostforallfoursources• ProfessionalDevelopmentreflectsimplementationcosts-notideal.Reflectsactualcost• 850elementaryteachers• BridgeswashighestrankedinAprilmaterialsreview• MajorityofteachersarecurrentlyusingEurekaMath• InterventionsandchallengesareavailableinEureka• EurekahighestusedprogramintheU.S.–Multipleresourcesavailableelectronicallyforstudents,

teachers,parents• FifthProgram:Fosnot(ContextsforLearningMathematics)–DiscoveredinFall2016.Manycadre

membersgainedaccesstomaterialsandpiloted.HasnotbeenseenbyProjectTeamo WorkshopModelo Heinemannpublishedo Timetestedo AlignedwithBestPracticeso 4-5unitspergradelevelo Supplemental–Notusedonitsowno EurekaMathneedssupplementingo Open-endedproblemsolvingo SimilartoELAmaterials

Appendix-C Page16

• BridgesorEurekainconjunctionwithContextsforLearningMathematicsrecommendedbyCadre• Handout-BudgetComparisons• Handout–CadreRankings• EdReports–FinalSlide

o Compareandcontrast

• ProjectTeamdecidedtoeliminateEnvisionandEveryDaymathfromconsideration.Cadreandindependentreportssupportthisdecision.Unanimousdecision

• Eurekaisprintingcostsonly• Wellversedteachers(trained)canmakethetwoprogramsEureka/Fosnotworkwelltogetherina

workshopmodel.• PDneedstobringgoodteachingintotheclassroom• Note:Consumables(workbooks)aresometimesusedandsometimesnot• Bridgescouldstandonitsown• Implementationschedulewillbedetermined.Studentsmayneedtobegrandfatheredin.Current

studentshaveusedEveryDayMathandEureka.Budgetnotyetdetermined• MiddleSchoolteachershavenoticedstudentscominginfromthechangetoEurekatobebetter

prepared:• SwitchtoEurekaaskedstudentstomuchmorethantheyhadbeendoingpreviously.Reflectiveofnew

assessmentsMembersweighedinoneachofthethreeoptionsbelowtodetermineiftherewasaclearfavorite

• Resultsweremixed• Additionaldiscussionneeded• Recommended–meetagainnextweek.• February22@4:30inPortable5atDistrictOffice• ProjectTeammembersmayrequesttimetoaccessmaterials

CollegePreparatoryMathBudget2017-18Year1ProfessionalDevelopment:66teachers@$2200=$145,20024teachers@$850=$20,400Total:$165,600Year2ProfessionalDevelopment:66teachers@$850=$56,100Materials:$74X1000studentbooks=$74,000$54X9000studenteBooks=$486,000$351X90teachermaterials=$31,590Total:$591,590OverallTotal:$813,290

BridgesOnly5-14-113-22-01–10-0

Bridges/Fosnot5-74-43-22-11–10-0

Eureka/Fosnot5-34–33-72-11–00-1

Appendix-C Page17

SecondVoteonMiddleSchoolmaterialsaftertotalcostswereprovided:5-144-23-02-01–0CollegePreparatoryMathAPPROVEDasMiddleSchoolInstructionmaterialsrecommendationtobepresentedtotheSchoolBoard

Appendix-C Page18

MathProjectTeamInstructionalResourcesSelectionProcessReviewElementary&MiddleSchool-February7,2017

ElementaryInApriloflastyear,theElementaryCadre,ProjectTeammembers,andBSDstaffevaluatedthefollowingfourinstructionalmaterialsprogramsutilizingtheBoard-approvedBestPracticesdocumentandInstructionalMaterialsCriteria:

● Bridges● enVision● Eureka/EngageNY● EverydayMath

Itwasdeterminedmoreexplorationwasneededbeforemakingarecommendationforadoption.Overthesummer,thecadrewiththeTeachingandLearningdepartmentsupportedprofessionaldevelopmentforallK-5BSDteacherstobuildunderstandingandbeginimplementationofaworkshopmodelduringtheirmathblock.Teacherparticipantsandcadrefacilitatorsofthetrainingsessionsexpressedinterestinreceivingmoreresourcesandprofessionaldevelopmenttostrengthentheeffectivenessofteachingandlearninginamathworkshop.ThisleadtothediscoveryofContextsforLearningMathematics(CFLM),anadditionalresourcefortheteamtoconsiderforinstructionandprofessionaldevelopment.ThisfallattheNovembermeeting,theElementaryMathCadrediscoveredCFLM,aseriesofinstructionalunitsbyCatherineFosnotandcolleaguesthatusescarefullycraftedmathsituationstofosteradeepconceptualunderstandingofessentialmathematicalideas,strategies,andmodels.Buildingontheidealsofamathworkshop,eachunitprovidesatwo-weeksequenceofinvestigations,mini-lessons,games,andothercontextsforlearning.Readaboutthematerialshereorwatchashortvideodescribingthephilosophyhere.TheOnlineProfessionalDevelopmentSystemcanbeseenhere.Formoredetailedinformation,seetheOverviewofUnitsfromHeinemannpublishingandpleaseemailRebeccaCarneywithanyfurtherquestions.OnFebruary15,Teaching&LearningwillbesharingthefeedbackandconsiderationscollectedattheJanuaryelementarymathcadremeetingregardingalloftheaboveinstructionalmaterials.

