Mathematics Textbook Adoption (Gr. 3-6) 2013

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1 Mathematics Textbook Adoption (Gr. 3-6) 2013 Synopsis: After careful consideration, the 3-6 Mathematics Committee unanimously recommends the purchase and implementation of Houghton Mifflin Harcourt s Math in Focus program. This program will help Rossford students and teachers meet the high expectations of the new Common Core State Standards in Mathematics. Course of Study Process Details: Part I. Committee Members: Name Position Building Jason Smith Curriculum Director Diane Burtchin Math Coach Maria Pratt 3 rd Grade teacher Eagle Point Kristen Vargo Intervention Specialist Indian Hills Jodi Duhaime 4 th Grade teacher Indian Hills Heather Patacca 4th grade teacher Glenwood Renee Abke 5 th Grade teacher Glenwood Jennifer Muck 5 th Grade teacher Eagle Point Scott Dorn 6 th Grade teacher Glenwood Rachel Hinz 6 th Grade teacher Glenwood Sherri Johns 6 th Grade teacher Indian Hills Jennifer Mundo Intervention Specialist Glenwood Part II. Goals: Determine whether Everyday Math will continue to meet our needs with the new Common Core State Standards for Mathematics as well as the new Mathematical Practices Evaluate programs, textbook companies, other districts, etc. Take an in-depth look at programs that are aligned to the new CCSS and Mathematical Practices Make a recommendation to the Board of Education in April After BOE approval, purchase materials, begin professional development, and deliver materials to classrooms Part III. Meetings: November 12- Overview of team s purpose, evaluation of the current Mathematics program (Everyday Math) and whether it will continue to serve our needs as related to the new Common Core State Standards for Mathematics as well as the new Mathematical Practices; discussion of programs for the committee to research based on new needs November 26- Overview of Go Math (Houghton Mifflin Harcourt) program and My Math (McGraw-Hill) program; exploration of materials using CCSS and Mathematical Practices as a guideline for evaluation 1

2 December 10- Continuation of exploration of materials using CCSS and Mathematical Practices as a guideline for evaluation of Investigations (Pearson) program and envision Math (Pearson) program and Glencoe Math (Glencoe) for Grade 6 only January 9- Discussions and rubric evaluations of My Math, Go Math, Investigations, envision math, and Glencoe Math January 28- Presentation of Stepping Stones (Origo) program to the committee by Jennifer Kafati; large group discussion; online trials given to each committee member February 11- Additional group discussion and collection of rubrics on Stepping Stones; a more in-depth look at envision Math by the committee because it had the highest initial score of the first five programs February 25- Exploration of materials using CCSS and Mathematical Practices as a guideline for evaluation of the Math in Focus (Houghton Mifflin Harcourt) program March 20- Seven of the committee members traveled to Ft. Meigs (Perrysburg) to watch Math in Focus in action, to meet with Bridgette Beeler (Math Coach/Specialist) for the district, and to talk with teachers currently using the program March 26- Debriefed the Perrysburg trip, completed final evaluations of the program, discussed possible implementation concerns, made a final recommendation Part IV. Publishers-Programs Considered: McGraw Hill Wright Group- Everyday Math: The committee decided that the Everyday Math program will not meet the new needs for our students based on the increased level of rigor of the new CCSS and the Mathematical Practices See Appendix A for a detailed analysis of the program Origo Education- Stepping Stones: After a thorough investigation of the program and input from the committee, it was determined that this program would not be suited for all educators It was recommended that parts of the program be used for teachers, Academic Intervention Assistants, and tutors because it does align with the CCSS and is costeffective See Appendix B for a detailed analysis of the program Houghton Mifflin Harcourt- Math In Focus: After a thorough investigation of the program, a visit to Perrysburg to watch the program being taught, a discussion with teachers and Math Coach in the district on implementation, and input from the committee, it was determined that this program would be the best choice for the Math Textbook/program for Grades 3-6. Please note that this is the program being used currently in Grades K-2 in our district. See Appendix C for a detailed analysis of the program 2

3 Pearson- envision Math: The program received the highest average score of the remaining other programs considered: 441/500 points on the Instructional Materials Evaluation Form for 88.2% of the total possible points, so this program was carefully considered as well. McGraw-Hill: My Math: The program received 570 of 900 points on the Instructional Materials Evaluation Form for 63.3% of the total possible points, so this program was easily ruled out by the committee. Houghton Mifflin Harcourt: Go Math: The program received 450 of 800 points on the Instructional Materials Evaluation Form for 56.3% of the total possible points, so this program was easily ruled out by the committee. Glencoe- Glencoe Math (for 6 th grade only): The program received 233 of 400 points on the Instructional Materials Evaluation Form for 58.3% of the total possible points, so this program was easily ruled out by the committee. Part V. Pacing for Math in Focus Program: Grade 3: (176 total days of instructional time as suggested by the company) Unit Topic Number of Days Suggested 1 Numbers to 10, Mental Math and Estimation 8 3 Addition up to 10, Subtraction up to 10, Using Bar Models: Addition and 6 Subtraction 6 Multiplication Tables of 6, 7, 8, and Multiplication 8 8 Division 9 9 Using Bar Models: Multiplication and 11 Division 10 Money 9 11 Metric Length, Mass, and Volume 8 12 Real World Problems: Measurement 6 13 Bar Graphs and Line Plots 7 14 Fractions Customary Length, Weight, and 13 Capacity 16 Time and Temperature Angles and Lines 8 18 Two-Dimensional Shapes 8 3

