If you were looking to escape from a decade of Math Disaster would this be your team?
It sure would NOT be mine.
Where are those highly math knowledgeable math experts from industry?
Unfortunately the list below is ours.
OSPI in yet another mind boggling show of total denial for their responsibility in a decade of math disaster selected the people below. Most of these chose to use the largely defective materials below in their districts. These individuals are now writing selection criteria for the math curricula selections that will supposedly match the state standards. Their draft #1 document, developed secretly out of public view, appeared to be a guide on how to select the same defective materials from the last decade all over again.
Amy MacDonald.....Bellevue SD Investigations CMP 2 Core Plus
Janey Andrews.....Bellevue SD Investigations CMP 2 Core Plus
Kristen Pickering.Bellevue SD Investigations CMP 2 Core Plus
Linda Thornberry..Bellevue SD Investigations CMP 2 Core Plus
Carol Egan........Bellingham SD Investigations CMP - Prentice Hall CMP - Prentice Hall
Christine Avery...Edmonds SD CMP - Prentice Hall CMP Core Plus
Tony Byrd.........Edmonds SD CMP - Prentice Hall CMP Core Plus
Terrie Geaudreau..ESD 105 See below
Anne Kennedy......ESD 112 See below
Terry Rose........Everett SD Investigations CMP Carnegie
Heidi Rhode Evergreen SD Growing w/ mathematics Connected Math
Jane Wilson Evergreen SD Growing w/ mathematics Connected Math
Matt Manobianco Lake Washington SD Investigations CMP 2 Discovering
Fran Mester Monroe School District
David Tudor OSPI
Karrin Lewis OSPI
Lexie Domaradzki..OSPI
Carolyn Lint
Othello/Renton SD =Othello SD Everyday Math Mathscape Core Plus/ Contempoary Math
..........=Renton CMP - Prentice Hall CMP CMP
Nicole Bohme Relevant Strategies
Porsche Everson Relevant Strategies
Sheila Fox S.B.E.
Layne Curtis Vancouver SD CMP - Prentice Hall CMP CMP
This link is to the full spreadsheet.
I Believe that the High School CMP should perhaps be CPM
More spreadsheet links can be found in the comments at this Posting.
Key Markers Relating to Organizational Health
12 years ago
13 comments:
Dan, you have to laugh at this one.
CMP is actually CMP2 - its a 2-year algebra program (transition to high school) so you take Connected Math and spread it over two years instead of one. Haha.
This is from the Connected Math website - and its so convoluted, because obviously they're pulling this from out of somewhere, grasping at straws - its not based on any research that I know of...
Algebra Goals in CMP2
High School Math Courses for CMP2 Students
Algebra Goals in CMP
Presently a trend throughout the country is to make the study of algebra a goal for all eighth grade students. One strategy, tried by some schools, is to move the traditional Algebra 1 course to 8th grade. However, experience has shown that many eighth grade students fail a traditional Algebra 1 course, and must repeat it in high school. A more promising strategy, recommended by the NCTM Principles and Standards 2000, is the development of algebraic ideas over a longer period of time, well before the first year of high school, to better prepare students to deal with abstraction and symbols. This philosophy is consistent with the way that algebra is taught in other countries. The NCTM Principles and Standards guided the development of the algebra strand in the Connected Mathematics Project.
This has got to be one of the slowest, driest classes I would ever observe - 8th grade connected math for two years. Sounds like my principal of the year's plan for 2 year algebra
Year 1: Core 1 without calculators for eighth grade
Year 2: Core 1 with calculators for ninth grade.
You know what teachers are doing now in eighth grade to wrap up the year. Prentice- Hall algebra worksheets.
Lots of distributive problems and solving for x and kids don't have a clue how to do the problems because they haven't been taught the model.
That's what I mean by methodology. Teachers here don't seem to understand that there's a lot of preparation that goes into teaching 2(x-2); that's what I'm talking about - because they've never seen it taught properly.
