Mathematics Curricula Review Report Kindergarten to Grade 8 Natick Public Schools

Transcription

1 Mathematics Curricula Review Report Kindergarten to Grade 8 Natick Public Schools Mathematics Curricula Review Team Dr. Karen Leacu LeDuc, Assistant Superintendent, Curriculum, Instruction, and Assessment, Natick Public Schools Dr. Dianne Keough, K-4 Mathematics Curriculum Coordinator Natick Public Schools Mr. Peter Manna, 5-8 Mathematics Department Head Kennedy Middle School Mr. Michael Heiden, 5-8 Mathematics Department Head Wilson Middle School Ms. Elizabeth Baglio Evaluation Consultant Summary prepared by Karen Leacu LeDuc, Ph.D. Natick Public Schools K-8 Mathematics Curricula Review Fall

2 Mathematics Curricula Review Report Introduction At the start of the school year, the Natick Public Schools was charged with conducting a mathematics curricula review of Kindergarten through grade 8. The Mathematics Curricula Review Team undertook this task as a vehicle to highlight student learning and as a reflective process to review the mathematics learning environment for our students. This report contains an historical outline of the implementation of Natick Public Schools K-8 standards-based mathematics curricula, describes the evaluation process, indicates findings, and makes recommendations for the future. Historical background During the school year, the Natick Public Schools began the task of reviewing the mathematics curriculum Kindergarten to grade ten. A Math Task Force was formed to review the current curriculum, in context of the frameworks provided by the Massachusetts Department of Education and The National Council of Teachers of Mathematics. This Task Force reviewed curricula programs for each of the grade levels, attended professional development workshops on standards-based programs, and piloted several programs. In January of 2000, all teachers were given an opportunity to review the programs and curricula standards for their grade level. In May of 2000, three programs were chosen for adoption: grades K-4 Investigation in Number, Data, and Space, grades 5-8 Connected Mathematics Program, and grades 9-10 Discovering Algebra and Geometry. Each of these programs offered students opportunities to engage in deep mathematical thinking and problem solving within a context of stated mathematical concepts and skills to support the mathematically literate student. Beginning in the Fall of 2000, a gradual implementation of these programs began, with full implementation of Investigations in Number, Data and Space completed in the Fall of At this time, the middle school was undergoing some change: Grades 7 and 8 mathematics courses were leveled honors, level 1 and level 2, with Algebra as a grade 8 course for honors and level 1. Grade 5 mathematics began the use of Investigations in Number, Data and Space, the capstone curricula of the Investigations program with Grade 6 and 7 continuing the use of Connected Mathematics Program. Grade 8 implemented a formal Algebra course for honors and level 1 and continued the use of Connected Mathematics Program for level 2. From the fall of 2003 to 2006, the district focused on sustaining the programs and articulated curricula as stated in the curricula guidelines. To this end, district goals were developed in the areas of curriculum, instruction, and assessment (see Appendix A). These goals focused on benchmarking the content area, differentiating instructional strategies, developing common assessments, and analyzing data to inform student instruction. Natick Public Schools K-8 Mathematics Curricula Review Fall

