SecondaryIntegratedMathematics

Update

I n fo rmat ion Repo r t No . 2March 28 , 2017

D r. J a cque l i ne Pe rez , A s s i s tan t Supe r in tenden t , Educa t iona l S e r v i c e sD r. Ma ry Mason , P r in c ip a l , Roo seve l t M idd le S choo l and D i re c to r, Teach in g & L ea rn in g

Purpose§ DiscussthemeritsofIntegratedMathematicsinHighSchoolandteachersurveyresults

§ DiscusstheprogressofSecondaryMathematicstextbookadoption

§ Explaintheprocessusedtoarriveattwobookstobepiloted

§ SharetheproposedplanforpilotingsecondaryMathematicstextbooks

AlignmenttoLCAP

AnIntegratedApproachTRADITIONALPATHWAY

Course Algebra1 Geometry Algebra2

ConceptualCategory

NumberandQuantity

NumberandQuantity

Algebra Algebra

Functions Functions

Geometry

Statistics andProbability

Statistics andProbability

INTEGRATEDPATHWAY

Course MathI MathII MathIII

ConceptualCategory

NumberandQuantity

NumberandQuantity

NumberandQuantity

Algebra Algebra Algebra

Functions Functions Functions

Geometry Geometry Geometry

Statistics andProbability

Statistics andProbability

Statistics andProbability

TheSATisIntegratedAreaofFocus SATComplexity Emphasisonmultistepproblems.

Geometry Requirestheuseofgeometryconceptsandreasoning.

ProbabilityandStatistics

Includesstatisticstopicssuchassamplingandinferringcorrelationandcausationfromaresearchmethod.

Trigonometry Requirestheuseoftrigonometry.

TeacherSurveyResults• Secondarymathteacherfeedbackwaselicited.§ 105teacherswereinvitedtocompletethesurvey.§ 82teachersreplied:52HighSchoolteachers,30MiddleSchoolteachers.

Whatschoolsitedoyouteachat?Selectgradebandinwhichyouteach.Atthispoint,doyoufeelyoucanmakeadecisiononwhetherourdistrictshouldselecttheTraditionalorIntegratedPathway?

Ifyes,whichpathwaydoyouchoose?WouldyouliketoslowdownthedecisionmakingprocessofapotentialshifttoIntegratedMath?Slowingdowntheprocesswouldentaildelayingtextbookadoptionbyanadditionalyear(2018-2019schoolyear).

GeneralResults#ofVotes Integrated Traditional NotReadytoDecide

GUSD 82 55.2% 21.6% 23.2%

Clark 7 28.6% 14.3% 57.1%

CrescentaValley 18 33.3% 11.1% 55.6%

Daily 4 75% 25% 0%

Glendale 15 73.3% 20.0% 6.7%

Hoover 8 54.7% 32.8% 12.5%

Roosevelt 6 66.7% 0% 33.3%

Rosemont 12 33.4% 58.3% 8.3%

Toll 6 83.3% 16.7% 0%

Wilson 6 100% 0% 0%

TeacherFeedback“Idon'tbelieveweshouldslowdownthedecisiontogoIntegratedsinceitwonbyaclearmajorityofvotes.Icouldsupportwaitinganotheryeartoadopttextbooksonlyiftherearetextbooksthatareundergoingmajorrevisionswhichmayimpactouradoptionchoice.”

“IbelievethattheIntegratedPathwaywillserveourstudentsbest(andthereisampleresearchtosupportthispointofview).Thereisreallynovalidreasontoslowdownthisprocess.WeshouldmoveforwardwiththeIntegrated1pilotforthe2017-18schoolyear.”

“Let'sGo!!Ibelievethatintegratedwouldhelpthebottom50%.Itisagreatideatonotgetstuckinanycourse!”

“Inmyopinion,Idon'tseethatmuchdifferencebetweenthetwopathways.Whatmattersmoreisthequalityofthetextbook/materials.Iwasn'ttooimpressedwithanyoftheintegratedtextbookswereviewed,soIdon'tmindwaitinganotheryearifithelpseveryonefeelbetteraboutthedecision,andmaybesomebetterbookswillbecomeavailable.”

“ThisisaBIGdecisionandtomakeitsoquicklymightresultismakingabaddecision.IthinkanotheryearusingthePacketswouldbeokifitmeantwecouldmakeaneducateddecision.Noneedtorush.Thanks.”

MathCSCReview•OnMarch16,SecondaryMathCSCreviewedallthesurveyresultsandunanimouslyconcludedtostaythecourseandcontinuetomoveforwardwiththeIntegratedpathway.

•Attentionwasspentdiscussingtheconcernsofthe3schoolswhoseteachersdidnothaveamajoritysupporttomovetoIntegrated.◦ Rosemont– BasedondiscussionswithRosemontteachers,theyarefairlyneutralwhenitcomestotraditionalversusintegratedandwouldbefineeitherway.