Appendix-D

Page 19

https://www.beaverton.k12.or.us/depts/tchlrn/Math Project Team/Math 05 Best Practice March 2016.pdf

https://drive.google.com/file/d/0B5uEviC_pxSEclZWZlJLY0ZSdHM/view

http://www.contextsforlearning.com/default.asp

MiddleSchoolWinterof2016,thelistofmaterialstoreviewwasnarrowedtofour,CollegePreparatoryMath,ConnectedMathProgram3,EurekaMath(EngageNewYork),andCarnegieMath.ThesesetsofmaterialssupportedtheinstructionalshiftsoutlinedintheMathPositionPaperandtheMathBestPracticesdocument.TheMathCadrewasaskedtoidentifyanyadditionalmaterialsthattheyfeltshouldbereviewed.CarnegieMathwastheonlyadditiontolist.EarlyApril,thefoursetsofmaterialslistedabovewereopentopublicreview.Notificationofthedatesandtimesweresentouttoallschools,andtherewasapressreleasefromCommunityInvolvement.Therewerebothdayandeveningtimesscheduled.April12,2016,thepublisherspresentedtoacombinedgroupofMathCadreandMathProjectTeammembers.Afterthepresentations,theMathProjectTeamandMathCadremembersdiscussedthestrengthsandweaknessesofeachsetofmaterials,andvotedonwhichonesshouldberecommendedforfurtherreview.Thelistwasnarrowedtotwochoices,CollegePreparatoryMathandConnectedMathProgram3.May5,2016,CollegePreparatoryMathandConnectedMathProgram3presentedasecondtimetoMathCadreandMathProjectTeammembers.Therewasfurtherdiscussionandanadditionalvote.CollegePreparatoryMathwastheclearleader.AfterdiscussionwithDistrictAdministrators,therewasadecisiontopilotCollegePreparatoryMathduringthe2016-17schoolyeartogathermoreinformation.TheConnectedMathProgramwasthemiddleschooladoptedtextpriortothecurrentadoptionofOregonFocusonMath,andwasstillbeingusedbymanyMiddleSchoolteachers.Withthatinmind,apilotoftheConnectedMathProgramwasn'tnecessary.Wealreadyhadenoughinformation.Theresultsoftheopinionsofthecurrentpilotschoolsandrepresentationfromnon-pilotschoolswassharedattheJanuary18,2017ProjectTeammeeting.All12schoolsagreedweshouldmoveforwardwithrecommendingCollegePreparatoryMathforadoption.

YouwillfindBoardapprovedPhaseIreport,BestPractices,PositionPaperandadditionalinformationontheMathProjectTeamWebPage

Appendix-DPage 20

Math Adoption Update

Math Project Team Phase II – February, 2017

Page21A

ppendix E

On May 5, the Secondary Math Cadre and Math Project Team met with the publishers for a more in-depth presentation on both College Preparatory Math and Connected Math 3. The charts to the left show the results of their support.

Middle School Page22

Appendix E

edreports.org

Page23

Appendix E

Differentiation

Spanish Available with eBooks and hardbound books

Technology The pilot teachers used the eBooks, which are technologically enhanced.

Parent Resources Access to all components online

Professional Dev. Year 1: 4 days in summer with 4 days of follow-up throughout the school year ($2200 per teacher). Two site visits are also included. Year 2: 2 days in the summer with 1 day follow-up throughout the year. Two site visits are also included.

Materials Cost 8 year eBook is $54 per student. A hardbound book is $74 per student and includes the eBook. Teacher support materials are $225 and manipulatives are $126. PD is free with purchase of materials.

College Preparatory Math

Page24

Appendix E

College Preparatory Math Budget 2017-18 Year1ProfessionalDevelopment:66teachers@$2200=$145,20024teachers@$850=$20,400Total:$165,600Year2ProfessionalDevelopment:66teachers@$850=$56,100

Overall Total: $813,290

Materials:$74X1000studentbooks=$74,000$54X9000studenteBooks=$486,000$351X90teachermaterials=$31,590Total:$591,590

Page25

Appendix E

Differentiation Intervention program available and differentiation options with every lesson

Spanish Available for all components

Technology Multiple interactive student and teacher components online


Professional Dev. 2 full days in summer with ongoing/onsite support ($500,000)

Materials Cost (First 2 Years)

$2,300,000

EVERYDAY MATH Elementary

Page26

Appendix E

Differentiation Intervention program available and differentiation options with every lesson

Spanish Available for all components

Technology Multiple interactive student and teacher components online


Professional Dev. 2 full days in summer with ongoing/online support ($500,000)


$2,800,000

ENVISION MATH Page27 A

ppendix E

Differentiation Intervention program available and frequent challenge problems in student workbook

Spanish Unit overviews and student workbooks

Technology Free math apps only

Parent Resources Unit overviews and web resources

Professional Dev. 2 full days in summer with ongoing/onsite support ($500,000)


$1,800,000

BRIDGES Page28 A

ppendix E

Differentiation Frequent notes to teachers throughout the lessons with ideas for differentiation. Workshop model will extend these options.