3 Investigations in Number, Data and Space program and research (source: Investigations in Number, Data, and Space is a complete mathematics program. It is designed to help all elementary children understand the fundamental ideas underlying number and arithmetic, geometry, data, measurement, and algebraic thinking. Mathematics content in Investigations includes computational fluency with whole number operations, the structure of the base ten number system, the meaning of fractions, representing and describing data, examining 2D and 3D shapes, measuring, and change over time. Students are encouraged to reason mathematically, develop problem-solving strategies, and represent their thinking using models, diagrams, and graphs. The ARC Center Tri-State Student Achievement Study (ARC Center, 2003, available online at provides the most recent evidence that Investigations is having a positive impact on student achievement. This large-scale study of three states, revealed that average scores of students in schools fully implementing Investigations in Number, Data, and Space, Math Trailblazers, or Everyday Math as their core mathematics curriculum were significantly higher than the average scores of students in matched comparison schools not using these curricula. Using data from the original Tri-State Student Achievement study, Gatti (2004) compared the performance of students in Investigations schools in Massachusetts to students in schools from the original matched group in that state (schools not using Investigations, Math Trailblazers, or Everyday Math). The analysis revealed the same pattern of results. Students in schools fully implementing Investigations in Number, Data, and Space out-performed peers from the original set of matched schools. Connected Mathematics Program and research (source: The Overarching Goal of the Connected Mathematics Project: All students should be able to reason and communicate proficiently in mathematics. They should have knowledge of and skill in the use of the vocabulary, forms of representation, materials, tools, techniques, and intellectual methods of the discipline of mathematics, including the ability to define and solve problems with reason, insight, inventiveness and proficiency With funding from the National Science Foundation (NSF) in , and in , the Connected Mathematics Project (CMP) developed a complete mathematics curriculum for middle school teachers and students. CMP helps students and teachers develop understanding of important mathematical concepts, skills, procedures, and ways of thinking and reasoning, in number, geometry, measurement, algebra, probability and statistics. CMP is based on research, and was field-tested in diverse sites across the country with approximately 45,000 students and 390 teachers. Each unit, in both and development periods, went through at least 3 cycles of field testing. A growing body of Research and Evaluation reports indicates that CMP outperforms non- CMP curricula on tests of problem-solving ability, equals or outperforms non-cmp curricula on skills tests, and promotes long term retention. Natick Public Schools K-8 Mathematics Curricula Review Fall

4 Curricula Review Process During the fall of 2006, a Kindergarten to grade 8 mathematics curricula review was conducted. The review was multi-faceted and informed by the National Study of School Evaluation guidelines: Indicators of Schools of Quality Program Evaluation Series. The district reviewed the K-8 curricula by examining the current Natick Public Schools standards-based curriculum guides with respect to student achievement, in conjunction with instructional systems and organizational systems that are currently in place to support student learning. To do this work, the district convened a mathematics curricula team comprised of: the K-5 elementary mathematics coordinator, the 5-8 mathematics department heads, the Assistant Superintendent, and a contracted evaluation consultant - whose charge was to develop the evaluation process, protocols, and subsequent action steps. Evaluation Process The Indicators of Schools of Quality (see below) were used to frame the evaluation process, which consisted of surveys, focus groups, and curricula review team. To best gain the perspective of all constituencies, a survey was developed and conducted for all teachers, parents, administrators, and grade four, six and eight students. Focus groups for parents, by grade span, K-2, 3-4, 5-6 and 7-8, using a stratified random sampling, were scheduled and facilitated by our evaluation consultant as were individual administrative interviews. Lastly, grade level teachers and curricula coordinator(s) comprised the curricula review team, who reviewed curricula documents. Additionally, we analyzed results of the Massachusetts Comprehensive Assessment System (MCAS) and TerraNova as data points for indicators of the quality of the student work. These multiple evaluation tools, in order to best triangulate the data points, were developed to gain information on the following: Evaluation components - Overview, Analysis, Action Steps (Based on National Study of School Evaluation guidelines, Indicators of Schools of Quality: Program Evaluation Series) Indicators of Schools of Quality (National Study of School Evaluation, 2000) Instructional systems, specifically curriculum, instruction, and assessment o To what extent is an organized, articulated, up-to-date curriculum in place? o To what extent are research-based, best instructional practices being implemented? o To what extent are assessments that reflect student learning goals in place, being implemented, and used to inform instruction? Organizational systems, specifically leadership, professional development and culture of continuous improvement o To what extent is there leadership in place that ensures skillful management of the program, operations, and resources that promote an effective learning environment? o To what extent is there a focus on improving teacher skills and capacity to implement the articulated curriculum? Natick Public Schools K-8 Mathematics Curricula Review Fall

