Uniting Talent and Passion! State College Area School District Elementary Curriculum Office Elementary Mathematics Pilot Plan November 8, 2010
Elementary Mathematics Pilot Plan Purpose To select a high-quality elementary mathematics program to serve as a core curriculum that will meet or exceed the standard of excellence at the State College Area School District. Background In the spring of 2010, the Superintendent requested that the Board Sub- Committee on Climate, Culture and Learning appoint an Elementary Math Review Committee to review published math programs and identify materials that meet or exceed district expectations. The charge to this committee is Appendix A. The committee first met in early May to determine the district s beliefs about best practices for mathematics education. The group then moved to evaluating eight programs brought forward by the administration. These programs were reviewed with a 16- item checklist created by a sub-committee of the larger group. Detailed analysis of the checklist data revealed the top four choices, which were then moved on to the next level of review. The program publishers responded to written questions and presented to the committee about their program. Information was gathered from other districts using these materials. Using a consensus decision-making process, a decision was made to forward the current program and two additional programs for piloting and further review by the school district. The careful and deliberate work of the committee meant that the program recommendation was made on October 25, 2010 (Appendix B.) The administration was then charged with developing this plan for early November, with the goal being pilots occurring in January-March of 2011. Guidance for curriculum pilot plans is found in Board Policy 105 (Appendix C.) Plan Objectives To utilize the pilot materials in classroom settings in a systematic way and collect quantitative data on student performance and qualitative data regarding teacher feedback to evaluate effectiveness 2
To review all program materials by teams of grade level teachers and evaluate with a rubric that incorporates the tenets of the list of SCASD Best Practices developed by the Elementary Math Review Committee To collect feedback from parents regarding home/school materials, homework and communication systems To investigate and observe the materials being used in other, similar school districts and evaluate responses to questions based upon the SCASD Best Practice list To involve all relevant stakeholders, including administrators, teachers and parents in the appropriate aspects of the plan Leadership Responsibility for overseeing and directing various aspects of the pilot plan will be shared between the elementary principals and the leadership team. Their responsibilities are outlined below. Leadership Create rubrics for pilot teachers, material reviewers and site visits Create parent surveys Observe in pilot classrooms Participate in site visits Analyze data Make recommendation for program adoption Principals Review and finalize teacher participants Create student achievement measures Support pilot program implementation and review of materials Approve rubrics Approve surveys Observe in pilot classrooms Participate in site visits Analyze data with leadership team Serve as liaison to parents Work with leadership team on the program recommendation process and outcome 3
A draft of this plan was reviewed in detail with the elementary principals and their input was incorporated. The role of the principal in the pilot process was delineated at that time. Please refer to Appendix D for the principal responsibilities checklist. Logistical aspects of the piloting process will be coordinated by the Elementary Curriculum office. Plan Process This process will incorporate review and use of material utilizing a three-pronged data collection approach: student achievement data, teacher feedback and materials review data. In addition, parent feedback will be incorporated. Materials Usage Classroom Pilots- Three teachers of each grade level will use the materials to teach two units in their classroom. Training and planning time will be provided. Data collection will include student achievement data, teacher feedback data, observations of lessons by principals and other teachers. Site Visits: (optional) A team of teachers and principals with common questions will visit schools that are currently using the materials we are reviewing. A rubric will be used to evaluate answers to the questions and also be applied to the site visit. Materials Review Detailed Review: A team of teachers (not piloting materials or serving on the leadership team) will evaluate materials for each grade level. A detailed rubric will be developed for this purpose, using the draft rubric from the Math Review Committee. Strong attention will be paid to standards alignment (PA and Common Core.) This essential component will increase the collective understanding of the stakeholders charged with implementation. Stakeholder Review: Opportunities will be provided for all teachers to review materials and provide feedback utilizing a rubric based on the 16-point checklist. Parents of students in pilot classrooms will also be asked for feedback on materials such as homework, reference and communications. 4
