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Math Program Review and Adoption — FAQ's

Why now?
What is the process?
Who makes up the Program Review Work Group?
How can I find out who my school's representatives are?
When do parents have opportunities to give meaningful input?
What programs will you look at?
What about computation?
Where can I get more information?
What are the NCTM Focal Points?
How does the governor’s plan for math impact Issaquah’s adoption?
Does Everyday Math use the classic algorithms that I learned in school?
Why does Everyday Math teach students to use calculators?
Has the field test process changed?
Is Everyday Math used by the highest achieving districts in the state?
In Everyday Math, is a child encouraged (or required) to memorize basic math facts such as addition, subtraction and multiplication? Is the use of calculators allowed before basic math facts are learned?
Why is it important that teachers pick the math curriculum? Shouldn't parents have more say?
Why does it matter if our curriculum is standards-based?
How important is curriculum in student learning?
What happens if we don't adopt new materials this year?
Why doesn't this math look like the math I learned?
Where are we in the process?
Is the District or any individual in the District receiving financial benefit from the math publishing company for selecting a particular program?
What do children need to become powerful mathematics learners?
Does the District want our children to fail?




WHY NOW?
There is a sense of urgency about mathematics across the country and in Issaquah. Our decision to review our math program and select new materials is based on a constellation of events:

The need for high quality mathematics instruction and materials is urgent. A student in elementary school is there now and needs the very best materials as soon as possible. Our last adoption of Math Trailblazers was implemented 8 years ago in 1998. After 6 or 7 years, materials begin to wear out, and research shows that the intent of the adoption fades after the 6 or 7 year mark. Many teachers adapt the materials and there is a great variation in how the program is taught in classrooms across the district.

Much has been learned about brain research since our last adoption and about how children learn mathematics. The materials we adopted in 1998 were "first generation" standards based materials. They were the very best mathematics instructional materials when we adopted them, and much has been done to improve them and other mathematics instructional materials in the past 8 years. It is time to research the materials available now and select the best instructional materials for our students.

We are able to finance the adoption this year after making reductions in other non-classroom related areas. As you may have heard in the media, districts across the state are facing financial challenges that seem to be increasing with time.

We have completed the ground work for the selection of new materials. In anticipation of completing a program review and adoption this year, a committee of teachers from across the district spent last year doing research and scope and sequence work.

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WHAT IS THE PROCESS?
The timeline describes the process broken down by month. The process began in the fall of 2005 with the creation of a Scope and Sequence work group which did an in-depth study of the research on best practice in mathematics education, the Washington State Mathematics Grade Level Expectations, the WASL Test Item Specifications, and Issaquah School District data. The work group used these to create drafts of a Scope and Sequence document, a list of mathematics vocabulary, and a Computational Proficiency Expectation guideline. These will serve as the foundation for the instructional materials selection process.

The program review will be a data driven process. During the 2006-07 school year, the process started with a review of the research and last year's work. The work group will use the research and feedback from parents and teachers to create tools to evaluate the materials.

The Issaquah School District requested from publishers of elementary mathematics materials copies of their materials for review. The committee will review instructional materials submitted to the district by the posted deadline. Materials will go through a first review of which will bring the number of materials down to a handful. The second screening will be much more in-depth and will bring the number down to two or three finalists.

The two or three programs that are selected as finalists will be field tested in approximately 60 classrooms in ALL schools across the district. Teachers who field test will field test all of the programs, and each program will be field tested for three weeks. Teachers will thoughtfully determine what material to teach so that their students will learn the same content and skills they would otherwise have learned. Teachers will attend training sessions on each program that they field test and will attend a follow up debriefing session at which they will share their reflections and examples of student work from the field test. Students and parents involved in the field test will be asked for feedback after each field test session through surveys.

Once the field test is complete, the committee will compile the data to evaluate and use as it makes the decision to recommend a program to the Assistant Superintendent of Teaching and Learning. The recommendation then moves on to the Instructional Materials Selection Committee for approval, and then on to the School Board.

