School Board Items:
  - Aug 22, 2006 Citizen Comments
  - Sept 13, 2006 District Response (with analysis)
  - Sept 25, 2006 Citizen Comments       

Research:
  - Pittsburgh Teachers Institute
  - Minimal Guidance
  - What Works Clearinghouse

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Other Districts:
     New Milford, CT
     Illinois Loop
     Reading
     Thousand Oaks
     
     

As we approach the beginning of a new school year, I would like to take some time to reflect on why we are all here in this room tonight, student achievement.

During the April 11th board meeting, I was greatly encouraged to see the high school math curriculum being aligned with the new state graduation requirements. Although I don't agree with the new textbook selection, it is a move in the right direction to make sure our students are prepared for the ACT.

Having all students pass Algebra 2 is the core of this new curriculum. The ACT will be the standard of measurement for success.

The foundation for success in Algebra and on the ACT is laid in 2nd grade addition and subtraction, in 3rd grade multiplication, in 4th grade long division and also in division of fractions.

Item 6 from the rationale for the high school curriculum change included the question, "Does our current math structure get all students to the math courses they need in order to be proficient?"

The answer to that question for our elementary math structure is a resounding "NO". Everyday Math has proven itself in many districts around the state and around the nation as a failure. Long division is virtually absent from the program. Dividing of fractions is absent.

     - Everyday Math does not adequately teach the standard algorithms that are necessary for success in Algebra.
     - California math standards are ranked #1 in the country. Their state board of education has defined Everyday Math as not meeting those standards.
     - Everyday math presents information in fast paced 'spirals'. The concept is that students don't need to understand the material right away, since the curriculum will spiral back to the material again and again throughout the year. This fast paced spiral covers too many topics in too little depth for true understanding.
          o An average math student can struggle through the class.
          o A proficient math student may understand the material the first or second time around the spiral. By the time the spiral comes around for the 4th or 5th time, those students have lost interest in the subject. They do not go on to achieve their potential.
          o This spiral leaves students at the other end of the spectrum completely confused and needing massive amounts of help. Presenting 5 or 6 completely different subject areas on one page in a workbook to a student who is already having difficulty, is a guarantee of failure.
     - Because of these deficiencies, teachers must extensively supplement the material if they have ANY chance to prepare students for the MEAP and their future in Algebra 2
     - Everyday Math leaves the important task of teaching "Math Facts" to parents. There is not enough time in the school day to learn the essentials. Varying degrees of parental involvement should NOT be a factor in the basics of math.

I believe we are beginning to see the effects of Everyday Math on our students.
     -The latest Iowa Test of Basic Skills results show a significant drop in achievement. This test requires students to know the 'basics'. Everyday Math does not support knowing the 'basics'.
     - When I look at our latest 8th grade MEAP results, I see 3 disturbing trends over time.
          o We have not shown any real improvement relative to the state average.
          o While the combined 'met or exceeded expectations score has remained constant, I see a significant shift in the make-up of that score. The number of students who 'exceed expectations' has dropped dramatically. We are encouraging mediocrity. This is the first group of students to take the 8th grade MEAP who have graduated from Everyday Math.
          o I do not see any real improvements in the 'basic' or 'apprentice' levels. Everyday Math has not helped those students.

While we should be proud of our students for achieving above the state and national averages on the math assessments, I believe this is in SPITE of Everyday Math, not because of it. We should be very grateful to all the teachers in our district who continue to do what they can within the curriculum.

Please help our children in their math futures by laying a better foundation for their success. Replace Everyday Math with a program that teaches more of the basics and help our children reach their potential.

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