Everyday Mathematics Allendale Board of Education Presentation April 6, 2015 Cathy Danahy Amy D’Ambola

Mathematics Curriculum Revision ●Cyclical Review process ○ensures the integrity of subjects, grades, and standards is preserved ●Math Review Process - Spring March 2015 ○assembled Math leadership team ○conduced a thorough review of current research and effective instructional practices ○articulated goals ○adopted a vision statement ○devised a comprehensive process to review existing and new math resources

Our Vision

Curriculum Committee Process ●Research ●Labsite lessons ○gave information about what our students are doing well and where we would like them to grow ●Visitations throughout the Quad (including Allendale classrooms) ●Identification of 3 Math programs that fit our vision ●Site visits to view new Math programs ●Opportunities to speak with administrators, teachers and students on site visits ●Plenty of time to debrief ●Review of program material and vendor presentations ●Evaluation of resources according to a rubric developed from our vision statement

Everyday Math 4 Comprehensive K-5 program that integrates content and mathematical practices through a student centered approach.

Stages for learning math 1.Concrete 2. Pictorial 3. Abstract

Why Everyday Math? ●Balance of conceptual and skill based work ●Focus on Problem solving ●Embraces creativity by exploring multiple methods ●Digital Enhancements engage students ●Skills are revisited throughout the scope and sequence of a year

What does EM offer that Envision does not? ●Emphasis on problem solving ●Digital enhancements ●Standards alignment ●Real world connection ●Greater depth of understanding

Manipulatives

Digital Components

Differentiation

Everyday Math Skill Practice - Games

Spiral Approach ●Exposure vs. mastery ●Math boxes revisit concepts ●Standards guide when concepts are mastered ●Skill practice for mastery is embedded in instruction

Assessments ●Digital and print ●Procedural and fact based ●Problem solving and skill based ●Inform instruction

Everyday Math and Special Education ●Structure of Everyday Math lessons lend themselves to modification ●Supports the goal of moving students into General Education Classes (LRE) ●Allows for abstract concepts to be explored in concrete ways

Fifth Grade ●Transition year ●Connected Math and Everyday Math (select units from each) ●Supplemental skill based work

Professional Development ●Unit development ●Unit modification ●In and out of the classroom support ●Differentiation ●Assessment Design ●Ongoing instructional coaching ●Parent Nights

Frequently Asked Questions ●Are skills taught for mastery? ●Does my child have to memorize math facts? ●How will teachers adjust to the “new way” of teaching math? ●Why does my child need to learn multiple methods? ●Will my child learn traditional methods? ●How can parents support children at home?