Spanish Unit overviews and student pages

Technology Zearn - interactive online program that follows Eureka lessons

Parent Resources Unit overviews and web resources

Professional Dev. 1 full day in summer with ongoing/online support ($250,000)


$334,000

EUREKA MATH

Page29

Appendix E

Differentiation Built into every lesson with “low floor, high ceiling tasks” supportive of a math workshop model

Spanish Few student pages that could be translated by BSD staff

Technology DreamBox available for purchase. It is an online program providing differentiated math support to individual students. DreamBox aligns with CFLM units. See “Assessment App” here

Parent Resources Guide for at-home support

Professional Dev. Online for unit support and children’s mathematical development ($85,000)


$150,000

CONTEXTS FOR LEARNING MATHEMATICS CATHY FOSNOT

Page30A

ppendix E

edreports.org

Page31A

ppendix E

InitialCurriculumReviewPurpose:Thisisatoolforeducatorsandotherstodoaninitialreviewanddeterminethequalityofamathcurriculuminordertomakeaninitialdecisionaboutthepotentialforfurtherexamination.NameofResource:________________________________________ Publisher/Accessinformation:__________________________________________ RatingScale:4:Exceedsthecriteria 3:Adherestothecriteria 2:Sometimesadheresto

thecriteria1:Occasionallyadherestothecriteria

0:Rarelyadherestothecriteria

ScreeningCriteria Rating AdditionalCriteria Rating AdditionalCriteria RatingAddressesCCSS*Mathematicsstandardswithspecialattentiontothe“majorworkofthegrade”.

Engagesstudentsinproductivestrugglethroughrelevantthought-provokingquestions.(SMP1)

Providesopportunitiesfordifferentiationforallstudents.

ConsistentwiththelearningprogressionsinCCSS.

Providessufficientopportunitiesforstudentstoreasonandexplain.(SMP2&3)

Providessupportsforsmall-groupandindividualizedinstruction.

Providesopportunitiesforstudentstoapplyconceptsinreal-worldsituations.

Encouragesthestrategicuseofconcreteorabstracttoolssuchaspictures,models,expressions,andtechnology-basedtools.(SMP4&5)

Highlightsassetsofdiverseculturalandlinguisticbackgrounds,interestandstyles.

Developsunderstandingsthroughconceptualproblems,questionsandmultiplerepresentations.

Encouragespreciseandaccuratemathematics.(SMP6)

Cultivatesstudentinterestandengagementinmath.

Expects,supportsandprovidesguidelinesforproceduralskillandfluencyafterconceptualunderstandinghasbeendeveloped.

Encouragesstudentstobuildnewconceptsonpatterns&generalizationsofpriorknowledge.(SMP7&8)

Usesvariedmodestoassessstudentunderstanding(selectedresponse,constructed/extendedresponse,self-assessment,etc.).

Boldindicatescriteriathatexplicitlysupportculturallyresponsiveteaching.SMPindicatesaconnectiontooneoftheeightStandardsofMathematicalPracticesintheCCSS.

Providesopportunitiestointegratetechnologyandmediatodeepenlearning.

Providesopportunitiesforongoingformativeassessment.

Providessupportmaterialsforteachers.

AppendixFPage32

First Second Third Fourth Fifth Rationale

Eureka/Fosnot

Bridges EurekaK-5 enVisionEverydayMath

I'dliketolookatFosnotwithGeorgia.IthinkusingFosnotasourbase,andcreatingcompleteunitsaroundherunitswouldbemyidea.IthinkPDshouldbeourfocus,Idon'twantacostlyprogramovergivinggoodpdtoourteachers.Wetalkedalotaboutnotjustteachingteachershowtouseanewprogram,butIfearthatiswhereweareheaded.It'sliketeachingsomeonetofish,ratherthangivingthemafishtoeat.Manipulativeshouldbeanotherpriority.

BridgesEureka/Fosnot

EurekaK-5 enVisionEverydayMath

BridgesandFosnotcomplimenteachother.Bridgesbuildsinthecomponentsthatteachandallowteacherstohavestudentsengageinproductivediscourseandjustifytheiranswers.Itpromotesthinkingratherthanmemorizing.

Eureka/Fosnot

BridgesEverydayMath

EurekaK-5 enVisionTeachershavecometounderstandthescopeandsequenceofEureka.FosnotwouldbetheperfecttoolforallclassroomswithEurekaasasupplement.Bridgeshasalotofpotential,buttheprepandcostontopofalltheNEWELAcurriculumwearerequiredtouseistoomuch.


EverydayMath

EurekaK-5 enVision

WhenfillingouttheinitialcurriculumreviewandthinkingaboutourbestpracticesdocumenttheBridgesmaterialsandFosnotsupplementalmaterialshavethestrongestalignment.Whilethesematerialsmayseemlikealotforteacherstheywillmoveteachersforwardinmeetingtheneedsofallstudents.However,materialswillonlybeasstrongasthesupportandprofessionaldevelopmentteachersaregiveninbecomingstrongmathteachers.Therefore,Irecommendthesematerialsonlyifteachersaregivenprofessionaldevelopmentinmathinstructionandnotonlyinunpackingmaterials.Ihavehesitationinadoptingthematerialsduetolackofpiloting.Spendinglargesumsofmoneyonaprogramthatwehavenotbeenableto"testdrive"acrossgradelevelsandschoolsseemsabitlikeblindpurchasing.

