GREENWICH PUBLIC SCHOOLS Greenwich, Connecticut REQUEST FOR BOARD ACTION OR PRESENTATION OF INFORMATIONAL ITEM

Transcription

1 GREENWICH PUBLIC SCHOOLS Greenwich, Connecticut Date of Meeting April 4, 2013 Title of Item Mathematics Textbook Adoption_ Agenda No. REQUEST FOR BOARD ACTION OR PRESENTATION OF INFORMATIONAL ITEM Action Required X _ Informational Only Submitted By:_ Irene Parisi, Asst. Superintendent CIPL, Brenda Brush Mathematics Program Coordinator I will be present at Board meeting to explain if called upon: X Yes No Synopsis of Proposal: Proposed Mathematics instructional resource attached for Board of Education review and discussion. Action will be requested at April 25, 2013 meeting. Recommended Action (if appropriate):

2 Greenwich Public Schools Greenwich, CT Office of Curriculum, Instruction and Professional Learning RECOMMENDATION FOR TEXTBOOK ADOPTION I. Recommended Textbook Information Title of Recommended Text: Math In Focus: Singapore Math by Marshall Cavendish Author(s): Dr. Fong Ho Kheong, Chelvi Ramakrishnan, Bernice Lau Pui Wah, Michelle Choo, Gan Kee Soon, Andy Clark, Dr. Richard Bisk Copyright Date (most recent edition): 2013 Publisher: Houghton-Mifflin Harcourt/Marshall Cavendish ISBN/ISSN: each component has a different ISBN number Text for use in grade(s): K-8 (Planned implementation for K-5 in 2013, followed by 6-8 in 2014) Course Title: K 8 Core Mathematics/Pre-Algebra Levels: Applies to all levels Text is: New Supplementary Replacement Text being supplemented or replaced, if applicable: (Include title, copyright date, publisher and ISBN) Justification for text adoption: To provide teachers, students and parents with print and digital learning resources that supports the standards-based curriculum (CCSS) that is connected throughout the grades, focused on the eight Mathematical Practices, conceptual understanding, provides coherence, and increased rigor in the Common Core State Standards for Mathematics. The proposed text, partnered with GPS Units of Study will develop the mathematical expertise in all students to ensure mathematically proficient students. Additionally, the proposed resources will help provide a solid foundation in mathematics to prepare students to take Algebra I, incorporating Algebraic Thinking PK-12; Building from Elementary level connecting mathematical ideas of: Equivalence Proportionality o Representation o Reasoning Generalizations Predictions Solving problems 1

3 Justifying, explaining, discussing The proposed text will provide for a six year ebook license for every hard copy text purchased allowing for multiple access points to the text. Digital instructional and assessment resources are convenient, practical and available either online or on provided CD-ROMs to facilitate class instruction and discussions. Additional MIF Common Core Standards activities are provided through the online Common Core Planner (Think Central). The proposed text has been vetted through multiple criterions in order to match the quality of the resource to our units of study. These include: o Critical Areas of Curriculum (Section III of this document) o Teacher Priorities (Section IV of this document) o Textbook Rating Rubric (page 6 of this document) o CCSSO K-8 Publishers Criteria for CCSS for Mathematics o SBAC Expectations o Committee Suggestions and Recommendations II. Other Texts Considered During Review Process: Title Publisher Copyright Date/ISBN My Math (K-5) McGraw-Hill 2013 Glencoe Math (6-8) envision Math (K-5) Pearson 2012 Primary Mathematics (K-5) SingaporeMath.com 2009 III. Critical Areas of Curriculum Used In Selection: These are the weakest areas of student performance, as identified by the staff, used to select sections of textbooks for analysis. Area 1: Literacy/Readability Supports development of specialized mathematical and academic language - Clean looking pages Student friendly layout Opportunities to write about mathematics Text is appropriately leveled considerate to English Language Learners Area 2: Critical Thinking Skills High level questioning Materials provide many opportunities for problem solving Materials provide sufficient opportunities for students to reason mathematically in independent thinking and express reasoning Various methods and strategies presented for problem solving and application Materials have the potential to develop students capacity for mathematical reasoning in a grade-level appropriate way, with a reasonable progression of sophistication from early grades up through middle school (as Area 3: Acquisition of Basic Concepts (mathematical facts and computation) evidenced in the materials) Support for English Language Learners Glossary has excellent visual component Program component that specifically addresses achieving fact fluency with specific strategies and cumulative practice Embedded supports to scaffold acquisition of 2