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WHO MAKES UP THE PROGRAM REVIEW WORK GROUP?
The work group consists of approximately 30 teachers from all over the Issaquah School District and the district Math Specialist. The work group was formed so that:     back to questions


HOW CAN I FIND OUT WHO MY SCHOOL'S REPRESENTATIVES ARE?
Please ask your student's teacher or principal to connect you to your school's representative.

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WHEN DO PARENTS HAVE OPPORTUNITIES TO GIVE MEANINGFUL INPUT?
The district is working closely with the PTSA council co-presidents to ensure that parents have multiple opportunities to give meaningful input into the process. At a meeting of the PTSA presidents, the Math Specialist and the Assistant Superintendent, it was determined that being on the adoption committee is not the best way for parents to be represented in this process. Here are the opportunities for parent input that have been developed thus far. If you have additional ideas for input, please let your PTSA president know, or e-mail District Math Specialist Leslie Nielsen.

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WHAT PROGRAMS WILL YOU LOOK AT?
The work group will review the K - 5 mathematics programs submitted for review by the posted deadline.

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WHAT ABOUT COMPUTATION?
The work group is committed to selecting materials that have a balance of conceptual development and computational fluency.

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WHERE CAN I GET MORE INFORMATION?
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WHAT ARE THE NCTM FOCAL POINTS?
Focal Points is a document released by the National Council of Teachers of Mathematics in September 2006. The document presents three major topics of emphasis at each grade level, pre-K-8 and is intended to facilitate conversations at the state and local levels about mathematics curriculum.

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updatedHOW DOES THE GOVERNOR'S PLAN FOR MATH IMPACT ISSAQUAH'S ADOPTION?
Our adoption timeline allows us to closely monitor the legislative process so our choice is compatible with whatever actions occur this session. We will not make a final decision until after the Legislature completes its work.

However, the state is also looking to us as they respond to the state's mathematics needs. When Govenor Gregoire and state Superintendent Bergeson announced proposed WASL (Washington Assessment of Student Learning) changes during a January press conference, Issaquah was the only district that Dr. Bergeson mentioned as "doing math right."

Competing bills currently call for the creation of a "menu" of state-approved math curriculum for public schools. This menu would be a short list of materials developed with input from high-achieving districts like ours. The Office of Superintendent of Public Instruction (OSPI) estimates that it would begin the first study of materials in the 2007-08 school year. OSPI plans to start with high school materials then move to middle and finally elementary materials. Their thinking is that materials would only be recommended for use by districts where math achievement is low, meaning approximately 30 percent or fewer students have met standard.

While lawmakers have talked about providing money to help districts purchase new math curriculum off the "menu," initial budget proposals do not allocate any dollars for this purpose. Dr. Bergeson does say that there is a possibility that some money will be allocated to those districts where math achievement is low-which does not include Issaquah.

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DOES EVERYDAY MATH USE THE CLASSIC ALGORITHMS THAT I LEARNED IN SCHOOL?
Yes, Everyday Math includes traditional algorithms that have been commonly taught in the U.S. or simplifications of those algorithms.  Entirely new algorithms that have significant advantages in today’s technological world are also included.

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WHY DOES EVERYDAY MATH TEACH STUDENTS TO USE CALCULATORS?
The preponderance of research indicates that the proper use of calculators helps students learn math, specifically arithmetic, number sense, and problem solving. Proper use includes learning the calculator functions and understanding when to use a calculator—not serving as a substitute for learning addition, subtraction, multiplication, and division. Calculators allow children to solve interesting, everyday problems requiring computations that might otherwise be too difficult for them to perform. In today’s technological work place, the efficient and proper use of calculators cannot be left to chance.  Engineers say calculators serve as their third hand, allowing them to tackle more and more advanced problems.

