Mathematics. Curriculum Review January 20, 2016

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1 Mathematics Curriculum Review January 20, 2016

2 Mathematics Presentation Outline Introduction Curriculum Review Process Executive Summary Recommendations Concluding Comments 2

3 Curriculum Review Process Introduction North Allegheny School District Comprehensive Plan North Allegheny Mission Statement Pennsylvania Department of Education Curriculum Review Manual 3

4 Curriculum Review Process Curriculum Management Team Curriculum Review Team Subcommittees Empirical Research Standards and Curriculum Seminars/Workshops/Presenters Effective Practices/Exemplary Programs Site Visitations Materials and Equipment Data Collection/Electronic Survey Mathematics Department 4

5 Curriculum Management Team Dr. Tammy A. Andreyko Assistant Superintendent of Academic Advancement Dr. Brendan Hyland Principal, North Allegheny Intermediate High School Mrs. Tracie Michalowski Assistant Principal, Marshall Middle School Mr. Marc E. Thornton Principal, Marshall Elementary School Mr. Robert Bell Mathematics Department Chairperson 5

6 Introduction of Presenters Mr. Robert Bell Mathematics Department Chairperson Mr. Marc E. Thornton Principal, Marshall Elementary School 6

7 Executive Summary Introduction and Background Last Curriculum Review 2006, Interim Review 2012 Infusion of inquiry-based learning into mathematics Balance of traditional and inquiry methodologies Intersection of STEM Emphasis on professional development and new technologies 7

8 Executive Summary The Pennsylvania Core Standards (Pre K 12) Alignment to the NASD Mathematics Curriculum PA Core Standards approved by PDE (March 2014) Four Key Standard Areas: Numbers and Operations Algebraic Concepts Geometry and Measurement Data and Probability PSSA grades 3-8 since New assessment used in Algebra 1 Keystone Exam since End of course exam used as a graduation requirement beginning with the class of

9 Executive Summary Curriculum Review Process Summary Planning Research/Study Development Implementation Evaluation Reflection Participation of Professional Staff Nearly 30 teachers participated in the process, representing each building, grade level, and/or course Mathematics Curriculum Review Team (MCRT) Curriculum Management Team (CMT) 9

10 Executive Summary Program Data and Analysis Internal and external analysis State and national assessments analyzed Current NASD Mathematics Curriculum reviewed Major Considerations identified Research findings summarized in the Recommendations and Findings section of the Report 10

11 Executive Summary Empirical Research & Standards Focus on six categories of research: Inquiry-based instruction Technology and blended learning Best practices STEM Remediation Professional development Study of existing Standards PA Core Standards for Mathematics Process Standards from the National Council of Teachers of Mathematics (NCTM) National Common Core Standards for Mathematics Use of the Standards for Mathematical Practice 11

12 Executive Summary Seminars/Workshops/Presenters This Subcommittee identified expert speakers, materials, and programs. The following speakers/organizations were consulted: Dr. Susan Assouline, University of Iowa Mr. Chris Ciuca, SAE International Presentation Dr. Ann Lupkowski Shoplik, University of Iowa Mathematics Design Collaborative, AIU3 12

13 Executive Summary Effective Practices, Exemplary Programs, and Site Visitations The Subcommittee identified the following comparator school districts: Upper St. Clair Mt. Lebanon Hampton Township Tredyffrin-Easttown Moon Area Central Dauphin 13

14 Executive Summary Electronic Survey The following populations at NASD were surveyed as part of this Curriculum Review: Fifth and eleventh grade parents Fifth and tenth grade students North Allegheny mathematics teachers from all levels 14

15 Executive Summary Materials/Equipment The following publishing companies presented to the MCRT: Pearson Glencoe Houghton Mifflin Harcourt Houghton Mifflin Harcourt adopted for K 8 Go Math! (K 5) Big Ideas Math (6 Algebra 2) 15