Thanks so much for this information.
If you model on the NCTM without the focal points, you have a train ticket to oblivion.
A more promising strategy, recommended by the NCTM Principles and Standards 2000,---
Quite a sentence fragment as----
more promising strategy
and
NCTM Principles and Standards 2000
are seen as correlated.....Duh!!!
And now we know another reason for the cause of national math ignorance.
Thanks for the enlightenment.
First on the roster (May 13, 2008), Carol Egin is returning to Oregon as a new Principal. Ms. Egan is an art teacher with no prior experience running a high school, yet she was in charge of Bellingham's Curriculum.
Former Portland teacher will be Athey Creek's new principal
Posted by Wendy Owen, The Oregonian April 15, 2008 13:42PM
Categories: West Linn
The West Linn-Wilsonville School Board named Carol Egan as the new principal of Athey Creek Middle School in West Linn Monday night.
Egan, 51, will leave her job as a curriculum director with the Bellingham, Wash., School District to move back to Oregon, where she spent 16 years teaching in Portland Public Schools.
Egan has three years of experience as an administrator, but none as a principal. She was an assistant principal at Ockley Green Middle School in Portland between 2005 and 2006.
Egan started her career as an art teacher and spent nine years teaching high school students at Jefferson, Marshall and Cleveland high schools. She also taught art for a year at Duniway Elementary and at Portsmouth Middle School.
She is known for her ability to train teachers, according to West Linn-Wilsonville school officials. Egan worked for five years at a professional development academy in Portland.
She will replace Carolyn Miller, who will take the helm at Cedaroak Park Primary School in West Linn. Miller is replacing Sharon Newman, who is retiring July 1.
The Larabee elementary school in Bellingham I've received stories from parents that its math program doesn't use textbooks or at least its not used in homework.
I'm not sure the details are pretty sketchy. When you go to their website, its pretty clear that they have Houghton Mifflin. There is also a link to Wisweb in the Netherlands. This is an affiliate of the Freudenthal Institute, now located in Boulder, CO. The original US collaborator was Thomas Romberg, now currently Dr. David Webb.
By Thomas Romberg, is a professor of mathematics education at the University of Wisconsin, who was chairman of the commission on standards of the National Council of Teachers of Mathematics from 1986 to 1995.
Norm Webb is the Curriculum evaluator also from the University of Wisconsin assisted with the WASL standards realignment (2002?) and currently evaluates the MSP for North Puget Sound.
http://www.nctm.org/uploadedFiles/About_NCTM/Board_and_Committess/assessment.pdf
The Assessment Task Force strongly believes the highest priority of the National Council of
Teachers of Mathematics should be the development and implementation of a political action
agenda.
A recent highly visible example of the lack of NCTM’s influence is the list of resources
in the Department of Education’s “Parents Guide to No Child Left Behind.” Mathematically
Correct is on that list of resources. NCTM is not. This should be a profound lesson to the
Council in the consequences of not being politically engaged and active.
This is the result of
years of effective advocacy by opposing points of view and the ineffectiveness of the Council.
Among other organizations, Achieve is playing an increasingly significant role in
mathematics education. Now may be an opportune time for NCTM to establish a more
constructive, mutually beneficial relationship with Achieve for two reasons: (1) Achieve has
recently engaged a new vice president responsible for its standards work, and (2) Achieve is
just beginning to develop its professional development work. Maria Santos, the new vice
president of programs, is formerly of the San Francisco Unified School District and was a
member of the Assessment Standards writing team. Peg Smith, who authored NCTM’s
recent publication on professional development, is leading Achieve’s professional
development initiative. With these individuals leading Achieve’s efforts, it appears to be a
good time for NCTM to formalize a relationship with the organization.
Who. A subcommittee of the Board should be formed and charged with the responsibility
of content development and oversight of this function. Initial outreach to Achieve should be
made through the NCTM president, who should keep the executive director and Board
informed of the developing relationship.