5 Quality of the work of the students o To what extent do students meet or exceed benchmark expectations of curriculum essentials in the subject under investigation? Multiple sources of data were used to respond to the indicators, as noted below. Teacher Profile Distribution of the years of experience among our K-8 school faculty: Years Experience Teaching Teaching in Natick % 52.9% % 14.1% % 12.9% % 3.5% > % 16.5% At least half of our staff is new to teaching. These data points prompted the question: What are the constructs needed to effectively prepare teachers to teach mathematics? During the historical review, it was noted that professional development opportunities at onset of the program were more frequent with teachers attending ½ day sessions for unit review throughout the school year. Since the fall of 2003, teachers have relied on their mentors, district professional development days, after school district sponsored graduate courses, and a two-day Investigations in Number, Data and Space training conducted through The Education Collaborative, if scheduling permitted. Summary Professional development offerings need to be crafted for all teachers, and new-to-thedistrict teachers, to review the mathematics curricula and resources and to assure teachers have the content understanding for teaching a standards-based program. All teachers in Natick need a refresher of the nuances of the mathematical curricula to provide consistency across grade level and schools. INSTRUCTIONAL SYSTEMS CURRICULUM To what extent is an organized, articulated, up-to-date curriculum in place? o Indicators curricula aligned with frameworks vertical and horizontal alignment curricula documents accessible, used and current curricula materials current and representative of articulated curriculum Overview Since the full implementation of Investigations in the fall of 2003 and Connected Mathematics in the fall of 2004, teachers, curriculum leaders, and principals have worked Natick Public Schools K-8 Mathematics Curricula Review Fall

6 to develop a scope and sequence of mathematical concepts and skills that articulates the mathematical learning goals for students at each grade level. The pacing guides, benchmarks of student learning, and curricula documents for these grade levels serves as a horizontal and vertical articulation of these grade level concepts and skills. The consistency to which these documents are implemented by classroom teachers supports the students successful acquisition of these skills and concepts. In concert with understanding the validity of the curricula documents, the evaluation team sought to understand teachers implementation and familiarity with the documents at their grade level and how teachers supported the articulated curriculum in their classroom. Analysis Teacher surveys and open response comments indicated that 92.9% of teachers considered themselves to be strong mathematics teachers, 90.6% feel confident using the district mathematics curriculum, and 86.8% have sufficient materials to teach mathematics. In open response replies, teachers indicated a need for consistency in number sense, specifically operations and the use of technology. The Mathematics Curricula Review team reviewed the curricula documents which consisted of pacing guides, curricula grids that outlined standards, curricula resources and assessments. This curricula review was more comprehensive than what the teacher survey reported. 88.9% indicated that the curriculum was aligned to Massachusetts Department of Education grade level standards 77.8% felt that the curriculum was designed to develop students mathematical understandings and skills 55.5% indicated that the curriculum was clearly articulated and enabled students an understanding of the standards 42.9% indicated that the curriculum was organized into large units of student with a focus on depth of conceptual development and specific end products The disconnect between the teacher and curricula review teams perceptions of the curriculum indicates a need to review the documents for consistency and teacher usage of the curricula tools. Analysis of the data indicated that teacher-to-parent communication regarding the mathematics curriculum was not consistent. Teachers reported that 77.4% provide strategies for parents to support the mathematics learning of their child, 86.5% are comfortable communicating district benchmarks with parents, and 91.3% are comfortable communicating with parents about the mathematics program. The way in which that communication took place varied. Teacher surveys indicated: 88.9% communicate with parents about current math units of study through conferences 75% communicate with parents about current math units of study through newsletters 26.2% communicate with parents about current math units of study through web page Natick Public Schools K-8 Mathematics Curricula Review Fall

7 Parent surveys indicated that: 90.6% assist their child in learning mathematics at home 87.1% understand the mathematics content that their child knows and is able to do 77.8% indicated that they were familiar with the mathematics program (Investigations, K-5, Connected Mathematics, 5-8, or Algebra) that their child is engaged in 63.2% were aware of the mathematics content standards for which their child was responsible in his/her grade Trends reported from the open response section of the parent survey and the parent focus group sessions indicated that parents would like more opportunities to understand the programs and expectations for student learning goals through parent forums, consistency in understanding the content students are studying, newsletters, notes home, focus groups with parents at schools, regular updates of topics covered during the school year, more information regarding the computational aspects of the curriculum. Technology needs update, in particular the website and homework site, with the website providing information regarding the programs and supports for home. Student survey responses indicated that 81.3% felt that their math work was appropriate for them, 78.9% like learning math and 91.2% said that learning math was important to them. Summary Curriculum To what extent is an organized, articulated, up-to-date curriculum in place? While the curricula documents are aligned with the Massachusetts Department of Education Mathematics frameworks and indicate a horizontal and vertical alignment of the standards for learning, there is an inconsistency in the interpretation and implementation of the standards/benchmarks. Additionally, the current teacher familiarity and use of the curricula documents is not clear. The use of the curricula materials, inclusive of purchased programs and teacher-created materials is inconsistent across the district. Teachers, parents, and the curricula review team indicated a need to provide a balance of traditional and constructivist mathematics. Surveys also indicated that teacher/parent communication was inconsistent. Action steps Build mathematical content knowledge of teachers Build consistency regarding automaticity of number sense and operations Provide format to follow the pacing guide as outlined in the curriculum guide Develop consistent usage of curricula resources, inclusive of the mathematical programs and additional resources Educate families regarding mathematical programs and standards all parents, especially parents new to Kindergarten and grade 1 and new grade 6 Increase parent communication inclusive of newsletter, webpage, parent math nights, articulation of standards and placement process for middle school Update website update for relevant information to assist teachers, parents and students in gaining an understanding of the programs and mathematical content Natick Public Schools K-8 Mathematics Curricula Review Fall