◦ Clark–Philosophically,manyoftheClarkteachersareinfavorofanintegratedapproach.Theirbiggestconcerniswhetherornotthematerialsforintegratedwillbeuptoparandtheyarehesitanttomakeadecisionwithoutamoreindepthlookatthecurriculaavailable.

◦ CrescentaValley– AbigconcernforCVteachersistheaccelerationandthatthismightbeinfluencingtheirsurveyresponses.Therearesometeacherswhoareneutralandothersthatbelievethetextsfortraditionalwillbebetterthanintegrated.

•TheProfessionalDevelopmentdepartmentisdedicatedtoprovidingsupportforallschoolsduringthistransition.

ReviewingTextbooks• MathematicsFrameworkforCaliforniaPublicSchools:KindergartenThroughGradeEighto InstructionalMaterialstoSupporttheCaliforniaCommonCoreState

StandardsforMathematicsChapter.o ThischapterwasreadandreviewedbyallsecondaryGUSDmathteachers.

• GUSDCSCdevelopedarubricforevaluatingSecondaryMathematicsmaterials.• CurriculumStudyCommittee(CSC)reviewedmaterialsfrom9publishers.• TheCSChasdeterminedthetoptwoprogramsformiddleschoolandhighschooltoconsiderforadoption.

TextbooksReviewedMath6 Math7 Math8 Accelerated7/8 IntegratedMath1 IntegratedMath2 IntegratedMath3

GlencoeMcGrawHill CAMathCourse1 CAMathCourse2 CAMathCourse3 McGrawHillAcceleratedGrade CorePlus1 CorePlus2 CorePlus3

McGrawHill IntegratedMath1 IntegratedMath2 IntegratedMath3

GreatMinds Grade6 Grade7 Grade8

HoughtonMifflinHarcourt BigIdeas6(Larson) BigIdeas7(Larson) BigIdeas8(Larson) AcceleratedCourse2

BigIdeasBigIdeasMath1

(Larson) BigIdeasMath2(Larson) BigIdeasMath3(Larson)

OpenUpResources(online) Grade6 Grade7 Grade8

Pearson

ConnectedMath3Grade6

ConnectedMath3Grade7

ConnectedMath3Grade8 ConnectedMath3

Grade8WithAlgebraIntegratedMathI

(Grade9)IntegratedMathII(Grade

10)IntegratedMathIII(Grade

11)EnvisionMath2.0Grade6 EnvisionMath2.0Grade7 EnvisionMath2.0Grade8

HoughtonMifflinHarcourt GoMath6 GoMath7 GoMath8 GoMathAccelerated

7CAIntegrated123

MATH1 CAIntegrated123MATH2 CAIntegrated123MATH3

CPM CommonCore1 CommonCore2 CommonCore3 Thereisacoursethatusestwobooks.

CoreConnectionsIntegrated1

CoreConnectionsIntegrated2

CoreConnectionsIntegrated3

SPRINGBOARD Course1 Course2 Course3 IntegratedI IntegratedII IntegratedIII

CARNEGIE MathSeriesCourse1 MathSeriesCourse2 MathSeriesCourse3 IntegratedMath1 IntegratedMath2 IntegratedMath3

ReviewProcess• AllsecondaryGUSDmathteachersweregiventheopportunitytoreviewthetextbooks.• CSCspent4daysdoingathoroughreviewusingtheGUSDrubric.• Basedontheirreviews,inadditiontoteacherfeedback,thetop2textswereselectedformiddleschoolandhighschool.MiddleSchool◦ CPMCoreConnections◦ PearsonenVision2.1

HighSchool◦ CPMCoreConnections◦ HoughtonMifflinHarcourtCAIntegrated123

MiddleSchoolText#1CPM:CoreConnections

TheCPMCoreConnectionsinstructionalmaterialsreviewedforGrades6-8meetexpectationsforFocus,Rigor,andCoherence.CPMmeetsexpectationsfortimedevotedtomajorworkandmakingconnectionsacrossconcepts.

Lessonsrequirestudent-teamstostartbysolvingreal-worldmathproblemsthatencouragemultiplepathwaysandstrategies.Problemsaremeaningful,authentic,andrequirestudentstomakeconnections.Conceptsarereinforcedthroughmultipleextensionsthroughouttheentirecourse,spiralingbackwithnewconnections.

TheStandardsforMathematicalPracticeareseamlesslyembeddedthroughoutthecurriculum.Thematerialsprovideabalanceofconceptualunderstanding,proceduralskillandfluency,andapplicationinunitsandinassessments.Studentshavetheopportunitytolearn,practice,andunderstandtherelevanceofthegrade-levelconcepts.

