Maybe you have heard through the grapevine that we will be exploring the possibility of adopting a math program in Washington Central Supervisory Union. I have heard some people express gratitude and others have voiced their concerns.
Whatever you’re feeling, I think it’s fair to say that all would appreciate some information about this so that we are all on the same page.
Jen Miller-Arsenault (our fearless Director of Curriculum, Instruction and Assessment) and I collaborated on this blog post to provide our math community with the latest information addressing these questions:
- Why are we looking at math programs now?
- How would a program fit in with our common vision for excellent math instruction?
- What will the process be for making decisions about math programs in WCSU?
Why are we looking at math programs now?
Those who have been around WCSU for a while know that we have spent a great deal of time strengthening our foundational knowledge and curriculum in the area of math instruction over the past several years.
We began by articulating what students should understand, know and do at each grade level (our performance indicators and proficiency scales). Then, we created a common scope and sequence for each grade level with learning expectations at various checkpoints throughout the year. Next, we developed (and continue to tune) benchmark assessments based on those learning expectations. Last year, we developed (and continue to tune) curriculum maps and planning guides for each grade level. Finally, we drafted our WCSU Effective Practices for mathematics classrooms last summer.
At this point, we have a lot in place to support excellent math instruction. Still, we hear from a number of teachers and administrators that having a math program aligned to student learning outcomes would support math teachers and students. On the other hand, others have voiced their reservations about math programs in general.
In the interest of honoring all voices, we will begin a process of exploring how (and also if) purchasing a program would support our math goals for our students across WCSU.
How would a program fit in with our common vision for excellent math instruction?
Having a program would NOT mean that we would abandon the work we’ve done in the interest of implementing a program with fidelity. Our fidelity would be to the curriculum that we’ve already developed and continue to revise with practice. A program is not a curriculum. It is a resource that may be used to support a curriculum.
Any program used by WCSU would complement Tier 1, excellent core instruction. Math teachers would never be expected to follow a prescribed, “day one, day two, day three…” approach to teaching math. Teacher judgment in response to what they know about their own students and how math learning progresses is and will always be our most important resource in the classroom.
Programs do not teach students math, teachers do.
What will be the process for making decisions around math programs in WCSU?
First, we want to emphasize that nothing is decided, and that any decision about using or not using a math program will be collaborative.
Later this spring, we will be seeking out teachers who are interested in participating in this decision making process. We will be looking for a representative group of up to 3 teachers per grade level with overall coverage from all six schools to participate in a pilot group. We would like the group to include both teachers who would embrace using a program and teachers who have reservations.
Between August and December, this group of teachers will pilot units from up to three math programs at their respective grade levels and provide structured feedback. Participation in the pilot would require some time away from the classroom for training, planning, and meetings. There may also be some opportunities to visit local schools to observe teachers using the various programs under consideration. Ultimately, the pilot group will be making decisions and recommendations about the programs piloted. However, we will be looking for ways to collect information from other teachers, too.
We will only look at programs that are highly rated in terms of their focus and coherence, as well as the level of rigor (see this website for examples of ratings for various programs) Teachers piloting units will be thinking about the programs through those lenses and also the usability of the program and other criteria developed by the pilot group.
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