Montgomery MATH K-4 Why Math In Focus? May 28, 2013 Board of Education Meeting

1. Montgomery MATH K-4Why Math In Focus?May 28, 2013Board of Education Meeting Amy WishK-4 Supervisor of Mathematics and Science

2. Goals 1. Detail the process we used to choose Math in Focus for our anchor resource. 2. Explain why we believe Math in Focus is the best choice for our elementary program.

3. Math Materials Review • Everyday Mathematics, Common Core Edition • enVision Math • Do the Math • Go Math • Math in Focus, The Singapore Approach

4. Summer Orientation • Pilot Training • Pilot Meetings • Scope & Sequence Meetings • PLC groups • Faculty Meetings • Comparative Mid Year Assessment • Hosted classroom visits • Provided Q & A sessions for teachers • Before & After School Workshops 2012-2013 Math Pilot 2012-2013 School Year 4 Classrooms in each grade level Kindergarten through Fourth Grade Included settings in: General Education, Academic Support, Enrichment & In-class Support Included 3 resource room settings (grades K, 2, 4)

5. Parent Meetings & Student Feedback Parent Conversation Sessions: April 2-5, 2013 Two Goals: • Enhance understanding of what elementary school students are expected to know and be able to do in mathematics. • Collaborate to improve our students’ mathematics education. Outcomes: • Three themes: communication, consistency and experiences that foster growth for every child • Parent Advisory Committees & Parent Workshops • Parent Support for Math in Focus Student Feedback: • Want to have fun in math • Want the right level of challenge

6. PARCC Publishers’ Criteria • K-8 Sample Rubric • Focus • Coherence • Rigor Math in Focus average rubric score higher than Everyday Mathematics • Focus • Coherent connections • Consistent progressions http://www.corestandards.org/assets/Math_Publishers_Criteria_K-8_Summer%202012_FINAL.pdf

7. Kepner-Tregoe Decision Analysis Protocol SELECT S= state the decision E= establish & classify objectives L= list alternatives E= evaluate alternatives C= consider risks T= trust your work All K-4 staff who teach mathematics involved, 92 teachers polled

8. Decision Analysis Results Evaluation Scale: Excellent- 10, Good- 8, Adequate- 6, Poor- 4, Not Acceptable- 1

9. How did we make decisions? • Review of Materials • Math Pilot • Parent Meetings & Student Feedback • PARCC Publisher’s Criteria • Kepner-Tregoe Decision Analysis • Board of Education Presentation

10. Why Math in Focus? Organizational structure supports mastery • Unit Topic Structure • Focus and Supporting Work for the grade • Priorities and Boundaries

11. Why Math in Focus? Adequate resources for differentiation

12. Why Math in Focus? Technology components to support learning & assessment

13. Why Math in Focus? Very strong focus on word problems & computational fluency

14. Why Math in Focus? Well Aligned: • Common Core Standards • PARCC Publishers’ Criteria • Montgomery Program Philosophy • Differentiated Math Workshop Structures • Teacher needs • Parent requests • Student feedback

15. Anchor Resource Recommendation The Common Core Standards in Mathematics define our curriculum goals. Textbooks support our curriculum, but do not define it. We recommend Math in Focus as our anchor resource for grades K-4. We will continue to use teacher made materials as well as Problem Solver II books, Kathy Richardson activities and the Compass Learning Odyssey online program as supporting resources as needed. However, thanks to a solid anchor resource, we will deliver Common Core instruction with more fidelity.

16. Math Program Philosophy Montgomery School District's K-4 Mathematics Curriculum is organized around five content clusters: Operations & Algebraic Thinking, Number in Base Ten, Fractions, Geometry, and Measurement & Data. All content clusters and the five process skills (problem solving, communication, connections, reasoning, &representation) are addressed in every grade level of the program, building a strong and balanced foundation. In addition, we have designed a facts mastery sequence to ensure that our students can fluently and accurately recall basic math facts when performing everyday computations or solving problems. Each grade level introduces problems to be solved and situations to be explored that extend students’ conceptual understandings and skills beyond traditional computation. The curriculum is grounded in the research of how students learn mathematics. We believe our curriculum will foster the development of our students' mathematical intuition and the overall mathematical literacy necessary to succeed in a global society. Instructional designs include: • High expectations for all students • Dynamic real-world and cross curricular applications, including the use of technology • Concrete modeling as a pathway to abstract understanding • A problem-solving approach that develops critical thinking skills, strategy development, the application of concepts, and communication • Frequent practice of basic skills through mathematical games • An instructional approach that revisits topics in a variety of contexts to ensure full conceptual development and retention • Collaborative learning in partner and small group activities Montgomery’s math curriculum is aligned with the Common Core State Standards Initiative (CCSI) and the National Council of Teachers of Mathematics’ (NCTM) Standards. Therefore, it adequately prepares our students for the New Jersey Statewide Assessment Program. More importantly, however, the curriculum is designed to foster student growth and to develop students’ abilities and motivation to become life-long mathematical thinkers and problem solvers.