4 19 Area and Perimeter 11 Grade 4: (185 total days of instructional time as suggested by the company) Unit Topic Number of Days Suggested 1 Place Value of Whole Numbers 12 2 Estimation and Number Theory 11 3 Whole Number Multiplication and 19 Division 4 Tables and Line Graphs 12 5 Data and Probability 14 6 Fractions and Mixed Numbers 22 7 Decimals 15 8 Adding and Subtracting Decimals 9 9 Angles Perpendicular and Parallel Line 9 Segments 11 Squares and Rectangles 8 12 Area and Perimeter Symmetry Tessellations 8 Grade 5: (175 total days of instructional time as suggested by the company) Unit Topic Number of Days Suggested 1 Whole Numbers 10 2 Whole Numbers: Multiplication and Division 20 3 Fractions and Mixed Numbers 11 4 Multiplying and Dividing Fractions and 15 Mixed Numbers 5 Algebra 10 6 Area of a Triangle 7 7 Ratio 12 8 Decimals 8 9 Multiplying and Dividing Decimals Percent Graphs and Probability Angles 7 13 Properties of Triangles and Four-Sided 14 Figures 14 Three-Dimensional Shapes 7 15 Surface Area and Volume 16 Grade 6: (154 total days of instructional time as suggested by the company) Unit Topic Number of Days 4

5 Suggested 1 Positive Numbers and the Number Line 12 2 Negative Numbers and the Number Line 7 3 Multiplying and Dividing Fractions and 14 Decimals 4 Ratio 10 5 Rates 8 6 Percent 11 7 Algebraic Expressions 15 8 Equations and Inequalities 12 9 The Coordinate Plane 9 10 Area of Polygons Circumference and Area of a Circle Surface Area and Volume of Solids Introduction to Statistics 8 14 Measures of Central Tendency 13 5

6 Appendix A- Math Adoption Committee Findings on Everyday Math At the first meeting the committee reviewed the current curriculum for mathematics, which is the Everyday Mathematics program. We began with a general discussion on the positives and negatives regarding the program. The comments from the group are listed below: Positive aspects of the program: Additional supports/resources/elements of the lessons A wide variety of algorithms to hit different learning styles (they also help build number sense) The Student Resource Books (very organized and easy to use) The wide variety of math games (students enjoy them) The Pacing Guide is helpful for planning purposes Some good hands-on activities Study/Home links are nice Differentiation pieces are good (readiness and enrichment) Structured and scripted lessons for teachers List Serv support is good Skills build on one another (scaffolding also from year-to-year)) Negative aspects of the program: Not enough practice or time allotted to a particular concept The spiraling of the program causes topics to be introduced and then when it is revisited it is at an increased level of difficulty which is hard for students who didn t get it the first time it was introduced The spiral also causes major issues with time management since teachers are always having to pre-teach or re-teach There is no teaching for mastery in this program Teachers feel the need to add extra information to the lessons because of the mastery issue (which takes away from the fidelity of the program) Too much extra information in the program because of the spiral which causes undue pressure on students and teachers This program is especially difficult for special education students and lower-achieving students This program is difficult for parents to help with homework because of the new math (alternative algorithms) Practice on fact fluency is severely lacking in this program The examples and word problems in the program are lacking in rigor The assessments do not cover everything in the units, and it is difficult to link the questions to the standards for the grade level because of the spiral There are not enough questions on the assessments for each of the standards addressed EM uses unique terminology that is confusing for students, teachers, and parents In order to really teach the program, we need 90 minutes per day of math (which we don t have) Not a lot of rich problems/performance tasks for students There is not a lot of technology associated with the program (other than games) The student pages do not provide a lot of workspace 6