8 Increase support for teacher development and familiarity with the curricula documents and resources - coach, courses, model lessons, lesson sharing, peer observation Improve the use of technology integrated into the curriculum INSTRUCTION To what extent are research-based, best instructional practices being implemented? o Indicators Instruction aligned with curriculum Instruction employs data-driven decision making Instruction engages student learning Instructional support available for all students Varied instructional strategies employed Instruction promotes self-directed learning Overview The K-8 curricula resources provide guidance for meeting the needs of all learners, outlines instructional supports for mathematics content, concepts and skills, and provides opportunities for students to construct mathematics. The successful implementation of these resources is key to the use of these best instructional practices. As was articulated in the summary of the curriculum, the implementation of these resources needed review. The district has, over the past few years, an articulated district goal to differentiate mathematics lessons. We have contracted with Education Development Center to work with our grades five to eight mathematics teacher to implement a planning protocol and looking at student work protocol to meet this goal. At the district level, all K-6 mathematics teachers have participated in a one day training for differentiating learning for all students. Instructional practices, the use of MathsMates at the middle school and Heads Up for grade 4, supported skills review in light of the standards-based programs. Analysis Teacher surveys indicated that 94.1 % generally enjoy teaching mathematics, and 86.9% feel sufficient time is allocated for mathematics instruction. With regard to instructional practices: 85.6 % provide flexible grouping for students as part of math instruction 77.8% indicated that the design of the curriculum somewhat reflected an understanding of the range of ways that diverse students learn 74.1% feel students learn mathematics best in classes with students of mixed abilities 72.1% are comfortable differentiating instruction for students needing more challenging work in mathematics 32.2% felt that there are sufficient support systems available for students who have difficulty learning mathematics Teacher open response comments indicated that they felt that differentiated learning needs more professional development, with a comment that there is a need to move towards a more guided math approach with small groups, but one teacher commented Natick Public Schools K-8 Mathematics Curricula Review Fall

9 that Investigations is difficult to form effective groups with students of different ability groups. A middle school educator stated that the math program (CMP) does not address the needs of many of our students. Parent surveys indicated that only 47% of the respondents felt that the mathematics curriculum met the needs of their child. Parent survey and focus group trends indicated that the perception is that the programs teach to the middle, but some parents indicated that the math is integrated into everyday subjects and provides opportunities to think, not just rote memory. Parents also indicated the need for computational support of the program, with a balance of traditional and investigative math. Administrative leadership at the school(s) indicated that 83.3% of the respondents believed time is allocated to math instruction that matches the needs of the content, instructional methods, and student population. The Curricula Review Team noted: 89.4% of the respondents noted that the curricula materials used developed students conceptual understanding of mathematics 89.4% responded that the curricula provided students with consistent review and practice to develop their computational skills 84.7% indicated that the curricula documents take students prior understanding into account when planning curriculum and instruction 87% stating the use of investigative strategies 77.8% indicated somewhat that the curriculum reflects an understanding of the range of ways that diverse students learn One aspect of instructional practices that the curricula review felt was underutilized was data-driven decision making. The review team indicated: 66.7% of the respondents felt that a somewhat in-depth and comprehensive analysis of student performance had been conducted 57.1% of the respondents indicated somewhat that a systematic process for collecting and managing student performance data 44.4% responded yes to the prompt that all pertinent areas of student achievement data had been collected One downfall of the program review that the Curriculum Team reported was that only 32.1% use technology to support mathematics instruction. Student respondents indicated that 96.2% try their best at math, 83.9% felt they were good at math, 83.9% felt comfortable asking questions about math, and 80% were comfortable trying different approaches to solving a math problem. Summary Instruction To what extent are research-based, best instructional practices being implemented? Natick Public Schools K-8 Mathematics Curricula Review Fall