Eureka/Fosnot

Bridges EurekaK-5EverydayMath

enVision

MyfirstchoiceisFosnot.Fosnothastheinquiryandengagementpiecethatmeetsallkidsattheirdevelopmentallevel,alongwithasolidworkshopmodelapproach.ThereisonlinePDwithvideoclipstowatchsoteacherscanseeitinaction.TheprogramIwouldusealongwithFosnotisEngageNewYork.IhaveusedEngageNewYorkformanyyears,andledafterschoolModuleOverviewsessionsforinterestedteachers.TheteachersthatIhavetalkedtoaboutENYarenotalwaysfondofENYbecauseithasalotofstudentreadinginit(belowgradelevelreadersandELLsmighthavedifficultyaccessingthemathwithoutsupport/modification),andsometeachersdonotthinkENYisverykidfriendly.BothofthesethingsareaddressedwithFosnot.IfteachersareconcernedwithrigorinteachingFosnot,EngageNewYorkhastherigor.(seeEureka/FosnotProsandConspageformoredetailedinformationonFosnot).OthercadremembersseemtobeinfavorofBridges,andIwouldbefinewithBridgesasthematerialsadoption,aslongasFosnotwasalsoincluded.

K-5MathInstructionalResourcesRankingbyElementaryMathCadre-February2017

AppendixGPage33


Eureka/Fosnot


InmymindtheonlyoptionsforadoptionareFosnotwithEurekasupporttofillholes,orBridges.Icannotsupporttheotherthreeoptionsforourdistrict.

Fosnotwillleadtostrongworkshopsinallclassrooms.WhileIthinkBridgeslookslikeagreatcurriculum,theworkbooksandhomeworkbookslooklikearoutesometeacherswouldtaketoavoidhavingtoengageinworkshop.Italsoseemslikethedistrictismovingawayfromsuchapaper-dependentprogram.

***Regardlessofadoption(FosnotorBridges)weneedstrong,ongoingPDsupportinworkshopandmathinstruction.


EurekaK-5EverydayMath

enVision

Perfectworldoption:BridgeswithFosnotco-adoptedandtobeduallytaughtsidebyside.Bothprogramsflowsimilarlyandpiggybackeachotherorganically.Alsobothareeasilycompatiblewithclassroomsthatwanttodoamathworkshopsetting.(concerniscostthoughifwewanttohavePDalongwiththis)

Bestnextoption:HaveFosnotastheadoptionwithEurekasupplementandusetheprogrammoneyforbestpracticesPD,buttheconcernisthattheteacherswhoarenew2yearsfromnowwillnothavethePDandwillnotteachwithbestpracticesinmind.

AppendixGPage34


AppendixGPage35

BridgesEverydayMath

enVisionEureka/Fosnot

EurekaK-5

Bridges:Implementationwilldependonsupportingteachersthemostinthefirstmonth--allowingtimeforteacherstogetfamiliarwiththeflowofthemathandthefeelofthelessons.ProfessionalDevelopmentcanbeveryteacherdrivenwiththisresource-becausetheresourceitselfalreadyhadstrongworkshopmodelsinit-thePDdoesnotneedtobeabouthowtoCREATEworkshop--butinsteadwhatisworkingaswetryworkshop.Muchofthiscouldhappeninlatestartdays--withteacherled"cells"--thathaveteachersleadingotherteachers.Materials-manymaterialstomanage-butitisallincludedinthecurriculum--noneedtojustifyorfigureoutwhatmightwork.Itwillcome.EverydayMath/enVision:Notasfamiliarwiththese,butwouldtaketheseoveranyversionofEurekaandthendotheworktomakethemfitwiththecurriculumneedsandworkshopneeds.ThatmeansextraworkbutthereisNOWAYit'sasmuchworkasre-doingEurekafromtheformitisin.Eureka-implementation-ifdoneasis,itwon'tbehardbecauseteachersknowit.But,knowingthatitneedstobeoverlaidwithFosnotandthenexaminedforpartstodiscardandpartstokeepmeansanintenseamountofworkwithlotsofopportunityformistakes.PD-wouldneedtobeintense,frequent,andongoing.Acombinationofspeakers,reading,andreleasetimetounderstandandcreatematerialswouldbeneeded.Materials:IworryaboutaninequityinschoolswherePTAscanpurchaseextrathingsandhelpteacherswithneeds-andintheendteachersmaysimplynotaccessavarietyofmaterialsbecauseoftheworktogetthem,theexpense,andthetimeneededtoplanwheretoinsertthem-sinceit'snotbuiltintoEureka.Fosnotshouldbeadoptedwithanyofthese,insomeform.




