Mathematics Curriculum Committee
- 2012 Mathematics Committee Report - July 9, 2012 (pdf)
- 2011 Mathematics Committee Report - July 11, 2011 (pdf)
- Mathematics Curriculum Committee Report 2009-10 (pdf)
- Mathematics Curriculum Committee Report 2008-09 (pdf)
- Mathematics Curriculum Committee Report 2006-07 (pdf)
As our nation and state have experienced higher accountability for student achievement outcomes, districts everywhere have been challenged to have clearer and more focused curriculum. Also, our country seems to be facing a continued challenge to our performance level in math and science. In districts around the country, the elementary math curriculum must mesh with the middle school curriculum and subsequently the high school curriculum. As districts struggle to develop and implement internal curricular targets that match external and internal accountability structures, there are pressure points which come to bear on the system. Limited time, fiscal resources, technology, information-sharing structures, availability of quality assessments, shared assessment understanding and expertise, and clear curricular targets all combine to impose significant pressure on systems already under stress.
The current math graduation requirements for the classes of 2010 through 2014 include the continuation of math coursework into the junior and senior years until demonstrated progress on the math assessment meets standard. This necessitates the need for junior and senior math courses aligned to the state grade level expectations. With high expectations must come high support.
The Math Curriculum Committee understands it is working within a time in which fiscal considerations constrain the district’s capacity to purchase new materials. The committee is sensitive to these constraints. Given these constraints, and the current structure of the K-12 math curriculum, the committee was charged with identifying an aligned curriculum and professional development support for the use of these materials. The following committee responsibilities include:
- Review the math curriculum currently in place.
- Review and recommend curriculum adjustments where grade levels conflict or are silent.
- Review best practice research with regard to math instruction.
- Review math materials and research alignment of these materials.
- Recommend new materials where necessary to meet the alignment needs of our students and
teachers in the area of mathematics.
- Make recommendations for appropriate professional development that would support the effective
implementation of these curriculum materials.
- Define our district beliefs about math instruction.
- Complete the district-wide instructional calendar for mathematics; examine how we block
instructional time for math instruction.
- Establish expectations for systemic remediation programs in mathematics.
- Recognize time is of the essence, needing both a mid-year and end of year report next year.\Determine most effective ways to garner teacher buy-in for new strategies and training.\Determine strategies to manage all the manipulatives and materials with more investigative
- Determine better time use after the MSP and HSPE tests in the spring.