10 By definition the mathematics curricula programs used in the Natick Public Schools are research-based and incorporate best instructional practices. As was indicated in the curriculum review above, the degree to which the programs and instructional practices outlined in the curricula guides are implemented district-wide is not clear. Leadership will need to take a proactive role in assuring the consistency of the use of these curricula documents and resources. More professional development and colleague collaboration to share ideas and best practices is warranted, as are opportunities for teachers to analyze the data of student learning norm and criterion referenced and teacher-created common assessments all aligned to the learning standards. Opportunities to provide learning experiences for all students within a differentiated environment were also an articulated need. Technology use was also an articulated need from parents and teachers. Action steps Provide teachers with data-driven decision making opportunities o to gain access to the data points, o to use analysis tools to determine areas of strength and weakness, o to analyze teacher-created assessments to inform instruction Increased opportunities to allow all students to be appropriately challenged Increased opportunities to use varied instructional strategies to meet the needs of all students Increased teacher training to align instructional practices with current best practices ASSESSMENT To what extent are assessments that reflect student learning goals in place, being implemented, and used to inform instruction? Overview During the school years, district goals have outlined the process to develop common assessments. While this process has been slow, every content area has at least one teacher-created common assessment, which teachers use to inform instruction. The goals will continue to include these important assessments as a vehicle to assess student learning of stated standards. Additionally, the district administers the TerraNova to grade three, six, and nine students, and the Massachusetts Comprehensive Assessment System (MCAS) is administered in mathematics for grades three through eight. These assessments informed our look at the Quality of the work of the students (the next indicator of school quality.) Analysis Teacher survey respondents indicated that 100% provide students with a variety of opportunities to show their understanding of math, 91.8% listen/ask questions as students work in order to gauge student understanding of mathematical concepts, but only 29.8% usually engage in looking at student work with their colleagues. Looking at Student Work is an important vehicle to provide consistency in grading and using student work to inform instruction. Natick Public Schools K-8 Mathematics Curricula Review Fall

11 The Curricula Review Team reported: 75% indicated that assessments promote opportunities for each student to reach high levels of accomplishment 71.5% indicated that assessments are provided on a continuous basis and feedback is used as a source of information to improve teaching and learning, 57.1 % used models and exemplars of formative and summative assessments to assist students in planning for learning 57.1% believed that assessments are conducted as an open process to inform students about what they need to know and how they are expected to demonstrate the knowledge Teacher survey prompt responses are noted below: Which assessment practices do you use? Usually Sometimes Rarely Never Pre-assessment 35% 51% 10% 4% Informal 86% 13% 1% 0% Formative Assessment MCAS data 33% 38% 16% 13% End-of-year or 80% 17% 0% 2% mid-year benchmark assessments -wide common assessments Teacher-created assessments These results indicate that most teachers usually use teacher-created, district-wide, and end-of-year or mid-year benchmark assessments. Only 33% usually use MCAS data with 35% pre-assessing students. Parent surveys and focus group trends indicated that 83% of the respondents have a good idea of their child s progress in mathematics but only 69% receive accurate reports of their child s progress in mathematics. Student survey respondents indicated that 87.3% agree that their math work is appropriate for them and 67.8% indicated that the amount of math homework they received was just right. Summary Assessment To what extent are assessments that reflect student learning goals in place, being implemented, and used to inform instruction? While the use of common assessments has become part of the culture of our K-8 schools, a focus on creating more of these as a tool to assess and inform instruction is needed. As was noted in the Instruction section, teachers do not frequently use the data from these teacher-created assessments, or the norm- and criterion-referenced assessments given at the district level. Both teachers and administrators indicated a need to use these tools Natick Public Schools K-8 Mathematics Curricula Review Fall

