Secondary Math Pathways - Present and Future Considerations February 19, 20, 25, 28, 2019 family meetings - Smmusd.org

Secondary Math Pathways
Present and Future Considerations
February 19, 20, 25, 28, 2019
~family meetings~

Secondary Mathematics Pathways
Review of Teacher/Family Spring-Fall Input
Description of Process
Review of Current Pathways and Options
 Considered based on input
Teacher Consensus and Comments
Recommendation and Commitments
Question and Answer

Our Process

                          September     • SMMMUSD
                                          Math Chairs and        February 2019
• SM Teachers and           2018
                                          Admin Meeting
  Families          • Malibu Teachers                       • Consensus
                                        • Follow up Site
• Malibu Families                         Meetings with       building with all
                                          Math Teachers       Math Teachers
                                                            • Family Meetings
      May 2018                               January 2019

Current Math Pathways

Current Math Pathways

Current Math Pathways: Teacher
Input
SUCCESSES                   CHALLENGES/WONDERINGS

 Appreciative of            A concern regarding
  strategies to increase      how to support
  engagement and to           students with
  address any missing         missing/weak skills
  skills sets
                             Wish to know what 3
 A desire to discuss and     into 2 could look like
  collaborate in support
                             Better inform parents of
  of GVC, Guaranteed
                              pathways
  Viable Curriculum and
  CFAs (Common
  Formative Assessments)

Current Math Pathways: Parent
Input
ASPIRATIONS              CHALLENGES
 Wish to have math be    A desire to have better
  inspirational and        and timely
  relevant                 communication about
                           the pathways
 Extend and go deeper
  with the learning       Want to know the
                           offerings and not be
 Strengthen 6th grade     discouraged; allow the
  math course              parent to decide based
                           on understanding the
                           courses’ success criteria

Math Pathway: Option #1

Math Pathway Option #1
 Addresses skipping out of Core 6 but not
  ready to fully accelerate
 Complete Algebra I during school year
 Unless repeating Alg. I, most students enter
  9th grade Geometry and have more students
  with Calculus option in 12th grade
 Brings back 6th grade tracking and
  acceleration before 7th grade
 No Geometry in middle school
 Need to double up (take two math courses)
  or compact HS math to allow for Calculus DE

Math Pathways: Option #2

Math Pathway: Option #2
Addresses skipping out of Core 6 but not
 ready to fully accelerate
Compacts Geo-Alg. II to keep Calculus DE
 option
No need for Geometry over the summer
Brings back 6th grade tracking and
 acceleration before 7th grade
No Geometry in middle school
Need to compact in Geo/Alg. 2 and
 create new course

Teacher Preference ~ Consensus

          (8)

                (2)

(31)                  n: 41/45

Our Math Teachers’Why
    Middle School                         High School
 Pathway is solid; needs a few    Keep what’s working and improve
  adjustments                       what needs to be improved
 Current pathways offer           Would like to see the first group of
  opportunity to accelerate         students get to Calculus D/E
                                   Best option with better
 Best option to provide            implementation and vertical
  opportunities for students to     alignment from m.s to h.s.
  push themselves to highest
  levels of math in h.s.           Continue with current [pathway].
                                    Have enjoyed the professional
 Allows students to be             development and improvement
  successful in math                suggestions this year and
  throughout their academic         encouraged by work done on
                                    common assessments and grading
  years                             practices

5th and 6th grade learning standards
      5th grade math                                        6th grade math

Primary State Standards Document and part of SMMUSD Curriculum
guides: www.smmusd.org Quick Links CA Standards

7th and 8th grade learning standards
      7th grade math                                        8th grade math

Primary State Standards Document and part of SMMUSD Curriculum
guides: www.smmusd.org Quick Links CA Standards-math tab

Standards build on each other. 6th builds from 5th
and spirals within to be solid for 7th to build on.
Application of past and present content is required
as students move through the grades/courses.

 Whole numbers to all
 rational numbers

                              Base 10 to exponents with other bases

6th grade DOK 1 to 4
                    4       2
 DOK 1:   Evaluate     ÷
                    9       5

 DOK 1: A recipe requires ¼ of a cup of cranberries
  for 1 batch of scones. How many batches of
  scones can be made using 6 ½ cups of
  cranberries?

 DOK 1-2: To earn a prize, Sam had to sell at least
  9 out of 20 raffle tickets for the fundraiser. What
  percentage of the tickets did she need to sell?

        DOK 1 = Recall and Reproduction
    remembering facts or defining a procedure

6th grade DOK 1 to 4
 DOK 2: Brenda bakes bread with flour to liquid ratio of 5 to
  3. Using this information, complete the table for the missing
  amounts of flour and liquid.

DOK 2 = use concepts to answer Qs

 DOK 2-3: The highest speed recorded on a bicycle was
  measured in 2013 at a rate shown in the table below. Before
  this record was set, the highest speed recorded on a bicycle
  was recorded in 1986. At that record-setting event, the
  speed had been only 61% of the speed recoded in 2013.
John worked at a bicycle factory and had to compare the
distances the two bicycles could travel during a certain amount
of time for a project. If both bicycles rode for 1 2/3 hours at
each of their constant speeds, how much farther would the
bicycle used in 2013 travel?

6th grade DOK 1 to 4
 DOK 2-3:

 DOK 3: The table below shows the ratios of black paint to
  white paint needed to make different shades of gray paint. If
  the company mixes 16 gallons of black paint with 2 gallons of
  white paint, which shade of gray will it make?
DOK 3 = (Analysis/strategic
thinking) Complexity increases. Explain
how concepts and procedures can be
used to provide results.

Performance Tasks that
 use previous year(s) math
 computation skills with     DOK 4
 present content             (Augmentation) is
 application                 extended thinking.
                             This requires going
Project-based Learning      beyond the
 focused on real-world       standard learning
 application of math         and asking, how
 content to uncover          else can the
 and/or address a problem    learning be used in
 using the mathematics       real world contexts.

Consensus and
Commitments
Consensus
 • Maintain our current Math Pathway

Commitments
 •   Vertical and horizontal alignment
 •   Common grading practices
 •   Common assessments
 •   Differentiating through DOK levels (increasing rigor)
 •   Clearly delineated success criteria
 •   Improved communication of Math Pathways

Timeline and Next Steps
 May 2018: SMMUSD Secondary Math Staff and Family Math
  Pathway Forums for discussion and input
 Sept 2018: Malibu Middle and High Math Staff
 Jan 2019: SMMUSD Math staff meetings to share common
  themes from prior meeting, provide additional input and
  determine next steps
 Feb 2019: SMMUSD Family meetings to share common
  themes from prior meeting and next steps
 March 2019: Work with department chairs to draft family
  and counselor communication and timeline of follow up
  efforts to be done from May 1 to November 1, 2019:
     Curriculum guides; course descriptions and criteria for
      success
     Materials/Resources needed
     Course approvals and titles

Thank you