enVision

Whenconsideringourdistrictandthewiderangeofteacherskillandexpertiseinteachingmath,Bridgesseemstobetheprogramthatwouldbestsupportawiderangeofteachingabilities.Itmaybethemostcompleteofalltheprogramsthatcouldbeusedwithinaworkshopmodel.Italsocoversthestandardsaccordingtotheinformationgiven.Thetrickypartisthatmostpeopleonthecadredonothaveexperienceteachingthiscurriculum.Aswithanyoftheadoption,thereisahighneedofprofessionaldevelopmentneededtomoveallteachersinthedirectionofbestmathpractices.Bridges-seemscomplete;expensive;packaged;addressesthestandards;notverymanypeoplehaveactualexperienceteachingit;possiblyapproachableforallrangesofteacherskilllevelEurekaK-5-teachersarefamiliarwithit;notconsistentlyusedacrossthedistrict;addressesthestandards;notapproachableforallstudents;teachesspecificEurekamathvs.justmathFosnot-seemstobesupportiveofinquiryandworkshopmodel;notacompleteprogram;doesnotaddressallthestandards;requiresheavyprofessionaldevelopment

Needsofadoptiontobeconsidered:professionaldevelopment,equitablemanipulativesandmaterialsacrossthedistrict,intervention,extension,languageaccessibility,allowsforcohesivenessacrossthedistrict

Eureka/Fosnot


Sinceourfocusisontheworkshopmodel,Iwouldliketoseeteachershavequalityprofessionaldevelopmentinthisareaaswellasthelearningtargets/mathpractices.FormaterialsIthinkthenewunitsfromCathyFosnotwouldbeagreatresource.IthinktheEurekamaterialsontheirowndonotsupportworkshopmodel(nordoEverydayMathorenVision.)TheBridgesprogramdoessupportmathworkshopmodel,butitdoesnotcompletelyalignwithCCSSatalltimes(no"program"does.)Teachersmustunderstandthemathconceptsandbeabletomakeinformedchoicesinresource/materialsupportanddifferentiationasneeded.Toachievethisgoal,teachersmusthavequalityprofessionaldevelopmentfirstandforemost.Iwouldsupportanimplementationwithprofessionaldevelopmentfirst,somenewmaterials(Fosnot),andthencontinuedprofessionaldevelopment.WecouldalsogiveoutFosnotinthethefirsttierofimplementationanddoa3yearrolloutofBridges.Continuingprofessionaldevelopmenteachyear.

AppendixGPage36


Eureka/Fosnot

BridgesEverydayMath

EurekaK-5 enVision

Ifeelmyrecommendationofaprogramisdependentonstrongprofessionaldevelopmenttosupportteachersinmakingthembetterteachersofmathematics.Inwhateverprogramweneedtoincludestudenttalkaboutmath,struggleandjustification.Iknowthiskindofongoingtrainingishardtomaintain,butitisbestforourstudents.IwouldnotsupportEurekawithouttheFosnotsupplement.Abookdoesnotchangeteachingpractice.Itcanonlybedonethroughgood,continuousPD.


EverydayMath

EurekaK-5 enVision

EngageNYiseasyforteacherstoteachandisfree,butitnotbestpractice.Itisnotworthfeelinggoodthatwearecoverstandards,whenwearedoingjustthat:coveringstandardsandnothelpingstudentsbecomedeepmathematicalthinkers.

-Fosnotreflectsthephilosophythatweknowhelpsstudentsthriveascriticalthinkingmathematicians.Itistheonecurricularresourcethathelpsteacherscreatelearningenvironmentsforstudentsthatwillfacilitateinquiryanddiscourse.IamworriedthatgoingbackandforthbetweenEurekawilldifficultforstudentsbecausetheapproachtoinstructionissodifferent.Whenthishappens,teachersusuallyabandononeoftheapproaches.BecauseeasiertojustteachEurekabecauseitiswhatisfamiliar,teachersmightnottrulygivetheFosnotunitsachance.Thiswouldputusinthepositionthatweareinrightnow,teachingsomethingthatcoversthestandards,buthelpingourstudentsbecometruemathematicians.

-Bridgesistheonlycurriculumthatisconstructivist.Itwouldbringhandsonlearningbacktotheclassroom.Thisopennesswouldbringmorejoybackintothemathclassroom.WithoutPD,itistheonecurriculumthatwouldhelpteachersmaketheswitchtoamoreinquirybasedapproach.However,withoutqualityPD,teacherscouldmissthephilosophyandpurposebehindthelessonsandrevertbacktoteachingdirectinstructionorjusthavingstudentsfilloutthewor+E14kbook.ItwouldbemadeevenmorepowerfulifitwassupplementedwithFosnotunitsandJoBoalerweekofinspirationalmathlessons.C14

-IknowthedistrictwouldnevercontinuewithEverydayMath,butphilosophically,itisbetteralignedtowhatwehavefoundtobebestpracticethanEureka.Unfortunately,itisn'talignedtothestandards,butitatleastteachesstudentstothinkcriticallyasmathematician

AppendixGPage37


Bridges EurekaK-5Eureka/Fosnot

EverydayMath

enVision

IdohaveaconcernwithFosnotandEureka...Theyaresuchpolaroppositesasfarasphilosophyinteaching.Bridgesseemedtohaveeverythingneededtoteachasolidmathprogramthatallowswithinquiry.StrongmathteachersareabletogofromEurekatoFosnotandmakeEurekamoreinquirybased.However,manyteachersarenotstronginthisareaandwillstruggle.