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HAS THE FIELD TEST PROCESS CHANGED?
The process originally included a few elementary classes comparing curriculums side by side. We have modified that "field test" so it is more in-depth and inclusive now that the committee has recommended only Everyday Math for further study. Sets of Everyday Math grade-level materials are at every elementary school, and teacher leaders will facilitate review workshops with their colleagues. Each teacher will have the opportunity to select lessons and activities to try out and give feedback. Sample materials are also online, which allows for wider access for all parents, who will be able to provide feedback via an online survey.

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IS EVERYDAY MATH USED BY THE HIGHEST ACHIEVING DISTRICTS IN THE STATE?
The highest-achieving districts in Washington all use standards-based, comprehensive math programs like Everyday Math. The top-scoring districts, Mercer Island and Bellevue, use Investigations—a curriculum similar to Everyday Math that our teacher selection committee decided was not the best fit for students' needs. Specifically, Investigations: Issaquah teachers felt that, unlike Investigations, Everyday Math's supports and scaffolds allow all teachers to be more successful in delivering the highest level of mathematics instruction.

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IN EVERYDAY MATH, IS A CHILD ENCOURAGED (OR REQUIRED) TO MEMORIZE BASIC MATH FACTS SUCH AS ADDITION, SUBTRACTION, AND MULTIPLICATION? IS THE USE OF CALCULATORS ALLOWED BEFORE BASIC MATH FACTS ARE LEARNED?
Yes, children are encouraged and required to memorize their math facts in Everyday Math. This is accomplished in many ways. Calculators are used in most grades, but are not allowed when students are working on fact and computation practice.

One of the ways calculators are used to help student become more proficient in their facts is in a game called “Brain vs. Calculator.” Three students play. One is the “caller,” one is the “calculator” and one is the “brain.” The caller says a math question, say 7 x 8. The student with the calculator does it on the calculator, and the brain does it in the head. Who ever gets it first of those two wins the point. When the student being the brain beats the student who is the calculator on a group of math facts, they know that they really know them, and they realize the calculator is often not the best way to get a basic answer.

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WHY IS IT IMPORTANT THAT TEACHERS PICK THE MATH CURRICULUM? SHOULDN'T PARENTS HAVE MORE SAY?
Instructional materials are the professional tools teachers use to do their job. Teachers have expertise in teaching groups of children, how children learn, district and state learning targets, and expectations. While many people know and understand math, it takes a professional teacher to understand how to teach math to a diverse group of students.

The process of selecting curriculum is highly technical. The adoption workgroup must find materials that align closely with the state's Grade Level Expectations; just as importantly, the materials must support learning for ALL students and appropriately guide new and veteran teachers.

Consider the student and staff diversity that the materials must match. Many students are well prepared for school and learning. Some struggle with learning. Some are learning English. Many excel in selected areas, but not in all. Some students are advanced learners and need ongoing challenge and rigor. Many Issaquah parents want to work with and support their children at home. In terms of teacher experience, about one-third of our teachers are new to the profession. Approximately 25 percent of our teachers have 20 or more years experience. Our teachers have an average of 13 years experience. Over 61 percent of our teachers have master's degrees. The work group must match all of these skill levels as they review materials, keeping the student learning focus as the priority.

Parents are the experts on their own child and that child's strengths and weaknesses. In a public school, our teachers must take a broader perspective to ensure that all students learn. The state auditor states that the Issaquah adoption model is very sound: a thorough review of the Issaquah process found our process "provides for a high level of public accountability and safeguards public assets."

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WHY DOES IT MATTER IF OUR CURRICULUM IS STANDARDS-BASED?
Our state standards resulted from educators and the business community working together to define what students should know and what they should be able to do to be successful after leaving high school. They formed the state's Essential Academic Learning Requirements (EALR) and Grade Level Expectations (GLE), which articulate the minimum requirements for students. The Washington Assessment of Student Learning (WASL) assesses how well students are meeting these learning targets. Having specific goals and benchmarks-especially when defined by education and business leaders-allows students to achieve more and focus their efforts on the knowledge and skills that are essential for life. Without standards or standards-based curriculum, schools and districts would have no accountability for student learning because they would be aiming for different, and perhaps unworthy, targets. As Roman philosopher Seneca said: "If one does not know to which port one is sailing, no wind is favorable."

