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Here's the Math
Information about Northshore's Math Curriculum
Study explores how to prepare students for college-level mathematics
Read Phase 1 of the Study
Read Phase 2 of the Study
Changing Math Standards
The Washington State Board of Education has recently approved revised K-12 math standards. These revised standards were developed as a result of Senate Bill 6534, passed during last year's legislative session. The Office of the Superintendent of Public Instruction (OSPI) convened a state Math panel, consulted with national math experts, and gathered input on the revised standards through a series of public hearings.
The Office of the Superintendent of Public Instruction (OSPI) continues to recommend K-5 mathematics curricula Math Connects and Math Expressions, but not Bridges in Mathematics, which was one of the three elementary recommendations put forward by the former superintendent. OSPI only recommends the math curricula; it does not direct which curricula a school district may or should select.
The state Legislature directed OSPI, in consultation with the State Board of Education (SBE), to recommend no more than three basic mathematics curricula at the elementary, middle and high school levels. The recommendations serve as a guide to school districts in the state of Washington regarding which curricula are most aligned with the revised K-12 mathematics standards.
The results of the mathematics basic curriculum reviews will be coupled with the results of a recently completed K-12 mathematics supplemental materials review to build a system of support for districts using any mathematics curricula.
The final results of the SBE's review of the former superintendent's recommended mathematics curricula are posted on the SBE website.
Questions may be directed to the Teaching & Learning Mathematics Office at (360) 725-0437 or Greta Bornemann, Mathematics Director for Teaching & Learning.
With these new changes and upcoming changes to the math WASL, the Northshore School District will be reviewing and analyzing the recommendations for each grade level band to determine which curricula to consider for eventual adoption and implementation in our District. We will be using the curriculum adoption process established in Board Policy 2020 with our Curriculum Materials Adoption Committee.
We are looking forward to supporting our students as they meet these new and more rigorous standards. Work has begun with our teachers to realign our current curriculum with the new standards. When resources are available we will proceed with the adoption of better aligned curriculum materials. Updates will be provided as this work unfolds at the State and District levels. Opportunities will be provided for interested community members to review and provide feedback on any new math programs being considered by the District before an adoption recommendation is made to the School Board.
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Math Matters (PowerPoint presentation at Sept. 20, 2007 Key Communicators Breakfast)
PowerPoint
(Microsoft PowerPoint required)
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Discover how math educators are reaching for Common Ground in math instruction
(pdf of article by Deborah Loewenberg Ball, Joan Ferrini-Mundy, Jeremy Kilpatrick, R. James Milgram, Wilfried Schmid, & Richard Schaar, The Mathematical Association of America) (Adobe Reader is required to view pdf documents)
(pdf documents;
Adobe Reader is required to view)
Frequently Asked Questions
Parent involvement
Do you recommend pushing children in math or letting their performance direct their level?
Pushing is not recommended, but encouraging children to challenge themselves can help them attempt and develop new skills. Just like building physical muscles requires us to challenge ourselves to do a little bit more with every workout, building "math muscles" also requires students to work a little beyond their current ability. One way to do this is to let the student work through the parts of the math assignment with which they feel comfortable and then to work with them on the more challenging parts.
Teachers regularly assess students' performance using a variety of classroom-based assessments and viewing student work. Having a full understanding of the student's performance enables a teacher to determine what the student needs to reach the next level. A teacher is always going to try to challenge a student toward higher levels of performance and give him/her the support needed through a variety of materials and individual and small group assistance.
What is being done to make textbooks more parent/student friendly? What materials are available to parents that want to assist the kids?
Textbook publishers provide parent resources to accompany the materials that we use in Northshore. Everyday Math, used at the elementary level, includes Parent Links that are designed to help parents understand the goals of each math lesson at each grade level. Teachers are asked to send these 3-4 page guides home at the beginning of each unit.
We will be adding these Parent Links to our web site, as well as the sections of the Everyday Math teacher's manual that may help parents. Beginning in 3rd grade, each student is given a Student Resource Book that provides definitions of terms and examples of how to work out the various problems. These books can be taken home for parents' reference as well. Just ask your child's teacher.
How can I as a parent best reinforce what's being taught in school when helping my child in math?