enVision

Bridgesismyfirstchoicebecauseitisacompletecurriculumwithallofthemajorcomponentsofamathworkshopbuiltin.Itseemslikethiswouldbestsupportallteachers,especiallyconsideringteacherwhodonotfeelconfidentorlackexperiencewiththeworkshopmodelandalsoconsideringnewteachers.IftherearelimitedfundsforPD,havingacompleteprogramseemstosupporthelpingmoreteacherstobesuccessfulwiththismodel.AdoptinganynewcurriculumwillrequirePD,butthisoneseemedtohavethemostclearstructureforaworkshopmodel.TheEureka/FosnotcombinationcouldalsobeagoodchoicebecausemanyteachersinthedistrictarealreadyfamiliarwithEurekaandhavehadsomePDaroundusingitinaworkshopmodel.IfeachteachercouldreceivethecompleteFosnotprogram,thiswouldbeagoodfoundationformathworkshops.ThePDrequiredforthatcouldbecostprohibitive.LeavingteacherswithEurekamathcouldalsocausemanytoteachdirectlyfromtheEurekamathplan.

IlikethemanupulativescomponentofBridgesandthinkhavingtheseinallclassroomswouldbeagoodresource.ThefreeonlinecomponentofZearnisalsogoodforamathworkshopthatusesEurekamath.

BridgesseemstopromotemoreindependentthinkinginstudentsandEurekamathseemsmorerigidwiththestrategiesandmodelstaught.


EurekaK-5 enVisionEverydayMath

IwouldratherPDonmaththanacurriculumteachingtheteacher.Concernaboutanother"new"thinginmath.Implementationwillneedtobedonewellorjustpilotsometeachersnextyear?IfwehadBridges,Ithinkitwouldbeeasierforteacherstostickwiththemathworkshop.IreallyamexcitedaboutteachingtheFosnotstuffanddonotknowhowbridgesreallyis.Iknowweheard,buteveryoneisdifferentandIpersonallyhavenoexperiencewithit,soit'shardtoreallychooseitasnumberone,butoverallitisnumberone.MydreamisFosnotwithBridgesandPD:)

AppendixGPage38


Page39


EverydayMath

EurekaK-5 enVision

Bridgesiscompletecurriculumthatfollowstheworkshopmodelandcoversallstandards.Itneedssupportwithmathforums/congressinlowergrades-butCathyFosnotunitscanbeusedtosupporttheholes.Itengagesstudentsinmathandprovidesopportunitiesforstudentstoworktogetherandindividually,allowsfordifferentiation,intervention,andencouragesmultiplewaysofrepresentingmathematicalthinking.



EverydayMath

EurekaK-5

(Note:IdidnotrankenVisionbecauseIdonothaveanyexperiencewiththisprogramandIamnotfamiliarenoughwiththematerialstorankit.)

Forallthereasonslistedbelow,IbelieveBridgesisthestrongestmathprogramourdistrictcouldadoptatthistime.ThemembersoftheMathCadrewereallinagreementthatwewouldNOTrecommendadoptingEureka/EngageNYonitsown.

IwouldliketoadoptFosnotasasupplementalmaterialregardlessofwhatevercurriculumweendupchoosing.Inmyidealdreamworld,wewouldadoptBridges;inaddition,wewoulduseFosnot'sapproach,mindset,andlessonstomakeourmathworkshopstructureevenstronger.

IfIfollowwhatIknowandwhatIhavelearnedinPDaboutstrongmathteachingpractices,Bridgesmeetsthemall.Italsomeetsthecriteriaoutlinedonthe"InitialCurriculumReview"usedbytheMathCadre.AssoonasIstartedusingBridges,Ifeltlikeastrongermathteacher;Ialsoenjoyedteachingmathmore.Furthermore,Inoticedastrikingincreaseinengagementfrommystudents;Bridgesmakesmathinteresting,challenging,andfun.

HereisalistofreasonswhyIthinkBridgesisthestrongestmathprogramwecouldadoptatthistime:

-Itisclearandeasytofollowforstudentsandteachers-Itencouragesmanytypesofthinkinganddiscussion-AuthenticallyandfrequentlyhitstheCommonCoreMathPracticeStandards-Introducesmanystrategiesandencouragesstudentstochoosethebest,mostefficientstrategyforthem-Buildsintimeforreflection,workstations--youdon'thave'stealtime'�tomakethathappen-Follwsthetrueworkshopmodel(asdefinedarticulatelybyFosnothere:http://www.contextsforlearning.com/samples/46overviewteachlearn.pdf)-it'snotjuststationsforeachday(thatissomedays--butotherdaysit'squickintroandthenstudentdiscovery/discussion);alwayswithafocusonstudenttalk.

Eureka/Fosnot


enVision

NoprogramisperfectandwillneedPDalongwiththeimplementationandmaterials.FosnotisagreatsupplementregardlessofthecurriculumtosupporttheMathWorkshopModelanddifferentiateinstructiontoengagealllearners.ConsideringtherearemanyFutureReadyschools,wealsoneedtofactorinthedigitalcomponentwiththeMathWorkshopModelandwhereitfitsinwithwhatevermaterialsarechosen.PleasenotealthoughEurekaK-5wasmy3rdchoice,IwouldNOTrecommendusingitbyitselfsinceitdoesnotprovidedifferentiationforallstudentsnorfollowaMathWorkshopmodelthoughitscoredhigherthanEverydayandenVisononedreports.org.