Evaluation Multiple data types will be collected in each part of the evaluation process. Material Usage Data Evaluation Type Collected From Teacher feedback Rubric Teachers Use in other districts Checklist Site visit Achievement data Locally developed pilot assessment Students Material Review Data Evaluation Type Collected From Standards alignment Rubric Teachers Detailed material review (emphasis Rubric Teachers on assessment and differentiation) Parent feedback Survey Parents Student achievement data will be collected as pre-test and post-test to piloting using a locally developed assessment. This assessment, to be developed by the elementary principals, will be aligned with the instructional materials utilized in pilot classrooms. Where appropriate, standards aligned PSSA released items will be included. The evaluation tools used in our process will be grounded in the important work that was prepared by the Math Review Committee. The 16-point checklist, draft rubric and list of SCASD Best Practices will serve as the foundation for all evaluation instruments used in this review. Please refer to Appendices E and F for these documents. The draft rubric that was designed for, but not used by the Math Review Committee, will serve as the basis for the detailed Material Review. In addition, a new (draft) curriculum document that outlines SCASD grade-level expectations as aligned to PA and Common Core Standards will help provide benchmarks. All rubrics will also focus on differentiated instruction for all levels of students, and assessments. 5
Important Factors To Consider The classroom pilots are necessarily brief due to a number of factors, including time of year, school vacations, the PSSA testing schedule and textbook adoption timeline. Once the recommendation was finalized in mid-october, we were able to select the curricular areas of focus using our district scope and sequence. Starting at this time of year limited our topic choices for piloting. The above factor is especially an issue for Math Expressions, as it follows a different method of sequencing topics. This necessitates using partial materials from several units in some cases. Distribution of the pilots across all school buildings and grade levels creates some logistical complexity but is necessary to provide greater opportunities for faculty involvement and helps to mitigate school effect. Many teachers in our pilot classrooms have prior experience using the Investigations II program. While we are not able to control for bias regarding familiarity with this program, we recognize it exists and will factor it into the recommendation process. 6
Cost Method Type Cost Materials TBD Training $2800 Materials Usage Planning $1700 Site Visits $3100 Rubric Development $900 Materials Review Rubric Development $1700 Data Collection $900 Total $11,100 Frequently Asked Questions 1. What programs are being piloted? 1. Investigations II 2. envision and Investigations II using the Joint Usage Plan 3. Math Expresssions 2. How were these programs selected? The three pilot programs were chosen from eight original programs that were reviewed by the district Math Review Committee. The committee, selected from reviewed applications submitted by district, university and community members, was designed and charged by the administration. From the 8 programs, four programs and the current math program were moved to a final review on Oct 13. The final three pilots were chosen by the Math Review Committee using a consensus decisionmaking process. 3. What schools, grades will be in the pilot? There will be three pilot teachers at each grade level, K-5 for each of the three pilots. For example, for pilot #3, Math Expressions, there will be three K teachers, three 1 st grade teachers, three 2 nd grade teachers, etc. These three teachers at each grade level will represent a variety of elementary buildings. All elementary buildings will be represented in the pilot. 7