12 proactively, and parents indicated the need to receive more accurate reports of their child s progress in mathematics. Action steps Develop more teacher-created common assessments Administer the assessment(s) more consistently across the school/district Continue the use of the Looking at Student Work and Planning protocol to assure consistency in administration and interpretation of the assessments Use the data from assessments to inform instruction and progress toward student learning Use the results of the assessments to assist students and parents in understanding student attainment of stated standards Work towards implementation of standards-based report of student progress, K-4, and standards-based progress report, 5-8 QUALITY OF THE WORK OF THE STUDENTS To what extent do students meet or exceed benchmark expectations of curriculum essentials in the subject are under investigation? Overview All aspects of the curricula review process - a clear and articulated curriculum, instructional practices, formal and informal assessments, leadership, communication and professional development are all integral structures to support student learning. In order to accurately assess student progress towards stated standards, a data review of the formative and summative assessments used by teachers is warranted. The norm- and criterion-referenced assessments, coupled with teacher-created common assessments afford the district the opportunity to assess student learning. Analysis Longitudinal analysis of MCAS scores over the past four years indicates that students moved towards proficiency to a greater degree than the state (see graphs, Appendix B). A review of the content strands served to gain an understanding of student progress towards stated standards/benchmarks: Mathematics MCAS, grade 3 Subject Area Subscores on Standard Test, total points attained, percent Reporting 2006 State Category Number Sense P, R, A Geometry Measurement Data Stat Prob Mult Choice SA Open Resp Natick Public Schools K-8 Mathematics Curricula Review Fall

13 First year of this assessment, but 80% of the students answered the questions in these content areas with proficiency: Number sense, patterns, relations and algebra; data, statistics, and probability; measurement; multiple choice, short answer and open response. Mathematics MCAS, grade 4 Subject Area Subscores on Standard Test, total points attained, percent Reporting 2006 State 2005 State 2004 State 2003 State Category Number Sense P, R, A Geometry Measurement Data Stat Prob Mult Choice SA Open Resp Since 2003 the percentage of grade 4 students correctly answering patterns, relations and algebra question(s) increased from 63% in 2003 to 80% in 2006; measurement increased from 62% in 2003 and to 69% in 2006; data, statistics and probability increased from 75% in 2003 to 80% in Areas for continued growth are number sense, 73%/2003 to 77%/2006, geometry, 64%/2003 to 60%/2006, and measurement, 62%/2003 to 69%/2006. Mathematics MCAS, grade 5 Subject Area Subscores on Standard Test, total points attained, percent Reporting 2006 State Category Number Sense P, R, A Geometry Measurement Data Stat Prob Mult Choice SA Open Resp First administration in the 2006 school year, 78% of the students answered Patterns, Relations and Algebra questions correctly, close to the 80% noted in grade 4. Natick Public Schools K-8 Mathematics Curricula Review Fall

14 Mathematics MCAS, grade 6 Subject Area Subscores on Standard Test, total points attained, percent Reporting 2006 State 2005 State 2004 State 2003 State Category Number Sense P, R, A Geometry Measurement Data Stat Prob Mult Choice SA Open Resp Since 2003, the percentage of students correctly answering number sense questions increased from 64% to 83% in 2006; Patterns, relations, and algebra increased from 63%/2003 to 83%/2006; geometry increased from 55%/2003 to 62% 2006; measurement increased from 57%/2003 to 74%/2006; data, statistics and probability increased from 51%/2003 to 75%/2006. Significant gains have been made in these specific content areas over the time span. Areas for growth, geometry, 55%/2003 to 62%/2006. Mathematics MCAS, grade 7 Subject Area Subscores on Standard Test, total points attained, percent Reporting 2006 State Category Number Sense P, R, A Geometry Measurement Data Stat Prob Mult Choice SA Open Resp was the first year of administration. Data supports the trend in number sense and data, statistics and probability, but not in the other content strands. More data is needed to derive conclusions. Natick Public Schools K-8 Mathematics Curricula Review Fall