Colleges and universities expect students have specific skills and knowledge and be able to apply those skills. The College Board has instituted a standards-based curriculum to ensure that students are successful in Advanced Placement courses. Our own school board requires us to prepare mathematically powerful students who are able to pursue higher level math learning. Without a standards-based curriculum, we could not be sure we were meeting these targets or even aiming in the right direction.

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HOW IMPORTANT IS CURRICULUM IN STUDENT LEARNING?
Research shows that the quality of the teacher is five times more important than the materials or curriculum tools s/he uses. In fact, there are no "silver bullets:" No material or tool alone can achieve the goal we in Issaquah have for our students (mathematically powerful students who are confident and able to purse higher level mathematics learning). Recognizing that the key to math learning is the teacher, Issaquah will have a plan for professional development and implementation for our teachers. We will support our teachers in gaining skills in mathematics and learning to use the tools they have.

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WHAT HAPPENS IF WE DON'T ADOPT NEW MATERIALS THIS YEAR?
The current Board-approved and adopted materials-the 1998 edition of Math Trailblazers-will remain in place if the adoption does not move forward. We are coming to the end of the shelf-life of this edition and several components are now out of print. The adoption workgroup would consider whether or not to recommend updating to the latest edition of Math Trailblazers for fall 2007.

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WHY DOESN'T THIS MATH LOOK LIKE THE MATH I LEARNED?
Living in the information age means that we all know more and are expected to learn more now than at any time before. As knowledge and learning change, so do some of the familiar ways of doing things. The first cell phone was produced in 1973 and weighed about two pounds. By 1983, cell phones were smaller and more people started using them. Now, we can't think about life without our cell phone. We adults generally use them to make calls. Our kids use them as a text-based messaging system, information storage, and camera. Math-and our knowledge about how students learn math--has changed, too. Slide rules are not a popular computation tool these days. Synthetic division and square roots by iteration are not generally used. As our world becomes more global, we also incorporate more good ideas from different countries. Math in different countries is taught differently. When technology and knowledge changes, we change, too. Think of it this way: You wouldn't be successful in convincing your child that they can't text message as a basic communications form because that's not how you communicated when you were growing up.

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WHERE ARE WE IN THE PROCESS?
The adoption workgroup completed the third phase of its process - the intensive study. The workgroup found that: The workgroup recommended Everyday Math for adoption.

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IS THE DISTRICT OR ANY INDIVIDUAL IN THE DISTRICT RECEIVING FINANCIAL bENEFIT FROM THE MATH PUBLISHING COMPANY FOR SELECTING A PARTICULAR PROGRAM?
No.

At the beginning of any adoption process, we close the District to vendors representing the products under consideration. Vendors are prohibited from contacting teachers directly. No one affiliated with the adoption is allowed to accept anything from a vendor submitting materials for adoption.

Each year, the State Auditor's Office audits us in the areas of ethics and conflict of interest. Our record continues to be spotless.

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WHAT DO CHILDREN NEED TO BECOME POWERFUL MATHEMATIC LEARNERS?
An important factor is concerned, informed, and involved parents who believe that learning mathematics is important. We are fortunate in Issaquah to have an abundance of supportive parents.

Another important element is highly trained, knowledgeable teachers. Because we have a supportive community and great kids, we are able to attract and retain the best teachers. Ongoing professional development in math content and program implementation will be part of the elementary math adoption.

The third most important element is a balanced math curriculum. A representative from Where's the Math defined a balanced math program as having three pillars: computational fluency, conceptual understanding, and problem solving. This is exactly what our teachers and parents have said about their wishes for the Issaquah math program.

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DOES THE DISTRICT WANT OUR CHILDREN TO FAIL?
Absolutely not. Teachers, administrators, educational professionals, the School Board, and our parent community are united in the goal of helping our children be powerful mathematicians. We are thinking and dialoging about the best ways to get there. Not one person, administrator, teacher, or parent is motivated by failing students.

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