4. How will teachers be selected to pilot? Teachers will be asked to complete an application indicating how they would like to participate (options other than piloting are described below). The list of pilot teachers who volunteer will be reviewed by the building principal and choices will be made to assure a balance of teachers across buildings and across grade levels. 5. Will all teachers have an opportunity to participate in some way? In addition to piloting materials in the classroom, teachers may be selected to participate as a member of the Math Leadership that will develop rubrics, analyze data, address pilot teacher questions as they arise. There will also be an opportunity for a team of teachers representing each grade level to do a thorough materials review of each program and submit feedback. All teachers will be given the opportunity to participate, however, it is estimated that approximately 75-80 teachers will be involved in the process. 6. Can parents opt their student out of a pilot? To best evaluate pilot curricular materials, an inclusive sample of students is ideal. The district recognizes concerns that may arise from the use of pilot materials in the classroom. SCASD is committed to ensuring that the instructional needs of all students will be met regardless of what materials are utilized in individualized in pilot classrooms. According to district policy 105.2, students can opt out of a curriculum program offered by the district for religious purposes only. Please refer to Appendix G for more information. 7. Besides piloting, how else will materials be reviewed? A materials review team of teachers representing each grade level will review and provide feedback. An additional set of materials will be moved from building to building for non-piloting teachers to review and provide feedback. 8. What kind of data will be collected? Multiple data types will be collected. Pilot teacher perception data will be collected using a rubric. Other teacher input will include a standards alignment and a detailed materials review, both compiled using a rubric. Student data will be collected using AIMSweb and Fuchs&Fuchs math probes at grades K-5 and also by compiling 8
student survey results. Parents whose children are participating in the pilot will be asked to provide perception data by completing a survey. 9. How will other stakeholders be involved? Parents and students will be provided opportunities to share their thoughts and reactions about materials that are utilized in pilot classrooms. Surveys and rubric especially regarding homework, home-school communications and resources will be collected from both groups. 10. How and when will the final decision be made? All data collected, both quantitative and qualitative, will be reviewed by the Math Leadership, by the elementary principal group, the curriculum coordinator and the curriculum directors at the conclusion of the pilot period. It is expected that a clear direction will emerge from the review of this data. 9
Timeline for Elementary Math Recommendation Process Date What Who Nov. 8 Presentation of Math Recommendation Math Planning Process to the Board Nov. 10 Begin our work to create pilot teacher Math Leadership rubric, pilot parent rubric, materials review rubric, and questions for district visits. Nov. 10 Update elementary principals on the work of the leadership team and seek input on rubric development Math Planning Nov. 15 Math Expressions Pilot Training Pilot Teachers Nov. 16 Nov. 17 Nov. 23 Dec. 8 Dec. 14 Dec. 14 Dec. 15 January- March January Jan. 12 envision/investigations Pilot Training Investigations II Pilot Training Continue our work to create pilot teacher rubric, pilot parent rubric, materials review rubric, and questions for district visits. Update elementary principals on the work of the leadership team and seek approval of rubrics K and1 Pilot Teacher planning - conducting the pilot in a consistent way and begin lesson planning with pilot materials 2 and 3 Pilot Teacher planning - conducting the pilot in a consistent way and begin lesson planning with pilot materials 4 and 5 Pilot Teacher planning - conducting the pilot in a consistent way and begin lesson planning with pilot materials Pilot replacement units taught Classroom observations by principals and other teachers Detailed review of materials Continued update of math pilot progress Pilot Teachers Pilot Teachers Math Leadership Math Planning K and 1 Pilot Teachers 2 and 3 Pilot Teachers 4 and 5 Pilot Teachers Pilot Teachers Principals and Teachers Material Review Teachers Math Planning 10
Jan. 26 January- February Feb. 9 March-April March 16 March 23 April May 9 Continued update of math pilot progress Review of materials in buildings Continued update of math pilot progress Collection of data and analysis of data Continued update of math pilot progress Continued update of math pilot progress Analyze data and develop recommendation to the Board Recommendation to School Board Math Planning Parents and Teachers Math Planning Math Leadership Math Planning Math Planning Math Leadership Principals Math Leadership Principals 11