15 Mathematics, grade 8 Subject Area Subscores on Standard Test, total points attained, percent Reporting 2006 State 2005 State 2004 State 2003 State Category Number Sense P, R, A Geometry Measurement Data Stat Prob Mult Choice SA Open Resp The district has seen improvements in number sense, 58%/2003 to 70%/2006 of the students answering questions correctly. Patterns, relations and algebra improved from 55%/2003 to 70% in 2006; data, statistics and probability improved 57%/2003 to 71%/2006. Areas for continued growth include geometry, 57%/2003 to 53%/2006 and measurement 56%/2003 to 63%/2006. TerraNova Grade 3 Math CAT complete battery Num and Number Rel Comp/ Est Operation Concepts Measurement Geo and Spatial Sense Data, stats, prob Patterns, func, alg Longitudinal analysis by content strand TerraNova Math CAT scores for grade 3 students, , indicate that scores have remained constant for numbers and number relations, computation and estimation, operation concepts, measurement, data probability statistics, and geometry and spatial sense. Patterns, functions and algebra scores have increased from 65% to 74% over this time period. Natick Public Schools K-8 Mathematics Curricula Review Fall

16 TerraNova Grade 6 Math CAT complete 2006 battery Num and Number Rel Comp/ Est Measurement Geo and Spatial Sense Data, stats, prob Patterns, func, alg Prob Solving & Reasoning Communication This is the second year of administration of the TerraNova for grade 6. The data indicates a consistency in the content strands over this two year span. One are of concern might be measurement, which falls below 70% of our students scoring proficiently. Mid- and end-of-year benchmark assessments In the spring of 2004, the district implemented mid-year benchmark assessments for grades 3, 4, 5, 6, 7, and 8 and end-of-year benchmark assessments for grades 2, 3, and 5. The school years were used to test the test, with formal data collection according to content strand beginning at the school level. During the 2007 administration of the benchmark assessments, trends in student data will be reported at the district level for all grade levels. During these intervening years, grade level teams have analyzed the assessments for question validity and assessment of the stated standards and revised as needed. Summary Quality of the Work of the Students Analysis of data reports from TerraNova and MCAS indicate a strong understanding of number sense; patterns, relations and algebra; and data, statistics and probability with at least 70% of our students scoring proficiently. Areas of concern include geometry and measurement on the MCAS, where scores fluctuated between grade levels and years studied. However, geometry and measurement were not indicated on the TerraNova as an area of concern. During the 2007 school year, data collection will include mid- and endof-year benchmark assessments. Action steps - Quality of the Work of the Students Provide more opportunities for teacher use of longitudinal analysis of MCAS, Terra Nova, common assessments by content strand to inform instructional practices Use of LASW protocol for consistency in grading benchmark assessments Natick Public Schools K-8 Mathematics Curricula Review Fall

17 ORGANIZATIONAL SYSTEMS LEADERSHIP To what extent is there leadership in place that ensures skillful management of the program, operations, and resources that promote an effective learning environment? o Indicators monitors progress promotes continuous reflection on practice and student achievement actively supports teaching and learning promotes and plans for continuous improvement in student achievement Overview Leadership is key to the successful implementation of any standards-based curricula. Building administrators are responsible for the supervision and evaluation of the mathematics learning in their schools. In 2003, a mathematics curriculum coordinator, K- 5, was hired to support the implementation of the mathematics program. This work included the development of the curricula documents, modeling of lessons, and collaborative, collegial conversations. In the Fall of 2003, middle school mathematics department heads were hired to do this same work, coupled with supervision and evaluation. Analysis Teacher surveys indicated that 87.8% of teachers felt that leadership encourages and supports mathematics content and teaching practices and 72% receive useful feedback on their instructional practices from their supervisor. Administrator surveys indicated that 83.3% respondents felt that there is strong mathematics leadership at the site, 100% felt that there is supervisor who is responsible for coaching and/or evaluation of teachers, 100% supported implementation of state and national trends in mathematics, with 83.4% agreeing that teachers share leadership through a variety of activities (e.g., planning teams, peer review.) Summary - Leadership There appears to be adequate leadership for mathematics at the building level, but teachers indicated a need for more useful feedback on instructional practices from their supervisor. Administrative responses suggested that they are able to coach and evaluate teachers to support the curricula, instruction, and assessment goals. Action steps Assure that leaders are supervising teachers in implementing the articulated curricula and using data to inform student acquisition of learning standards Natick Public Schools K-8 Mathematics Curricula Review Fall