Educational content of the political action materials
would be a member responsibility. The preparation, presentation, and production would be a
communications and government relations staff responsibility.
Timeline: These activities can begin when approved, after prime movers are identified
(including members who have strong or existing relationships within target organizations)
and when proper resources are committed to them. (March 2003)
C.
Acquire third-party endorsements from business, technology, or other major players
about NCTM Principles and Standards for School Mathematics.
Rationale. NCTM is relatively well known in the smaller education environment, but not in
the larger business or political world. Gaining endorsements from major businesses will help
to establish the leadership role of NCTM and carry greater weight and authority with other
key audiences. This expanded influence will also lead elected officials and other
organizations to consult NCTM on all issues related to mathematics education. Through this
support of NCTM Principles and Standards, the quality of assessments will improve.
Description. These relationships are developed through identifying the proper contacts
within organizations and persistently developing those contacts. Some of these relationships
will be developed through leadership, e.g., by the NCTM President or Board members, and
others through staff. NCTM should actively pursue opportunities to place speakers on the
programs of other organizations’ meetings and develop and contribute articles for their
publications.
Members of the Assessment Task Force
Diane Briars (Chairperson)
Marieta Harris
Ken Krehbiel (Staff liaison)
Ellen Lee
Nicole Rigelman
Vodene Schultz
Bert Waits (Board liaison)
Norman Webb
September 2002
What this group of elitists has done is recommended in this report handing NCTM and its membership over to the reformist camp, notably Achieve.
Measuring what Counts
http://books.nap.edu/openbook.php?record_id=2235&page=226
This will provide a list of leaders in the agenda to reform math and science
Project 2061 and AAAS
STUDY GROUP ON GUIDELINES FOR MATHEMATICS ASSESSMENT
Jeremy Kilpatrick, Chair
Regents Professor of Mathematics Education
University of Georgia
Athens, GA
Janice Arceneaux
Magnet Specialist
Houston Independent School District
Houston, TX
Lloyd Bond
Professor of Educational Research
University of North Carolina
Greensboro, NC
Felix Browder
Professor of Mathematics
Rutgers University
New Brunswick, NJ
Philip C. Curtis, Jr.
Professor of Mathematics
University of California at Los Angeles
Los Angeles, CA
Jane D. Gawronski
Superintendent
Escondido Union High School District
Escondido, CA
Robert L. Linn
Professor of Education
University of Colorado
Boulder, CO and Co-Director, Center for Research on Evaluation, Standards, and Student Testing at UCLA
Sue Ann McGraw
Mathematics Teacher
Lake Oswego High School
Lake Oswego, OR
Robert J. Mislevy
Principal Research Scientist
Educational Testing Service
Princeton, NJ
Alice Morgan-Brown
Statewide Director for Academic
Champions of Excellence Program
Morgan State University
Baltimore, MD
Andrew Porter
Director, Wisconsin Center for Education Research
Professor of Education Psychology
University of Wisconsin
Madison, WI
Marilyn Rindfuss
National Mathematics Consultant
The Psychological Corporation
San Antonio, TX
Edward Roeber
Director, Student Assessment Programs
Council of Chief State School Officers
Washington, DC
Maria Santos
Mathematics & Science Supervisor
San Francisco Unified School District
San Francisco, CA
Cathy Seeley
Director of Pre-college Programs
Charles A. Dana Center for Mathematics and Science Education
University of Texas
Austin, TX
Edward A. Silver
Senior Scientist, Learning Research & Development Center
Professor of Education
University of Pittsburgh
Pittsburgh, PA
Here is a blurb on Amy MacDonald and Kuske Math, something new in Bellevue - math for kindergarten? to supplement TERC?
Where's the math comments from parents are revealing about BSD.
http://www.wheresthemath.com/blog/2007/09/
It looks like the funding for Kuske math was provided through the Chamber of Commerce.
Amy MacDonald presented an overview of Kuske Math.