7 Every resource is too busy and distracting for students Not enough work with manipulatives (for students still at the concrete level in their learning) Overall number sense seems to be a weakness for students because of the lack of mastery There are some issues with the order/progression of topics Not enough practice problems The program doesn t contextualize the information enough Not enough modeling/labeling in the lessons Next the group used the Adapted Mathematics Resource Materials Filter to evaluate the Everyday Math program. Here is the breakdown of the ratings: A. Critical Areas of Focus and the Content Standards Alignment: Avg. score of 1.0 (out of 3) B. Rigor of the Content Standards (we added this criterion): Avg. score of 1.0 (out of 3) C. Mastery of Concepts: Avg. score of 0.71 (out of 3) D. Mastery of Math Facts: Avg. score of 0.56 (out of 3) E. Standards for Mathematical Practice Development: Avg. score of 1.14 (out of 3) F. Conceptual Understanding of Mathematics Development: Avg. score of 1.25 (out of 3) G. Mathematical Accuracy: Avg. score of 2.0 (out of 3) H. Reliability, Validity, Authority, and Equity: Avg. score of 2.29 (out of 3) I. Contextual Learning: Avg. score of 1.0 (out of 3) J. Problem Solving and Rich Problems: Avg. score of 0.88 (out of 3) K. Adaptability/limited use- easily able to be modified to meet the diverse needs of students, uses or situations: Avg. score of 1.89 (out of 3) L. Assessments- Formative and Summative: Avg. score of 1.43 (out of 3) M. Assessments- Quality, Quantity, and Correlation to Standards: Avg. score of 0.5 (out of 3) N. Navigability and Appearance: Avg. Score of 1.33 (out of 3) So the total overall rating for the EM program is: 132/327 points or 40.4% of the possible points were earned. Please note that two of the committee members only rated portions of the program, and two committee members did not rate the EM program. The committee does NOT recommend continued use of the Everyday Math program for grades 3-6 in this district. 7

8 Appendix B- Math Adoption Committee Findings on Stepping Stones At several committee meetings the committee reviewed options for a new mathematics program. After both whole group and individual review of the program, we had a general discussion on the positives and negatives regarding Stepping Stones. The comments from the group are listed below: Positive aspects of the program: Additional supports/resources/elements of the lessons Very cost effective Embedded Professional Development at the beginning of the lessons allowing teachers to have a tutorial when appropriate Correlated with the CCSS Appropriate length of units and pacing Technological enhancements and activities for students (though some are better than others) Inclusion of Performance Tasks and sample rubrics Great resource for Intervention and Special Education because of the ease of moving to prior/future lessons Negative aspects of the program: No hard copy of teacher materials (many teachers feel it is important to have hard copies when planning lessons) Difficult in some cases for some teachers to navigate (those who are not tech savvy could really struggle with this program) Many of the supports and resources are detached, making navigation more difficult Concerns about whether the classrooms can always support using this program (if the Internet isn t working, do the teachers still have a lesson?) In order to use the technology games and programs, we would have to purchase student licenses Differentiation was a little weak The committee used the Instructional Materials Evaluation Form for rating each program. The total overall rating on the Instructional Materials Evaluation Form is: 460/575 points or 80% of the possible points were earned. The committee does NOT recommend implementation of the Stepping Stones program for grades K-2 in this district. The committee DOES recommend the Stepping Stones program as an option for Math Intervention for the district. 8

9 Appendix C- Math Adoption Committee Findings on Math in Focus At several committee meetings the committee reviewed options for a new mathematics program. After both whole group and individual review of the program, as well as an observation of the program in action, we had a general discussion on the positives and negatives regarding Math in Focus. The comments from the group are listed below: Positive aspects of the program: Additional supports/resources/elements of the lessons Correlated with the CCSS Mathematical Practices are embedded in the lessons practice, and activities Focuses on teaching concepts to mastery Increased emphasis on fact fluency and mastery (some in lessons and some as a supplement) Appropriate length of units and pacing Builds important foundational number sense skills from the beginning so students will have a better understanding leading into more difficult concepts There is an emphasis at ALL levels on using manipulatives to build concrete understanding Includes a focus on real-world concepts and applicability Increased level of rigor Builds understanding based on the suggestions from research (concrete pictorial abstract) This is a program that ALL students can be successful with (more developmentally appropriate for special needs students as compared to Everyday Math) Embedded Performance tasks for students Assessments are comprehensive and very rigorous This program is an adaptation of the mathematics taught in Singapore (see the American Institute for Research s article What the United States Can Learn From Singapore s World-Class Mathematics System (and what Singapore can learn from the United States): An Exploratory Study (2005)) Program is used (My Pals are Here is the Singapore version) in 80% of schools in Singapore and this country scores extremely well on international tests in mathematics The program includes a variety of technology options for both teachers and students Emphasis on communicating mathematically with appropriate terminology and supporting thoughts Already being implemented in the district for Grades K-2 Negative aspects of the program: Teachers will have to differentiate often in the classroom Professional development will be critical for effective implementation Struggling students will need to receive intervention quickly Teachers might struggle initially with implementation because this program is very different than the everyday Math program The program is a little dry at times in the upper grades, so teachers might need to make it more exciting for students (but the content is really good) 9

10 The committee used the Instructional Materials Evaluation Form for rating each program. The total overall rating on the Instructional Materials Evaluation Form is: 669/700 points or 95.6% of the possible points were earned. The committee DOES recommend implementation of the Math in Focus program for grades 3-6 in this district. This recommendation includes the use of the Everyday Counts! program (accompanying calendar math component) as well for Grades 3-5. Everyday Counts! is also recommended for 6 th grade, but due to possible move to the Junior High and less time for math instruction, we do not wish to purchase the program for 6 th grade at this time. 10

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