16 Mathematics Department Philosophy Believes in an innovative and dynamic mathematics program that encourages students to explore, understand, and apply mathematical concepts in an environment both inside and outside of the classroom. Strives to help students grow into mathematically-literate decision-makers who can reason logically, raise questions and problem solve, work cooperatively, and exhibit a disposition to persevere. Uses standards to serve as a foundation for all instruction. Endeavors to incorporate STEM-related, inquiry-based, problem and project-based learning opportunities for all students. Champions the use of blended learning to enhance collaboration, communication, critical thinking, and creativity. 16

17 What is inquiry-based learning? an approach to teaching and learning that places students questions, ideas, and observations at the center of the learning experience. Educators play an active role throughout the process by establishing a culture where ideas are respectfully challenged, tested, re-defined, and viewed as improvable, moving children from a position of wondering to a position of enacted understanding and further questioning (Scardamalia). 17

18 Recommendations

19 1. Philosophy 1. Revise the Mathematics Department Philosophy to reflect current best practices and research. Offer an innovative and dynamic mathematics program Develop mathematically-literate decision-makers Use PA Core Standards to ground instruction Incorporate STEM-related, inquiry-based, problem and project-based learning opportunities Employ blended learning whenever appropriate and available 20

20 1. Philosophy continued The NASD Mathematics Department Philosophy is based on the content of the NCTM Standards for Mathematical Practice: 1. Make sense of complex problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 21

21 2. Textbook Adoption 1. Adopt a new mathematics textbook series, including all technological and manipulative companion resources, through a phase-in approach for students in K-12 that supports and contributes to a student-centered mathematics program. Go Math! (K 5) Publisher - Houghton Mifflin Harcourt Includes more inquiry-based lessons Offers extensive online resources and blended learning options Big Ideas Math (6 - Algebra 2) Publisher - Big Ideas Learning Includes both inquiry-based and traditional lessons Provides instructional options for lesson delivery Offers extensive online resources and blended learning options 22

22 3. Professional Development 1. Provide teachers with professional development pertinent to new textbooks, materials, and technological advancements. 2. Plan professional development and training for all elementary and secondary mathematics teachers regarding innovative methods to vary instructional activities and to effectively integrate concepts, applications, and computations into the daily classroom. 3. Provide professional development for incorporating inquiry-based mathematics in the classroom. Professional Development K 8: March

23 4. Math Course Pathway Changes 1. Adopt the changes to the current pathway for the K-12 Mathematics Curriculum. Replace the course Academic Pre-Calculus Part 2 with Foundations of Calculus (Academic). Rename the course titled Academic Pre-Calculus Part 1 to Academic Pre-Calculus with Trigonometry. Rename the course titled Honors Pre-Calculus to Honors Pre-Calculus with Trigonometry. Rename the course titled Course 2 to Math 6. 24

24 4. Math Course Pathway Changes continued 2. Rename the classification of level placements at the elementary level: A 2, A1, and A2 to correspond to the level placements at the middle and high school levels (M4Plus, M4, and M3). 25

25 Pathway 4 th Grade 5 th Grade 6 th Grade 7 th Grade 8 th Grade 9 th Grade 10 th Grade 11 th Grade 12 th Grade M4 PLUS 5 th Grade Elementary Math Advanced Math 6 Advanced Pre- Algebra Advanced Algebra 1 Honors Geometry Honors Algebra 2 Honors Pre- Calculus with Trigonometry AP Calculus BC AP Calculus AB Honors Calculus Math Electives M4 4 th Grade Elementary Math 5 th Grade Elementary Math Advanced Math 6 Advanced Pre- Algebra Advanced Algebra 1 Honors Geometry Honors Algebra 2 Honors Pre- Calculus with Trigonometry AP Calculus BC AP Calculus AB Honors Calculus Math Elective M3 4 th Grade Elementary Math 5 th Grade Elementary Math Academic Math 6 Academic Pre- Algebra Academic Algebra 1 Academic Geometry Academic Algebra 2 Academic Pre- Calculus with Trigonometry Foundations of Calculus (Academic) Academic Alg 3 Honors Pre- Calculus with Trigonometry Elements of Trigonometry Math Elective M3 M2 Essentials Math 6 Essentials Pre- Algebra Essentials Algebra 1 Part 1 Academic Algebra 1 Essentials Algebra 1 Part 2 Academic Geometry Essentials Geometry Academic Algebra 2 Essentials Algebra 2 Part 1 Honors Pre- Calculus with Trigonometry Elements of Trigonometry Math Elective Essentials Algebra 2 Part 2 26