Kuske math is the result of a Masters Thesis by Lynn Kuske, a Lake Hills Elementary School volunteer
Kuske Math is designed to supplement district K – 2nd grade Investigations math curriculum. It is a visual model that helps students’ number sense.
Several Bellevue schools have successfully implemented Kuske Math including Medina and Spiritridge.
Program costs $3 - $4K to implement. Teachers need training to be able to deliver Kuske Math concepts in class.
Two corporations have been identified that may subsidize Kuske Math at Somerset.
District may also provide funding, to be determined by the end of November.
Kindergarten team excited about prospect of implementing this program.
Information is posted on the Somerset Program Delivery council website fm school board minutes 11/06/2006
How do you get success from TERC? You supplement, supplement, supplement. Its ridiculous...
But Dr Uri Triesman tells us that supplementing destroys the effectiveness of these Reform Math programs and State Board of Education Math Panelist Dr Kimberley Vincent says exactly the same thing.
this article is may 18, 2008 - so some angels must be listening. I would have liked to have heard this debate. Don't forget that Pittsburgh and Lancaster are Diane Briars home turf (cognitive tutor and cmp)
Mud wrestling anyone???
Daro-Treisman v. Milgram-Bishop
http://www.post-gazette.com/neigh_city/20021025mathcity3p3.asp
There is a lot that can be gained by the commentary.
Rick Sternberg, president of the Pittsburgh Administrators Association, said it would be possible to supplement the curriculum with materials that would include clearer ways to practice basic skills. But he did not believe that Bishop's recommendation to change the curriculum was practical.
"The fact that the other three had more agreements than disagreements makes me believe that they are making suggestions that will be useful for the district to consider," Sternberg said.
Sherman Shrager, a representative of the Pittsburgh Federation of Teachers, agreed that the experts' suggestions were useful but noted that under the current teacher contract, professional development can't be mandated.
He said a greater portion of existing teacher training days could be devoted to math instruction but didn't believe the district's curriculum had to be changed.
Barbara Rudiak, principal of Philips Elementary on the South Side and a board member of the Pittsburgh Council on Public Education, said, "I thought the information was interesting."
She said that Treisman, Milgram and Daro presented information that related particularly to Pittsburgh and compared it to other places.
Briars did the implementation and evalution with Lauren Resnick on Everyday and connected Math in Philadelphia.
Here's one research paper on everyday.
A Research-Based Curriculum:
The Research Basis of the UCSMP Everyday Mathematics Curriculum
by
Andrew Isaacs, William Carroll, and Max Bell
UCSMP Elementary Component
http://everydaymath.uchicago.edu/educators/Revised_Research_Base_5.pdf
By their praises you would think it didn't need to be supplemented.
Sherman Shrager is also listed as an interviewee in this Achieve Report.
Focusing on Achievement in the
Pittsburgh Public Schools
Report of the Strategic Support Team of the Council of the Great City Schools Submitted to the Pittsburgh Public Schools By the Council of the Great City Schools (Michael casserly, Executive Director)
And his comments were certainly not helpful...
http://www.cgcs.org/pdfs/Pittsburgh.pdf
Too bad that Sherman passed away back in 2006 Ha ha.
http://www.pft400.org/sherman.php
Here's a piece on Rick Sternberg, from feb 18, 2008.
http://www.pittsburghcitypaper.ws/gyrobase/PrintFriendly?oid=oid%3A41994
He was principal of a charter school for CEP (Texas and Pennsylvania).
"Much of the time, "We fight and riot," he says of his fellow students. "It's basically survival of the fittest."
"We would just do what we wanted to do," adds Daniels, a ninth-grader in the grades 6-12 school. "At least one period a day we played the whole period. [The teachers] couldn't control us. They tried to have structure and rules, but we just broke them in half."
Since September, Clayton Academy, which is now run by Community Education Partners, a private Nashville-based alternative education company, has accepted about 250 of the most behaviorally challenging students from the Pittsburgh Public Schools. And there's already been a significant amount of criminal activity."