January Units Grade Investigations 2 Investigations/Envision Math Expressions K Measuring and Counting (Measurement and the Number System 2) Ends 1/31/11 Topic 9: Measurement Topic 12: Larger Numbers Unit 3 Partners Through 6 and Attributes (Lessons 1-12, pgs. 241-308) Unit 6 Measurement (Lessons 8-12, pgs. 679-704) 1 What Would You Rather Be? (Data Analysis) Topic 18: Data and Graphs Unit 6 Comparisons With Graphs (Lessons 1-7, pgs. 497-538) Unit 7 Simple Circle Graphs (Lessons 8 and 9, pgs. 645-658) 2 Pockets, Teeth and Favorite Things (Data Analysis) Topic 16: Graphs and Probability Unit 7 Tables and Graphs (Lessons 1-16, pgs. 487-580) 3 Perimeter, Angles, and Area (2D Geometry and Measurement) Ends 2/4/11 Topic 10: Solids and Shapes Topic 16: Perimeter, Area, and Volume Unit 2 Properties of Quadrilaterals (Lessons 1-5, pgs. 137-170) Unit 4 Properties of Quadrilaterals and Triangles (Lessons 1-4, pgs. 251-286) Unit 8 Area and Perimeter (Lessons 1-3, pgs. 609-632) 4 Size, Shape, and Symmetry (2D Geometry and Measurement) Ends 2/8/11 Topic 9: Lines, Angles, and Shapes Topic 14: Area Unit 2 Analyzing Geometric Figures (Lessons 1-3, pgs. 215-238) Unit 4 Angles and Polygons (Lessons 1-6, pgs. 437-486) 5 Decimals on Grids and Number Lines!addition/subtraction of fractions (through16ths) (like or unlike denominators, LCD is one denominators) Ends 2/4/11 Topic 2: Adding and Subtracting Whole Numbers and Decimals Unit 3 Addition and Subtraction of Whole Numbers and Decimals (Lessons 1-17, pgs. 179-316) 12
February Units Grade Investigations 2 Investigations/Envision Math Expressions K Make a Shape, Build a Block (2D and 3D Geometry) Ends 3/11/11 Topic 7: Geometry Unit 1: Understand Numbers 1-10 (Lessons 12, 13, 16) Unit 2: Explore 5-Groups (Lesson 10, 12, 14) Unit 3: Teen Numbers as Tens and Ones (Lesson 18) Unit 4: Partners, Problem Drawings, and Tens (Lessons 18, 21) 1 Making Shapes and Designing Quilts (2-D Geometry) No probability unit in envision Teach the following units to replace Quilt Squares and Block Towns and then go back to probability Topic 8: Geometry Topic 9: Patterns Replacing QSBT Unit 6 Comparisons With Shapes and Patterns (Lessons 12-16, pgs. 563-598) 2 Shapes, Blocks, and Symmetry (2-D and 3-D Geometry) Probability taught with the graphing unit - Teach the following units to replace Shapes, Halves and Symmetry, then go back to probability if necessary. Topic 11: Geometry Topic 12: Fractions Replacing SHS Unit 2 Measurement and Shapes (Lessons 1-4, pgs. 165-184) Unit 4 Quadrilaterals (Lessons 1-3, pgs. 287-304) Unit 8 Decomposing Quadrilaterals (Lessons 1-3, pgs. 585-602) Unit 13 Symmetry and Fractions (Lessons 6-10, pgs. 985-1,018) 3 Finding Fair Shares (Fractions) Ends 2/28/11 Topic 12: Understanding Fractions Topic 13: Decimals and Money Unit 11 Fraction Concepts (Lessons 1-22, pgs. 781-946) 4 Fraction Cards and Decimal Squares (Fractions and Decimals) Ends 3/11/11 Topic 11: Adding and Subtraction Fractions Topic 12: Understanding Decimals Unit 9 Fractions (Lessons 1-14, pgs. 837-944) Unit 11 Decimal Numbers (Lessons 1-5, pgs. 1,035-1,086) 5!"#$%&'($)*"+,*-$$!"#$%&'($.*&/0-$!"#$%$&'()'*"#$%$&'#$+$,$-.' /01-23'.45(36,7' 4-digit by 2-digit division (multiples of 10) Ends 3/11/11 Topic 3: Multiplying Whole Numbers Topic 5: Dividing with 2-Digit Divisors Unit 7 Multiplication With Whole Numbers (Lessons 1-6, pgs. 639-680) Unit 7 One- and Two-Digit Divisors (Lessons 12-17, pgs. 719-804) 13
Appendix A Charge to the Elementary Math Review Committee Excerpt from the May 5, 2010 Initial Committee Meeting a. Why we are here; our purpose i. This committee is being established for the following reasons: 1. Recommend alternatives to the Investigations core curriculum currently used in SCASD 2. Recommend further refinements to the Elementary Math Action Plan that will: a. Continuously improve student math achievement and growth b. Increase SCASD teacher s ability to monitor student achievement c. Create district capacity to track student achievement and growth 3. Improve the quantity and quality of dialog between parents, subject matter experts, operational experts other constituents regarding elementary math instruction in SCASD b. The charge given the committee i. The committee will evaluate published curricula that meet or exceed SCASD expectations for elementary math instruction. Using a standardized rubric, the committee will summarize, in quantitative and/or qualitative form, feedback on relevant strands of mathematical proficiency, including conceptual understanding, procedural fluency, strategic competence, and adaptive reasoning. ii. The committee will evaluate, and recommend as appropriate, pilot implementation in fall 2010. iii. The committee will consider their selections in the context of the strengths and weaknesses of the current SCASD elementary mathematics program, and develop objective criteria to evaluate success of the program. iv. The committee will strive to submit a recommendation to the Board of School Directors no later than 14 June 2010. 14