MiddleSchoolText#2Pearson:enVision2.0

ThePearsonenVision2.0instructionalmaterialsreviewedforGrades6-8meettheexpectationsforFocus,Rigor,andCoherence.Instructionalmaterialsspendthemajorityoftimeonthemajorclustersofeachgrade.TheGrade6-8instructionalmaterialsuseprecisemathematicallanguagetodevelopconceptualunderstanding.

enVision addressestheCommonCoreStateStandardsthroughproblemsolving,interactiveexperiences,andvisuallearning.TheStandardsforMathematicalPracticeareembeddedthroughoutthecurriculum.Mathematicalconceptsaredevelopedfromreal-worldscenariosandallowformultiplestrategiestodevelop.

Unitshaveabalancedapproachtoconceptualunderstanding,skillpracticeandapplicationofmathematicalideas.Studentshaveaccesstoonlinetutorialsandpracticeproblems.

HighSchoolText#1:HoughtonMifflinHarcourtCaliforniaIntegratedMathematics123

HMHCAIntegratedMathematicsmakesgoodattemptstoalignitscurriculumtotheCaliforniaFrameworkbydevelopingmathconceptsinthespiritofthestandards.Forexample,congruenceisdevelopedthroughtransformationsinMathI,linearandexponentialfunctionsaredevelopedthroughsequences,andtransformationsofparentfunctionsareevidentateachlevelofthecourse.PerformanceTasksareavailableattheendofeachlessontoallowstudentstodeveloptheirproblem-solvingskillsandsynthesizetheinformationfromthelesson.Thetypesofpracticearevaried(error-analysis,studentsexplainifananswerisreasonable).MathematicalPracticesarementionedintheteachereditionandstudentshaveopportunitiestousethem,althoughtheyarenotexplicitinthestudentedition.ExamplesofModelingarefoundthroughoutthecourse.Teacherandstudentresourcesareavailableonline(assessments,tutorials,additionalpracticeproblems).

HighSchoolText#2:CPMCoreConnectionsIntegratedAsstatedinEdReports,“TheinstructionalmaterialsreviewedfortheCPMIntegratedseriesmeetexpectationsforalignmenttotheCCSSMforhighschool.Thematerialsmeettheexpectationsforfocusandcoherence.Thematerialsattendtothefullintentofthemathematicalcontentstandardsandalsoattendfullytothemodelingprocesswhenappliedtothemodelingstandards.ThematerialsalsomeettheexpectationsforrigorandtheMathematicalPracticesastheyreflectthebalancesintheStandardsandhelpstudentsmeettheStandards’rigorousexpectationsandmeaningfullyconnecttheStandardsforMathematicalContentandtheStandardsforMathematicalPractice.”

InCPM,classworkproblemsarestructuredtoelicitstudentdiscussionsandinquiry,whereashomeworkisanopportunityforspiralreview.Coreproblems(teachingaconcepttothelevelthatthestandardindicates)areclearlydefined,butadditionalpracticeproblemsareavailableforstudentswhoaremoreaccelerated.

AdditionalresourcesprovidedbyCPMincludeanonlinehomeworkhelpforstudents,parentresources,extrapracticeproblemworkbooks,lessonMathCasts areembeddedintoeverylessonoftheonlineteacher’sedition.

March– July2017

Pilotteam

• Pilotteamisformed.• Pilotteachersspend4daystrainingontheexpectationsofpilotingandtheCPMtextbook.Tentativedates:May22(middleschoolonly),May23and25(allpilotteachers),May26(highschoolonly),August1410:30-3:00(allteachers).

ProposedPilotCommittee• Twoteacherspercourse (6th grade–orIntegrated3)persecondaryschoolsite

• Thetwo6th gradeteachersthatfeedtoRosemontwillbeelementary.• Thetwo6th gradeteachersthatfeedtotheotherthreemiddleschoolsshouldhaveonerepresentativefromanelementarysite,andonerepresentativefromthefeedermiddleschool.

• Atleast1teacherfromaFLAGschool

• Atleast3SPEDteachers

• Note:AlthoughallIntegrated1teacherswillbepiloting,notallwillbemembersofthepilotcommittee

ProposedPilotingTimeline2017– 2018

Quarter1 Quarter2 Quarter3 Quarter4

Pilotteam Pilotteam Alldistrictmathteachers(6andabove)Pilotcycle1:• CPMPilot• Ongoing Training

Pilotcycle2:• Second Pilot

• PearsonenVision• HMHIntegrated

• OngoingTraining

• PilotteamandCSCmeetsforpilotteacherstogivefeedbacktoCSC.• CSCvotesononeprogramgrades6-8andaprogramforIntegrated1-

Integrated3torecommendforadoption.• SecondaryCouncilmeetstomakearecommendation.• AdoptionrecommendationisbroughtasaninformationitemtotheGUSD

Board.• Boardapprovestextbookforadoption.• Textbooksareordered.• Allmathteachersbegintrainingonthechosenprogram.

o IfweadoptCPM,thiswillentail4daysoftrainingpriortothestartof2018-2019schoolyearfornon-pilotteachers.

Questions