That's exactly what parents and community members were afraid of when they learned about the district's partnership with CEP [See City Paper "Educational Protest" Aug. 30, 2007]. Even before the school year started, some parents were calling CEP -- whose slogan is "Be Here, Behave, Be Learning" -- a "prison system."
"These kids have emotional problems," says Sean Daniels' mother, Rhonda Daniels. "They're angry, and [the district] just stuck them all together. It's been disastrous."
The school district, which is expected to send more than 400 boys and girls to the gender-segregated alternative school by the end of the year, signed a $5.7 million annual contract with CEP for six years. District officials hoped isolating troublesome students at the school would help teachers focus on them ... and reduce turmoil in the classrooms they left behind.
"We wanted some relief for students and teachers who are continually disrupted by kids with behavioral issues," says John Tarka, president of the Pittsburgh Federation of Teachers. And so far, he says, CEP has granted the district's wish.
In other schools, "Teachers feel [the] learning environment has been improved by CEP," he says. "That makes me think [CEP] is having an impact."
But putting the district's most troublesome students in the same building may be concentrating their problems. Thirty-eight CEP students are under court supervision or have charges pending, according to Raymond Bauer, assistant administrator for Allegheny County Juvenile Probation. In 15 of those cases, the supervision stems from alleged crimes on school grounds.
And the stress may be starting to show on the staff. After just five months, the school's first principal, Rick Sternberg, as well as three teachers, have resigned, according to Jan Ripper, the district's principal on special assignment for alternative education and discipline.
I just realized my mistake with the previous post - the Philadelphia debat with Bishop, Milgram, Daro, and Treisman was 2002, not 2008. (Result of bad eyesight oops.)
Atlanta Independent School System and Community Education Partners
A class action lawsuit has been filed against the school system and the for-profit corporation for allegedly violating students� constitutional right to an adequate public education in a safe environment.
The lawsuit was filed in Fulton County, GA on behalf of students by the American Civil Liberties Union and claims the Atlanta Independent School System and Community Education Partners violated multiple federal and state constitutional obligations.
The class action claims students were subjected to unreasonable body searches, denied education for extended periods of time, and did not follow a curriculum. The suit also alleges the school does not assign homework and does not allow students to take textbooks home.
Atlanta Independent School System and Community Education Partners were designed as a privately run, taxpayer funded alternative middle and high school for students with behavioral problems.
However, the placement process is often arbitrary and students who do not belong at such a school are given few meaningful opportunities to challenge compulsory assignment to the school.
If you feel you should be included in this class action lawsuit, please contact the [ACLU]
What do you know...sounds like a few schools I know here in Washington state.
“The appalling performance of Community Education Partners is matched by the dereliction of the city of Atlanta in its duty to provide students with an adequate public education,” said Emily Chiang, a staff attorney with the ACLU Racial Justice Program. “It is a national disgrace that the Atlanta school system has handed over its constitutional responsibility to a private, for-profit corporation and let the taxpayers and children of Atlanta pay the price.”
The ACLU’s lawsuit, which was brought on behalf of eight students, charges that the school district and CEP are in violation of multiple federal and state constitutional obligations, including the students’ right to be free from unreasonable searches. AISS-CEP was designed as a privately-run, taxpayer-funded alternative middle and high school for students with behavioral problems. However, the placement process is often arbitrary and students who do not belong at AISS-CEP are given few meaningful opportunities to challenge compulsory assignment to the school.
CEP has run alternative schools in Houston, Philadelphia, Richmond, Orlando, and Florida’s Pinnellas and Bay districts through contracts with public school systems since 1995. In 2005, CEP’s annual revenues totaled $70 million. Since its contract began with AISS in 2002, Atlanta’s taxpayers have paid CEP a total of $36,570,941. CEP’s record nationwide is similarly poor and suggests a political strategy to win contracts and increase profits, not a commitment to education, according to the ACLU.