AppendixGPage40



EurekaK-5

IthinkBridgesandFosnotwouldbeagreatco-adoption.Bridgesisawonderfulresourceforkids,teachersandthecommunity.ItisacompletecurriculumthatsupportsteacherswhojoinourDistrictatanyphaseoftheadoption.Theteachermaterialssupportteachersprofessionalgrowth.ThecurriculumdesignofFosnotactsasit'sownPD.Fosnotisagreatsetofopen-endedmaterials,thatnotonlyisstandardsbased,butthepriorresearchoftheseauthorsisthebasisofmanyoftheCommonCoreStandards.

IalsobelieveweneedastrongPDtosupportteachersaswetakeanewjourneywithmathematicseducation.

EurekaMathisaprogramthatdirectsthinkingandunderstanding.Itlacksmultipleentrypoints,conceptualunderstanding,differentiation,andenjoyableexperiencesinmatheducation.IwouldfinditdifficulttosupportEurekaMathasanadoption.

Eureka/Fosnot


enVision

Eureka/Fosnot

Bridges enVisionEverydayMath

MyfirstchoicewouldbeacombinationofEurekaandtheFosnotmaterials,butwiththecaveatthattherewouldbemoneyinthebudgetforteachersupportandtraining.WeknowthatthestudentengagementintheFosnotmaterialsishighandtherigorandmodelsinEurekaalignwithCCSS.I'dliketoseeteachersbecomehighlyskilledinteachingandconferringintheworkshopmodelusingEurekaasaguidepostwiththeinquiryoftheFosnotunits.

AppendixGPage41

MathProjectTeamSessionNotesFebruary22,2017

Attendance:AmyHenning,BrandieClark,DavidStrayer,DawnStepenson,DebbieHicks,DeborahStarr,DevraSilva,DennisWilliamsEmmaWinkel,GeoffreyHunnicutt,HeidiHanson,JaredCordon,KarlMeyer,KenStruckmeier,KerrinMoeller,MeganMcCoy,RebeccaCarney,SeanLeverty,SteveSimpson,SusanGreenbergNote:KenStruckmeier,JaredCordon,SusanGreenbergAgendaOverview

• LastMeetinginstructionalmaterialswerenarroweddowntothethreechoicesbelow.Reflects2/15ProjectTeamranking

• Thispastweekasurveywentouttoallelementaryteachers.ResultsarepostedontheProjectTeamwebsite

• Surveyaskedteacherstorankthethreeoptionslistedabove• Resultswereinconsistentandcontradictory• TeacherswereaskedtorankBridges.Manyhavenotusedit,butreceivedinfo,andspokewithpeers• Comment:Bridgeshasbeenaroundformanyyears,buttheversioncurrentlybeingconsideredisvastly

different• ProjectTeamreviewedsurveyresults• RankChart–Slide.BlueandRedcombinedequalsBridges.• About50percentofallelementaryteachersrespondedtosurvey• AdministratorspreferEureka• PrimaryteachersfeelmanipulativesareneededforEureka• Comment:TeachersarenotfamiliarwithFosnot.Wouldanswermanyoftheconcernsandfillthegaps• Question:CanPrimaryuseBridgesand4-5continuetouseEureka?Comment:Vocabularydifferences• ELAtimecommitmentsmayimpactteachers’preferencetostaywithsomethingfamiliar.Timeissues• WorkshopmodelwillbesupportedwithFosnot• NewwayofutilizingEurekawith/FosnotwouldresultinaneedforPD• What’sthebestwaytogetbetteratteachingmath?

CadreWork&Clarifications

• Doesn’tfeelneedtoworkthesurveydataanyfurther• BestPracticesneedstobereviewedandkeptinmindduringallconsiderationsofresources• FeelsEurekainaworkshopmodelandBridgeshavethesamesupportforBestPractices• SidebySideComparison–slide• Zearn–DigitalcomponentofEurekathatfollowunitbyunit.Usestechnologytodoubletheimpactof

instruction• NotallteacherstakeadvantageofZearn,butitisavailableatnochargewithEureka• Bridgeshasnoonlineassessmentcomponent• Fosnotunitscouldbedonewithentireclass

BridgesOnly5-14-113-22-01–10-0

Bridges/Fosnot5-74-43-22-11–10-0

Eureka/Fosnot5-34–33-72-11–00-1

Appendix-H Page42

• Bridgescomeswithmanipulatives,Eurekadoesnot• Manipulativescanbeboughtoutsideofapackage(separately)tobeusedwithEureka• Thereareanumberofmanipulativesoutinbuildingscurrentlythatareleftoverfrompastadoptions• BridgescouldbedonewithoutFosnot

Threerecommendationsnarroweddowntotworecommendations-Unanimous

• Bridges• Eurekawith/Fosnot

GroupDiscussioncomparingDifferentiation,Spanish,Technology,ParentResources,ProfessionalDevelopmentandCostbetweenBridgesandEureka/FosnotInput