Appendix B To: Dr. Richard Mextorf Dr. Pamela Francis From: Dr. Marybeth Irvin Ms. Sheila Abruzzo Date: October 25, 2010 Re: Recommendation from Elementary Math Review Committee The Elementary Math Review Committee recommends the following programs to be moved forward for further review by the State College Area School District: Investigations II - It was the consensus understanding of the Committee that the charge of the Committee was to identify one or two programs that would be pilot tested along with Investigations II. envision Math and Investigations II (alphabetical order, not order of preference) - Consensus was reached that the District should consider envision Math along with Investigations II as outlined in the Joint Usage Master Plan provided by Pearson Publishing. Math Expressions - Consensus was reached to move this program forward for further review. 15
Appendix C No. 105 STATE COLLEGE AREA SCHOOL DISTRICT SECTION: PROGRAMS TITLE: CURRICULUM DEVELOPMENT ADOPTED: December 17, 2001 REVISED: 105. CURRICULUM DEVELOPMENT 1. Purpose SC 1512 Title 22 Sec. 4.4, 4.13 2. Definition Title 22 Sec. 4.3 3. Authority Title 22 Sec. 4.4, 4.12 Pol. 102 The Board recognizes its responsibility for the development, assessment and improvement of the educational program of the schools. To this end, the curriculum shall be developed, adapted, and evaluated on a continuing basis and in accordance with a plan for curriculum improvement. For purposes of this policy, curriculum shall be defined as a series of planned instruction that is coordinated, articulated, and implemented to result in achievement of specific knowledge and skills, and application of such knowledge, by all students. The Board is responsible for the curriculum of the district's schools. The curriculum shall be designed to provide students the opportunity to achieve the academic standards approved by the Board. The Board directs that the curriculum of this school district be consistent with written goals, objectives, and identified pupil needs; develops individual talents and interests; and serves diverse learning styles to motivate pupil achievement. The curriculum shall provide: 1. For continuous learning through effective articulation among the schools of this school district. Pol. 109 Pol. 112 Pol. 113 Title 22 Sec. 4.26 2. All pupils continuous access to sufficient programs and services of a library/media facility, classroom collection, or both, to support the educational program. 3. All pupils guidance and counseling to assist in career and academic planning. 4. A continuum of educational programs and services for all children with disabilities, pursuant to law and regulation. 5. English as a Second Language (ESL) programs for pupils whose dominant language is not English, pursuant to law and regulation. Page 1 of 2 16
105. CURRICULUM DEVELOPMENT - Pg. 2 6. Compensatory education programs for pupils, pursuant to law and regulation. Pol. 103 Pol. 115 Pol. 114 Pol. 805 4. Delegation of Responsibility Title 22 Sec. 4.4, 4.13 Title 22 Sec. 4.4, 4.82 7. All pupils equal educational opportunity, pursuant to law and regulation. 8. Career awareness and vocational education, pursuant to law and regulation. 9. Educational opportunities for exceptionally gifted and talented pupils. 10. Regular and continuous instruction in safety procedures. The Superintendent or designee shall be responsible to the Board for the development of curriculum and shall establish procedures for curriculum development which ensure effective participation of administrators and teaching staff, and the utilization of all available resources, as appropriate. With prior approval, the Superintendent or designee may conduct such pilot programs as are deemed to be necessary to the continuing growth of the instructional program and shall report to the Board each pilot program, along with its objectives, evaluative criteria, and costs before each such program is initiated. The Board encourages, where it is feasible and in the best interest of the students of the district, participation in state-initiated pilot programs of educational research. The Superintendent or designee may pursue state and federal aid in support of research activities, where appropriate. When a new program is to be initiated or changes made in an existing program, staff members who may be affected will, whenever possible, be involved in all phases of program implementation. School Code 1512 PA Code Title 22 Sec. 4.3, 4.4, 4.12, 4.13, 4.21, 4.22, 4.23, 4.25, 4.26, 4.27, 4.29, 4.82 Board Policy 102, 103, 106, 109, 112, 113, 114, 115, 805 Page 2 of 2 17
