Parent Forum with Dr.

Paul Goren
July 7, 2014
D65 Math Matters
Agenda
7:00 Welcome and Introduction to D65 Math Matters
7:10 Issues Parents Care About
Differentiation inside the classroom
Grade Skipping aka Acceleration
Enrichment outside the classroom
7:40 Other Math-related Challenges and Potential Solutions
7:45 Reactions and Comments from Dr. Goren
8:00 Discussion
8:20 Next Steps
D65 Math Matters Parents believe that
all students should have the opportunity
to achieve at math to their full potential,
be it through acceleration, effective
differentiation, remediation, ability
grouping, or other approaches.
Differentiation
inside the classroom
Is not consistently or systematically applied for students struggling
or strong in math.
What guidance or policies could be created for teachers that can be
used system-wide?
Differentiation tools and materials do exist within the District.
Educational technology could be used more thoughtfully and
systemically.
Differentiation
inside the classroom
Ability grouping is happening in language arts but not math.
Math strugglers are not getting enough attention and the
math achievers could move faster or deeper.
Possibility of more math coaches or a math coach for every
school. Focus on K-3 and keeping students from dropping
below grade levels.
Grade-Skipping AKA Acceleration
Transparency challenges with the old and new process.
Perceptions of the process from both students and parents;
perspectives and feedback were never included in new process.
Grade-skipping is one solution; a program that allows students
to move at a faster and/or deeper pace is another.
Parent concerns were expressed in a memo but there has been
no response.
Central Points from Parent Memo on
Acceleration
1. Create a FAQ for parents, include things like propensity score
definition and a clear sense of the process; post this on the
D65 website.
2. Better communication about whether your child is eligible and
if not accelerated then what is the plan for differentiation?
3. How will this new process be evaluated?
Enrichment
outside the classroom
Experiencing the excitement of math in a fun
environment can spark a life-long appreciation of math.
Ongoing support for Math Counts and Math Olympiad. Ways to
achieve consistency across the District
Math clubs and/or math tutoring opportunities.
Possibility of a District-wide math tournament
Big questions on our minds
What do teachers need to differentiate better?
Should every school have a math specialist, like a direct reading
specialist? What is the plan for students who struggle with math
especially before 3
rd
grade?
What guidance can you offer as Superintendent about the role of
principals and inconsistency throughout the District on acceleration
and differentiation?
Big questions on our minds
Lack of transparent data on acceleration and algebra pilot
Curriculum elementary and middle school challenges with
common core that are coming
Better balance of time between language arts and math and
science
Lack of an educational technology instructional strategy
Get differentiation right.
What are the teachers who differentiate most effectively doing? And how could D65 make that widespread practice or at least guidance for other
teachers?
Develop a District educational technology plan for math.
Explore the best platforms and apps to use to supplement the curriculum
Address questions about computer science education and math
Explore districtwide licenses for in-classroom, public libraries and at-home use (e.g. Everyday Math passwords for home use)
Actively promote math enrichment and extracurricular activities.
Encourage all schools to participate in Math Olympiad and Math Counts and promote coordination
Start other math clubs, such as GEMS (Girls Excelling in Math and Science) or coding/computer science clubs
Use data and evidence for decision-making.
How many accelerated students? How many students recommended or considered for accelerated but not accelerated?
How many at-risk math students K-3?
Consumer data: last parent survey showed that parents did not believe that differentiation was working (survey parents; focus groups with students)
Consider more time for math (and science) in the school day.
170+ minutes per day for language arts
One hour per day for math; 30 minutes for science
Some starter ideas
More examples of what we would like
to see
Better and easy-to-navigate information about math on the D65 website,
including regular updates from the District posted and a place for parents to
express concerns. One parent suggested a specific survey for parents on math.
Systemic guidance for principals on differentiation and acceleration. Parents
experience is that principals highly varied discretion and philosophies about
math affect the entire school.
Educational technology supplements to current curriculum. Exploring and
purchasing district-wide subscriptions similar to BrainPop and Everyday Math
online.
Untapped Assets in Evanston
Engaged, interested and motivated parents
Northwestern University
Center for Talent Development and Stanfords Education
Program for Gifted Youth online
Ability to supplement Everyday Math and Connected Math
with rich educational technology and enrichment options
What we would like to know
What is the Districts vision for math?
Will there be a process for deciding what the vision is? How
does the District want to work with parents?
What questions do you have for us?
Do you think educating parents about new math teaching
philosophies is important?
www.d65mathmatters.weebly.com
www.facebook.com/d65mathmatters
Resources on D65 Math Matters
Next Steps
We would like to schedule another meeting possibly the
second week in September.
If you wish to receive D65 Math Matters emails and
updates, please sign up on the website.
If you have comments/questions from this meeting,
please let us know.