• Bridgesiscost:prohibitive• Eurekaaswrittendoesn’tteachmaththewaywewanttoteachmath• TimetocutthecordandgetridofEureka• LeaningtowardEureka• LeaningtowardBridges• PrimarydoesnotmeshwellwithEureka• Concernsaboutimplementation• LeaningtowardsBridges• LeaningtowardsEureka/Fosnot.Lessofalearningcurve.WorkshopModel• LikeFosnot.Doable.GoodPD.BridgesfitsbetterwithMiddleSchool.Workloadconcerns.Softroll-out

needed• LeaningtowardsBridges.BestPractices–Eurekatooridged.Notenoughstudentconversation• DonotlikeusingEureka• Fearoffuturebudget,standards,staff.Eightyearcommitment• Bridgesbetterfitforprimary• LeaningtowardsBridges.CouldsupportEureka.SometeachersarecomfortablewithEureka• Split.WouldliketoseeEurekaexpanded.Bridgestimeandenergyintensive.Eurekaistextheavy.

Mixedadoption?• Eurekaislaborintensive.Fosnotisheavyinmultiplicationanddivision.LeaningtowardBridges• MathprogramsareavailabletosupplementEureka.What’swrongwithEurekaisknown,what’swrong

withBridgesisunknown• Fosnot/Eurekacombinationwillfundamentallychangethewayweteachmath.Fosnotprovides

techniquestousewithEureka• FosnothasPDthroughouttheyear.Teachersarelearningalongwithstudents• PrimaryandlinguisticallydiversekidshavetroublewithtextheavyEureka.AdaptationsofEurekaandthe

newFosnotresourceswouldimprovetheissue• Fosnotprovidesdifferentiationandsupportstheworkshopmodel• Maybeneitheroneistherightfit?Toohastyofadecision?Morepilotingmaybeneeded.

Uncomfortabletocommitfor8years• TheEureka/Fosnotfusionneedstobecreated• Alltheinformationisneveravailable• Givenwhatweknow,whatisthebestdecisionrightnow?• Recommendation:Workthroughlessonsasagrouptocomparethetwo• Variableinanyprogramistheteacher(topofBestPracticesdocument).Aneffectivemathpractitioner

couldworkwithanycurriculum• Concern:LittleknownaboutFosnot• Eurekaonitsownrankedlastininitialrankings.Fosnotwillmakethedifference

Appendix-H Page43

• HowmuchPDwillbeprovidedwitheitherprogram?A.CadrefeelsthatthePDwouldbeanequalfocuswithboth.Note:Budgetisnotknownyet

• Ismoneyafactor?Possibly.Budgetwon’tgotoBoarduntilApril.CouldimpactamountoffundsavailableforPD

• Mathisfundamental&foundationalandneedstobefundedandsupported• HaveotherdistrictssuccessfullyblendedEurekaandFosnot?Unknown• Canthemeldbedevelopedintimeforimplementation?A:Yes

IntentisthatProjectTeamfeelcomfortableandinformedenoughtomakeadecision12/17ProjectteammembersfeelcomfortableenoughtovotetonightDecisionMakingProcesstofurthernarrowdowntheoptions.Results: FourProjectTeammemberswith“2”votesforBridgescomments:

• MoneysavedbyselectingEurekawouldgotoPDandmanipulatives.Lotsofbudgetissuesonthehorizon• Assessment,interactive,adaptiveonlinecomponentswithEurekaplusdreambox,Fosnot,Zearn• WouldstillchooseEurekaifmoneywasnotanissue• Eurekaistheonlyprogramthathasbeenusedbychoice• Eurekawillcomeupwithnewstuffregularly• Adaptiveprogramsareusuallyfundedbyindividualschools• IlikeZearn• Budgetuncertainty• SeetheappealintheprimarygradesofBridges,butfeelEurekacouldbeadaptedtomeetthoseneeds• CurrentworkwithkindergartenclassroomstakingplacetoimproveEureka

TwoProjectTeammemberswith“2”votesforEurekacomments:

• StudentsnotasengagedwithEureka.Differentforworkshop.WorkswellwithMSmaterials• Afraidtoselectaprogramthatisunknown• Implementationplanneedstoincludemeldingofprograms

Additionalcomments:

• CostofEurekaduplicationismuchlessthanBridges• Differenceincostscouldbeusedtopurchaseneededmanipulativesandprofessionaldevelopment• ProjectTeammemberproposedEureka/Fosnotwithadditionalcomponentsfortheteamtovoteonas

theelementaryinstructionalresourcerecommendationtotheSchoolBoard.Proposal:EurekawithFosnotincludingPDandManipulatives,summerandongoingPDwithface-tofaceandonlineworkshopmodelandaccesstostudent-interactiveandadaptivetechnology.

BridgesOnly5-34-93-12-41-00-0

Eureka/Fosnot5-54–33-72-21–00-0

Appendix-HPage44

DecisionMakingProcessResults:

NextSteps

• PhaseIIReporttoSchoolBoardtoincludeInstructionalResourcesrecommendation,ProfessionalDevelopmentplanandRationaleo FirstReading–March13,2017o SecondReading–April24,2017

Eureka/Fosnot/Manipulatives/PD/Tech5–64–63-5

Appendix-HPage45

mathematics project team report phase ii project team/math...the work of this project team has...

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