18 PROFESSIONAL DEVELOPMENT To what extent is there a focus on improving teacher skills and capacity to implement the articulated curriculum? o Indicators Teachers have content and pedagogical knowledge to implement the curriculum Teachers participate in professional development offerings Professional development insures teachers have content knowledge and pedagogical skills Professional development provides conditions that support productive change and continuous improvement Overview Professional Development Teacher training for content knowledge and understanding of the curricula materials in a very important aspect of the mathematics instruction in our schools. Since the fall of 2003, several opportunities for teacher training in these areas have been offered Making the Case (lesson study), Developing Mathematical Ideas, district professional development days, after school district-sponsored graduate courses, summer workshops. Analysis Professional Development Percentage of responses to the following prompt(s): Please provide us with some information about your professional development experiences and needs with respect to mathematics and the teaching of mathematics. Rate the following support structures the system provides for teaching mathematics. Very helpful Somewhat helpful Helpful Not helpful School based grade 51% level meetings Classroom 46% demonstrations Courses and workshops offered by the district Individual meeting with the principal Individual meetings with the curriculum leader Grade level meetings with the curriculum leader to support mathematics instruction and assessment Data indicates that 70% or more of the teachers find the support structures for mathematics to be very helpful or somewhat helpful, except for individual meetings with the principal. Natick Public Schools K-8 Mathematics Curricula Review Fall

19 Considering all of the math professional development you have participated in during the last 5 years, how much was each of the following emphasized: Learning how to: Not at all Little Some To great extent Teach units or chapters Understand the math content that I am responsible for teaching Use inquiry/investigation oriented teaching strategies to gain an understanding of student s mathematical thinking Use technology in mathematics instruction Assess student learning in mathematics Teach mathematics in a class that includes students with special needs Professional development offerings in teaching units or chapters, understanding the math content, using inquiry/investigation oriented teaching strategies, and assessing student learning have been emphasized over the last five years. More professional development is needed for using technology and teaching mathematics in a class that includes students with special needs. Provide us with some information about your professional development experiences and needs with respect to mathematics and the teaching of mathematics. Rate the following support structures the system provides for teaching mathematics. Very helpful Somewhat helpful Helpful Not helpful School-based grade level meetings Classroom demonstrations Courses and workshops offered by the district Individual meetings with the principal Individual meetings with curriculum leader Grade level meetings with curriculum leader to support mathematics instruction and assessment The majority of teacher respondents articulated that the school-based grade level meetings, grade level meetings with the curriculum coordinator, individual meetings with the curriculum leader, were very helpful and courses and workshops offered by the district coupled with individual meetings with the principal were somewhat helpful. What is the total amount of time you have spent on professional development in mathematics or the teaching of mathematics over the past five years? (Answer this regardless of whether or not you were teaching in Natick during all those 5 years.) None 7.7% Less than 6 hours 5.1% 6 to 15 hours 19.2% hours 21.8% More than 35 hours 46.2% Natick Public Schools K-8 Mathematics Curricula Review Fall

20 A significant number of teacher respondents, 46.2% indicated that over the past five years, they have participated in more than 35 hours of professional development and 21.6% indicated hours of professional development. I am interested in taking a mathematics content course in: Number sense 71% Algebra 62% Geometry 57% Measurement 63% Data, Statistics, and Probability 69% Summary Professional Development Clear, focused professional development with the curricula leader was articulated as the most preferred mode for this work. Teachers indicated a need for more content-focused courses coupled with instructional strategies to meet the needs of all learners. Clear guidelines for professional development for teachers new to Natick was also an articulated need. Action Steps Professional Development Continue to offer mathematical content courses (e.g., Making the Case, DMI 1 and 11, Annenberg courses, study groups) Use the district early release professional development time to support mathematics Develop new teacher orientation to the mathematics curricula and resources Summary While the review of the indicators of school quality provided an opportunity for the Natick Public Schools to reflect on the teaching and learning of mathematics for our students, it also provided a unique opportunity to highlight next steps to assure a consistent, comprehensive approach to mathematics for the district, schools, and teachers. Those indicators an organized, articulated, and executed curriculum; research-based and implemented best instructional practices; formative and summative assessments that reflect student learning goals; organizational systems that support these aspects of student learning; and professional development opportunities that work in concert to assure teacher understanding and implementation of these stated indicators will serve to support substantive student learning. A team of teachers, curricula coordinators, and building administrators will develop action plans associated with each of the action steps noted above. These action plans will take into account a three-year span for implementation. Evaluations will be conducted each year to assess successful implementation. Natick Public Schools K-8 Mathematics Curricula Review Fall