4 skills (concrete to pictorial to abstract representations Area 4: Learner Engagement Provides Big Ideas for each chapter to support the engaging scenario with methods for recalling prior knowledge Provides differentiated resources for ELL, Struggling and advanced learners Provides remediation options Area 5: 21 st Century Skills Cooperative learning and problem solving opportunities ( Put your thinking cap on )., critical thinking, communication (presentation and discussion) life and career (flexible, leader, productive, accountable, responsible), information, media and technology skills, creativity and innovation (mathematical practices) Area 6: Digital Learning Interactive whiteboard lesson component Online Teacher and Student ebooks Virtual manipulatives available for instruction Online assessment generator Online videos and podcasts for teachers and parents Online student Interactivities (tutorials/activities/quizzes) ipad app available IV. Teacher Priorities: These are the priorities used in evaluating textbook sections referenced in Pt. III. Priority 1: Literacy/Readability The materials provide support for English language learners and members of other special populations that is thoughtful and helps those learners to meet the same standards as all other students Visual design is not chaotic or distracting Separate teacher supports for knowledge of math concepts, cross-curricular connections, supports for ELL, struggling and advanced learners Explicitly attends to the specialized language of mathematics provides domain specific vocabulary support Priority 2: Critical Thinking Skills The materials in grades K 8 include an ample number of single-step and multi-step contextual problems that develop the mathematics of the grade, affording opportunities for practice, and engaging students in deep problem solving. Priority 3: Acquisition of Basic Concepts Program component that specifically addresses achieving fact fluency with specific strategies and cumulative practice Embedded supports to scaffold acquisition of skills (concrete to pictorial to abstract representations) Skills trace shows concepts and skills connected to each chapter in past and future grade levels Priority 4: Learner Engagement The materials provide teacher tips for planning an engaging lesson in line with the GPS workshop model of instruction Text is clean and does not distract students and provides a student friendly layout; easy to follow skill to strategy to conceptual understanding Priority 5: 21 st Century Skills The materials provide frequent exposure to problem solving opportunities, collaborative working together games and activities, Priority 6: 21 st Digital Learning Support (See Section III) 3

5 The materials interactive opportunities with current technologies in place, as well as online resources that extend the school day Textbook is available as an ebook for all students in addition to hard copy Online assessment generator that affords teachers the opportunity to utilize the item bank to create differentiated assessments. Priority 7: Differentiated Teaching and Learning (Tiered Support/ELL) Support for English Language Learners materials are considerate to English Language Learners Glossary has excellent visual component Embedded supports to scaffold acquisition of skills (concrete to pictorial to abstract representations) Resources available for differentiated instruction and RtI/SRBI (ELL, Struggling, On Level, Advanced) NIMAC Compliant student materials Priority 8: Home School Connection Home School Connection book includes family letters in English and Spanish for each chapter Online resources including overview presentations, videos and podcasts for parents Priority 9: Teacher Support Mathematical background information provided for each chapter Online videos for background information, pedagogy and professional learning Cross-curricular connections to other content areas Transition resources to help with change to new math program to support implementation Provides progression of learning illustrating what had been learned, should be learned and will be learned Chapter planning guides including connections to Common Core State Standards Consistent lesson structure includes hands-on activities and explorations to promote mastery Clearly integrated differentiation resources for RtI/SRBI V. Supplemental Materials: Sections of the textbook, if any, requiring modification or supplementation for curriculum alignment: None at this time VI. Student/Parent Response: Summary of student/parent textbook preferences and comments from student/parent review (if applicable): Included in Section III 4

6 VII. Date of Submission: This text, Math in Focus: Singapore Math by Marshall Cavendish, has been approved by the below-signed parties for use in Greenwich Public Schools in the following: Course(s): Grade Level(s): Subject(s): PK-8 Pre-Algebra Core Mathematics PK-8 Mathematics Irene E. Parisi Assistant Superintendent for CIPL Date Adoption of the above-named textbook was formally approved by the Greenwich Board of Education on. 5

7 Greenwich Public Schools Greenwich, CT Textbook Rating Rubric Textbook focuses on major objectives of course Text reflects key concepts/big ideas from CCSS/curriculum Subject matter geared to interest, ability and needs of students Text utilizes grade-appropriate ideas, concepts, skills and vocabulary Critical thinking and problem solving strategies are evident in the text Text suggests a variety of activities for multiple intelligences/learning styles Suggested activities inspire creativity and extension where possible Suggested activities encourage collaboration with other students Text allows for ancillary exercises to develop concept/skill mastery Text and/or support materials include suggestions for remediation/enrichment Features of the text improve and enhance clarity Text includes useful supports for students in appendi(x/ces), glossary, etc Text incorporates the use of technology for extension Written and pictorial content reflect the pluralistic & multi-ethnic nature of our society, past and present Gender equity is evident Content is relevant over a period of years and not quickly outmoded Text provides digital resources and opportunities (ebook, Smart Technologies) Overall Text Rating:

8 Mathematics Curriculum Review Committee Greenwich Public Schools would like to acknowledge the participation of the committee members in making this textbook review and proposal possible. Thank you to all members for their insight, dedication and support during this process. 7