MATHEMATICS PROGRAM ADOPTION EVALUATION PROCESS Becky L. Wing, M.Ed.

Background  Hooksett School District  Why do we need a new mathematics program?  Process leading up to the pilot  Gaining familiarity with Common Core  Choosing pilot programs

Research According to the Common Core State Standards (2010)  Mathematics curriculum in the United States must become substantially more focused and coherent  An effective curriculum must balance understanding and procedural fluency “Students who lack understanding of a topic may rely on procedures too heavily.” (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010, p.8) An exploratory study by the American Institutes for Research in 2005 found that the U.S. mathematics system “lacks centrally identified core of mathematical content that provides a focus for the rest of the system.” (Ginsburg, Leinwand, Anstrom & Pollock, 2005, p.ix)

Research Ginsburg et al. (2005) expand upon the U.S. mathematics system “Its traditional textbooks emphasize definitions and formulas, not mathematical understanding; its assessments are not especially challenging” (p. ix) “At root, the relatively weak traditional textbooks are a statement about what the textbook customers in the United States demand.” (Ginsburg et al., 2005, p.62) “These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step.” (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010, p.5)

Research Grade 4 TIMSS 2007 Grade 8 TIMSS 1999 Graphics Retrieved From:

Which mathematics program(s) will best meet the needs of the SAU 15 communities of Auburn, Candia & Hooksett? Keeping in mind… Shift in Content Expectations Focus & Rigor Mathematical Practices SAU st Century Learning Expectations Values of those who will use the program long-term Purpose: Program Evaluation & Decision Making

Methodology Summative Evaluation  Quantitative measures  Su mmative assessments  Research pertaining to student growth  Qualitative measures  Observations  Interviews  Focus Groups  Questionnaires

Participants  New Hampshire School Administrative Unit 15  Teachers  Students  Parents  Administrators Teachers will be chosen to participate based on expressed interest. Parents of students in pilot classrooms will be notified of the pilot and give the opportunity to decline participation.

Timeframe/Data Collection August Pilot teachers are chosen Letter to parents of students assigned to pilot classrooms Pilot teachers participate in professional development September/October NWEA MAP administered to all SAU 15 students Commence observations of pilot programs (in and out of district) Begin monthly focus groups & PD with pilot teachers November – December Continue observations & monthly focus groups with pilot teachers January - February Pilot teachers & administrators meet with publishers Continue observations, monthly focus groups & PD with pilot teachers

Timeframe/Data Collection Cont. March Pilot teachers, students & parents complete questionnaires Interviews are conducted with pilot students in kindergarten & grade 1 April - May Observation, questionnaire & interview data are compiled for review NWEA MAP administered & analyzed Final focus group with pilot teachers – summary review document Program adoption recommendation is finalized

Data Analysis Classroom observation walk-through forms Monthly focus groups with pilot teachers Teacher, parent & student questionnaires Student interviews Summary review document

Budget The budgetary impact is very low at this time; however, the average projected cost of implementing one or more of the pilot programs K-8 would be fairly significant in the first year of full implementation.

Thank you…

Research & References Considered Devlin, K. (2000). Finding your inner mathematician. The Chronicle of Higher Education, 46, B5. Fleischman, H.L., Hopstock, P.J., Pelczar, M.P., and Shelley, B.E.(2010). Highlights from PISA 2009: Performance of U.S. 15-year old students in reading, mathematics, and science literacy in an international context (NCES ). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Ginsburg, A., Leinwand, S., Anstrom, T., & Pollock, E. (2005). What the United States can learn from Singapore’s world- class mathematics system (and what Singapore can learn from the United States): An exploratory study. Washington, DC: American Institutes for Research. Ginsburg, A., Leinwand, S., & Decker, K. (2009). Inform grades 1-6 mathematics standards development: What can be learned from high performing Hong Kong, Korea, and Singapore. Washington, DC: American Institutes for Research. Gonzales, P., Guzmán, J., Partelow, L., Pahlke, E., Jocelyn, L., Kastberg, D., and Williams, T. (2004). Highlights from the trends in international mathematics and science study (TIMSS) 2003 (NCES 2005–005). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Gonzales, P., Williams, T., Jocelyn, L., Roey, S., Kastberg, D., and Brenwald, S. (2008). Highlights from TIMSS 2007: Mathematics and science achievement of U.S. fourth- and eighth-grade students in an international context (NCES 2009–001Revised). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. National Center for Education Statistics. (1999). Highlights from TIMSS: the third international mathematics and science study. (NCES ). U.S. Department of Education. Office of Educational Research and Improvement. Washington, DC. National Governors Association Center for Best Practices & Council of Chief State School Officers, (2010). Common Core State Standards for Mathematics. Washington, DC: Authors. Patton, M. Q. (2002). Qualitative research and evaluation methods. (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc. Provasnik, S., Kastberg, D., Ferraro, D., Lemanski, N., Roey, S., and Jenkins, F. (2012). Highlights from TIMSS 2011: Mathematics and science achievement of U.S. fourth- and eighth-grade students in an international context (NCES ). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.