The performance and practices of the AISS-CEP school is abysmal by nearly every available measurement. For example:
Not a single child at the school made it to senior year in 2006;
The school has a “no homework” policy and also prohibits students from taking supplies home – including books.
AISS-CEP has no cafeteria, no gym and no library;
Students are subjected to full body pat-down searches that include even the soles of their feet every day, and all students – both boys and girls – are forced to lift their shirts up to their necks in front of the search team;
Watches, jewelry, purses, combs, brushes, keys, and money in excess of five dollars are all considered contraband and are strictly prohibited — girls are not permitted even to bring tampons into the building;
In 2006-2007, 91.1 percent of students failed to achieve proficiency in math and 65.8 percent failed to achieve proficiency in reading on Georgia’s statewide Criterion-Referenced Competency Tests.
Fewer than 23 percent of students at the school met or exceeded standards across all subjects, compared to two nearby alternative schools where over 50 percent of students did; and
The AISS-CEP School alone accounted for 67.7 percent of all reported incidents of battery, 46 percent of all reported incidents of vandalism, and 20 percent of all reported incidents of gun possession in the district.
“Parents and taxpayers deserve better than a system that simply funnels their children through a pathway to prison,” said Reggie Shuford, a senior staff attorney with the ACLU Racial Justice Program. “It would be a stretch to even call this a school since there is little to no academic instruction and its students are treated like criminals – it is nothing more than a warehouse largely for poor children of color.”
The education practices at the AISS-CEP school range from the bizarre to the blatantly unconstitutional. For example, no functional curriculum exists at the school and teachers spend little time instructing students. Rather, students spend most of the day filling out worksheets, for which they receive no feedback. Teachers employed by AISS-CEP are extremely inexperienced relative to their local peers. In 2006-2007, teachers at AISS-CEP averaged only 0.94 years of experience compared to teachers in other local alternative schools, who averaged 19.07 years and 10.58 years, respectively.
“Under this arrangement, students suffer while a private company prospers and nobody is held accountable,” said Mawuli Davis, a cooperating attorney from the law firm Davis Bozeman. “If Atlanta is going to farm out its responsibilities to a third party, it must still uphold its constitutional obligations to these children.”
Attorneys on the case are Chiang, Shuford, and Larry Schwartztol of the ACLU Racial Justice Program, Nancy Abudu of the ACLU Southern Regional Office, Chara Jackson of the ACLU of Georgia, and cooperating attorneys Davis and Robert Bozeman of Davis Bozeman.
Profiles of clients in today’s case are available at:
www.aclu.org/crimjustice/juv/34233res20080226.html
A copy of today's legal complaint is available at:
www.aclu.org/crimjustice/juv/34423lgl20080311.html
More information on the work of the ACLU Racial Justice Program is available at: www.aclu.org/racialjustice/index.html
RELATED CONTENT
> Complaint in Harris et al v Atlanta Independent School System
So at least I have some vindication. Time will tell - I hope district sups pay attention, they are playing with fire when they create alternative programs whose primary purpose is not to educate children, but keep them apart from other children. Schools first priority must be to uphold the constiutional rights of children.
Regarding Carol Egan - "Egan, 51, will leave her job as a curriculum director with the Bellingham, Wash., School District to move back to Oregon, where she spent 16 years teaching in Portland Public Schools."
This school doesn't know what they are getting. Carol Egan likely was allowed to resign from Bellingham after failing miserably in her Directors' position. Her input into the math curriculum was to copy what others were doing elsewhere without offering credit where it was due. Administrators and math teachers alike are glad to see her go.
"Egan has three years of experience as an administrator, . . ."
Egan's experience as an administrator was fraught with idiocy and a complete lack of accountability.
Good luck to those middle schoolers, parents, and educators in Oregon. They are going to need it.
Egan started her career as an art teacher."
Post a Comment