MATH CURRICULUM QUESTIONS/ANSWERS
There were 54 questions generated from our recent PTA meeting. Many of these questions were similar in nature, but worded in various ways. Therefore, I have sorted the questions into categories and hope your specific question is answered within the information below. If there was a grade level specific question, I encourage you to speak to your child’s teacher or for any further questions in general, please do not hesitate to give me a call at 630-428-5678.
1. What are the strengths of common core and why aren’t we using solely EDM (Everyday math)?
Common core standards are more rigorous than the original Illinois state standards and will better prepare our students for college and career readiness. These standards are aligned to college and work expectations, are more rigorous, and for the first time, internationally benchmarked to top performing countries. There are fewer standards which allow our teachers to go deeper into the curriculum. For example, EDM has a spiral curriculum. A concept may be “touched upon” then revisited later. Common core allows teachers the time needed to focus on a standard for a longer period of time. Currently, our EDM resource does not fully align with common core, therefore, you see additional resources provided (paper copies and on-line). The district anticipates purchasing new materials in the next few years.
2. Who is developing the curriculum and assessments?
District administrators have been working around the clock for over 2 years understanding the new common core standards and their implications for curriculum. Over a year ago, representatives were selected from elementary schools to start developing the curriculum which would align with common core. This was done in conjunction with district administrators who have expertise in curriculum development and assessment. We have collaborated with EDM representatives and other districts when appropriate. However, District 204 is well ahead of many districts with curriculum development. The same process is underway for the ELA (English/Language Arts) standards which will roll out at the elementary level during the 2013-2014 school year. The curriculum and assessments are the same for all elementary students within District 204.
3. Why are the unit assessments so long and difficult?
New statewide assessments are being developed which will replace ISAT in the 2014-2015 school year. These assessments will directly align with common core. Therefore, the current unit tests are being developed using similar type questions which students will eventually see on state assessments. The new statewide assessments will require students to generalize and transfer skills, problem solve, and synthesize significant amounts of information to solve problems. We will find them more rigorous than the current ISATs. With that being said, our district math committee is reviewing the curriculum content, assessments and pacing during monthly meetings, in order to make the necessary revisions and adjustments to current unit assessments.
4. How are the unit assessments being scored?
Grade level teachers are spending a significant amount of time analyzing the assessments; student understanding and scoring. Some items lend themselves to a right/wrong analysis of the answer. Other questions require students to follow a process or explain an answer. Teachers are determining, as a grade level, where partial credit can be given for student answers. In other words, a child may be able to earn 3 of 4 points on an answer versus simply identifying that it’s right or wrong. Keep in mind, the unit assessments are only 1 measure of your child’s progress. Teachers are using daily work, observations in group work, exit slips and quizzes to determine your child’s understanding.
5. Are concepts being retaught and how are we supporting students who don’t understand?
When you come to parent/teacher conferences next month, your child’s teacher will explain the new math checklist, now called Profile of Progress. The Profile of Progress has identified the standards that are expected to be mastered by the END of the school year. This enables the teacher to identify the skills that have not been mastered and where they will be covered again within the curriculum, and within the current year. Unlike EDM, where a skill or concept may not be covered again until the following year, you will have a clear understanding from the Profile of Progress the skills/concepts your child is expected to have mastered by the end of the school year. Teachers continue to utilize small group and individual instruction to support students who do not understand a concept or skill. If they see that a majority of students do not understand a skill or concept, the new curriculum allows us the time needed to slow down and reteach the concept more thoroughly and in depth.
6. Is it appropriate for elementary students to be using a calculator?
The math standards include 8 math practices, the HOW TOs, of teaching mathematics. One of these practices is using appropriate tools strategically. There are times when a student needs to know basic computation and that is the expected outcome. There are other times when a teacher is trying to determine if a child knows a process in problem solving and the focus is not on the computation. This would be a time when a calculator or other technology tool may be utilized. We will continue to see more technology integrated into our instruction as this is a 21st century skill critical for our students’ success. Speaking of basic computation, yes, OTTER CREEK is still part of our curriculum. Fluency in basic math facts is still an expectation for students in the new standards. At grades K and 1, OTTER CREEK will not be implemented. Instead, the focus will be on the students’ understanding of the connection between addition and subtraction. Grades 2-5 (reg ed and math accel) will incorporate OTTER CREEK.
7. There are gaps in the skills between the old/new curriculums and are we just teaching to a test?
The biggest change is not necessarily the skills being covered at the grade levels, but rather the in depth nature of the approach. In some cases, teachers are spending 2-3 days on a concept that used to be covered in one lesson. The 8 math practices are the biggest change (please see them listed at the bottom of this document). It requires teachers to help students learn and articulate their thought process on more difficult problems. We are finding this is difficult for ALL of our students and will take instruction, modeling and practice. With that being said, I think you will see that we are not just teaching children to take a test. We are preparing them for the rigors of high school, college and careers in the 21st century where they will be required to collaborate, explain, synthesize and problem solve.
8. How can I support my child?
You have helped your child already by attending the PTA meeting or reading this lengthy document as a way to educate yourself on the common core standards and curriculum. Teachers are providing information to parents in a variety of ways; teacher/grade level blog or website, unit standards list (provided at the beginning of each unit), student/teacher generated math practice problems before the unit tests, web-site links,etc. I highly encourage you to spend time on these sites or with this information, to better equip yourself with the information needed to support your child. In addition, the most critical way you can support your student is to maintain communication with the classroom teacher. He or she can provide the best information on your child’s strengths or areas of progress.
Eight Math Practices – the HOW TOs of teaching mathematics:
1. Making sense of problems and persevering in solving them
2. Reasoning abstractly and quantitatively
3. Constructing viable arguments and critiquing the reasoning of others
4. Modeling with mathematics
5. Using appropriate tools strategically
6. Attending to precision
7. Looking for and making use of structure
8. Looking for and expressing regularity in repeated reasoning