Appendix D Principals Roles in the Math Recommendation Process! Encourage teachers to be a part of the Math Recommendation Process by piloting, being a part of the teacher leadership team, or reviewing math pilot materials.! Review and finalize teacher participation.! Create student assessment measure.! Support teachers release time for professional development and meetings.! Approve evaluation materials created by the leadership team.! Observe in classrooms where teachers are piloting and discuss what teachers are experiencing in the pilot rooms.! Participate in site visits.! Analyze data with the leadership team.! Serve as the liaison with the PTO in your school to solicit parent feedback.! Work with the leadership team on the final recommendation. 18
Appendix E Initial Checklist 3)#4 5%)*,6 7+)#89:+44#,)8!"#$$$$$$$$$$$%&'( 1. The unit is part of a coherent sequence /''''''0''''''1''''''2'' ' with sufficient attention to the development of mathematical ideas in depth 2. Background mathematics information is /''''''0''''''1'''''2''' ' included so that the concept is explicit in the teacher guide 3. The unit helps students develop skill in /''''''0''''''1'''''2''' ' performing procedures, including standard algorithms, flexibly, accurately, and efficiently 4. The unit helps students understand and /''''''0''''''1''''''2''' ' represent mathematical ideas in different ways (e.g., use manipulatives, draw picture, etc) 5. The unit provides opportunities for /''''''0''''1'''''2''''' ' students to develop multiple strategies to solving problems and explain their reasoning 6. The unit includes appropriate assessment /''''''0''''''1'''''2''' ' tasks to effectively assess the knowledge and/or skills (summative and formative) 7. The unit provides guidance to teachers for /''''''0''''1'''''2''''' ' using assessment results to choose among or modify activities to address remediation and acceleration learning goals 8. The materials include helpful parent /''''''0''''1'''''2''''' ' resources, such as worked examples, to aid parent support for learning!"#$%&&'#"%&(%)*+,'+-').#'(,*) /''''''0'''''1''''2''''' ' ' 19
Appendix F Compiled list of SCASD Best Practices May 5, 2010 Supports for Teachers, Students, and Parents 1) Strong professional development 2) Communicate daily communication among teachers, students, and parents 3) Homework parents understand 4) Flexible and user-friendly for teachers 5) Resources/ways to extend & re-teach 6) Consistency of resources and implementation Development of Mathematical Proficiency 1) Five strands of math proficiency (Procedural Fluency, Conceptual Understanding, Strategic Competence, Adaptive Reasoning, Productive Disposition) 2) Practice for procedural fluency 3) Deep understanding of math concepts 4) Balanced understanding - conceptual understanding and procedural fluency 5) Application/connections to real world problems 6) Communicate student can communicate in math 7) Students have multiple approach and can defend their methods 8) Fosters creative program-solving 9) Students reason clearly/flexibly Alignment to Standards 1) Aligned to standards 2) Prepare students for high-stakes tests 3) Awareness of global standards 4) All math concepts, especially visual/spatial are addressed Instruction and Assessment 1) Students do the thinking 2) Includes explicit instruction and practice 3) Students are inspired/engaged 4) Sound assessments to inform instruction - Pre-assessment/frequent assessments 5) Students grouped by ability 6) Technology used to support learning 7) Limited use of calculators 8) Emphasize individual student needs 9) High expectations and rigor for all Other 1) Demonstrated research base 2) Program usable in our district (meets SCASD needs) 3) Developmentally appropriate 4) Can do without animosity open communications 20
Appendix G No. 105.2 STATE COLLEGE AREA SCHOOL DISTRICT SECTION: TITLE: PROGRAMS EXEMPTION FROM INSTRUCTION ADOPTED: December 17, 2001 REVISED: 105.2. EXEMPTION FROM INSTRUCTION 1. Purpose Title 22 Sec. 4.4 The purpose of this policy is to comply with the requirement of the State Board of Education that school districts provide parents the right to have their children excused from specific instruction which conflicts with their religious beliefs. 2. Definition As used in this policy, the phrase specific instruction means identifiable elements of instruction. 3. Guidelines The rights granted by this policy are extended to parents of students enrolled in this district where the students are under the age of eighteen (18) and to the students themselves when the student is eighteen (18) or over, unless the student is incapable of making the decision due to a disability. This policy will be implemented by way of reasonable procedures for access. PA Code Title 22 Sec. 4.4, 11.7 Board Policy 102 Page 1 of 1 21