26 Proposed Elementary Math Pathway Chart Grade K Current Name Kindergarten Mathematics Grade 1 Mathematics Grade 2 A1 Grade 2 A2 Grade 3 A1 Grade 3 A2 Grade 4 A1 Grade 4 A2 Grade 5 A1 Grade 5 A2 Proposed Name Kindergarten Mathematics Grade 1 Mathematics Grade 2 M4 Grade 2 M3 Grade 3 M4 Grade 3 M3 Grade 4 M4 Grade 4 M3 Grade 5 M4 Grade 5 M3

27 5. Curriculum Implementation Process 1. Adopt the textbook phase-in plan and implementation schedule for the K-12 Mathematics Curriculum. 2. Coordinate options for online resources to support blended learning options for students and staff : K Algebra 1 (including NAI) : Geometry, Foundations of Calculus (Academic), Essentials of Algebra 1 Part 1 and Part : Algebra 2, Calculus (AP and Honors), Essentials of Geometry : Honors Pre-Calculus with Trigonometry, Academic Pre-Calculus with Trigonometry, Academic Algebra 3, Essentials of Algebra 2 Part 1 and Part : Elements of Trigonometry, Personal Finance, Introduction to Probability and Statistics 28

28 6. Mathematics Remediation 1. Deliver a developmentally appropriate approach for mathematics remediation that provides additional support for identified elementary students through early intervention of an intervention specialist. The intervention specialist will support targeted students based on the results of curriculum-based assessments and performance-based assessments. 2. Provide supplemental instruction to students during the second semester of Kindergarten through second grade. Future consideration for additional grade level support will be assessed at the Interim Curriculum Review. 29

29 7. Advanced Academic Math Placement and Enrichment 1. Deliver a developmentally appropriate approach for mathematics acceleration and enrichment that provides opportunities for identified elementary students. 30

30 8. Technology 1. Continue to investigate, review, and recommend the use of instructional hardware and software that will maximize student potential to acquire mathematical concepts, skills, and problem-solving techniques. 31

31 8. Technology continued Interactive Student Edition 32

32 9. Address changes to SAT/PSAT 1. Secondary mathematics teachers will address the redesign of the SAT/PSAT of Supplemental instruction for these assessments will focus on the knowledge and skills that are deemed essential for college and career readiness. 33

33 10. Advanced Placement (AP) Computer Science Principles 1. Explore the viability of adding the Advanced Placement (AP) Computer Science Principles course to the North Allegheny School District, specifically in the secondary Mathematics Department. 34

34 11. Curriculum 1. Implement a curriculum that integrates inquirybased, project-based, and STEM-related instructional practices. 2. Revise the current unified syllabus and pacing guide for each mathematics course in grades K- 12 to communicate course content among teachers and to enhance the unit-based curriculum. 3. Continue the use of Rocket Math with fidelity to provide consistency throughout the District as a means to reinforce the instruction and mastery of basic math facts in the elementary schools. 35

35 Summary of Effective Mathematics Teaching Practices from NCTM 1. Establish mathematics goals to focus learning. 2. Implement tasks that promote reasoning and problem solving. 3. Use and connect mathematical representations. 4. Facilitate meaningful mathematical discourse. 5. Pose purposeful questions. 6. Build procedural fluency from conceptual understanding. 7. Support productive struggle in learning mathematics. 8. Elicit and use evidence of student thinking. 36

36 NASD is preparing all students for success in a changing world.

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