Your child needs to feel that he or she is capable of learning math, even if they are not yet able to solve all the math problems in their lessons. Let your child teach you! One true measure of understanding is to demonstrate how to solve math problems for someone else. Ask your child: how would you solve this problem? If you're not sure of the answer, it's okay to use a calculator to check your child's work. If the child gets all the right answers, great! If they miss some, let them know that they need to try again on those problems. If they still can't get to the right answer, try looking back at some of the examples provided in the parent resource materials. If your child still has trouble, ask his or her teacher for some tips. Teachers are great at knowing how to explain concepts in age-appropriate terms that help students with a variety of different learning styles.
How can we help students improve their recall of basic math facts?
Activities that help students understand the patterns of the math facts and the reasons behind mathematical formulas and calculations are most effective in helping students with recall.
One of the best ways to help students improve their recall is to practice it as part of your everyday activities. For example, ask your child to calculate the change you received at the grocery store. Or when you're shopping, ask your child to tell you how much an item would cost if it is on sale for 50 percent off. Recall is often helped by visualization. It's easy to visualize slices of pizza. On pizza night, as you serve the slices, stop for a minute and ask your child to tell you what percentage of the pizza is left.
Some children benefit from using flashcards, but try using them in fun ways. You can make flashcards part of a board game, by using them instead of dice to determine how many spaces your child can move. Playing cards and dominoes are also helpful. Adding the pips on the dice is another fun way of helping children to practice and visualize math. There are many math games available through the Everyday Math program.
What are the best strategies to help 1st and 2nd graders who are struggling and just don't get numbers?
Young children often learn best using concrete, tangible examples. Teachers sometimes call these "manipulatives," objects that children can hold, move and manipulate in order to learn. When children are babies they constantly grab things and put them in their mouths. It's how they learn best - by sensing the physical properties of the object. Although a 1st or 2nd grader is no longer a baby, they still use their sense of touch to learn new things.
Blocks can be very useful as counters, as can just about any easy-to-handle object: dried beans or breakfast cereal, small candies, anything that can be counted. Before a child can understand the abstract concepts of math he or she must understand that those numbers represent something tangible.
Help your child express math story problems using words, pictures, and numbers. Practice counting by one's, two's, and five's. Fill in number grids by writing numbers in order and then explain what number comes before and after.
Testing and assessment
Why would the school district use the WASL as a metric of measure when the WASL has never been shown to be a reliable or valid measure of math assessment?
We do use the Washington Assessment of Student Learning (WASL) as one measure of math achievement, but we also use the Iowa Test of Basic Skills (ITBS) in 6th grade, the Cognitive Abilities Test (CogAT) to screen for placement into the Elementary Advanced Program, the Scholastic Aptitude Test (SAT), and various Advanced Placement (AP) and International Baccalaureate (IB) tests.
Each one of these measures shows that Northshore students continue to improve their math skills nearly every year. Math scores on the WASL align well with math scores on the ITBS Assessment and with the National Assessment of Educational Progress (NAEP).
But the WASL is the test that we are required to use by the State of Washington to assess educational progress. Due to the requirements of No Child Left Behind, a federal law that mandates statewide testing in order to receive federal funding, our students must make gains on the WASL each year.
Of course, we don't just depend on a test once a year to tell us how students are achieving. We count on our teachers to assess the math skills of their students throughout the school year, provide extra help and enrichment when needed, and keep parents informed about the progress of their children. No standardized test could replace that.
Is the WASL a good indicator of whether our students are learning math?
Since the WASL was designed to test whether students are achieving Grade Level Expections (GLEs), it serves that purpose. Our teachers use the GLEs to guide their lessons. For each grade level, specific, measurable standards have been developed to provide a common set of knowledge and skills that students need before they move to the next grade. These GLEs are outlined in detail at http://www.k12.wa.us/CurriculumInstruct/EALR_GLE.aspx
How easy is it for students to get into advanced programs, like EAP, Jr. high honors, AP and IB?
Any high school student may select to enroll in any advanced courses, including Advanced Placement (AP) and International Baccaleaureate (IB), without taking an entrance exam. Of course, this should not be done without consulting a guidance counselor in order to make sure the student will be successful in the class. AP classes are offered at Bothell High School and Woodinville High School. IB classes are offered at Inglemoor High School, but are open to students from any high school.
All 6th graders in Northshore take the Iowa Test of Basic Skills (ITBS) to determine if they will be successful in junior high honors classes. All of the junior highs in Northshore offer honors math, English, and social studies classes. Again, it is advisable to consult with a guidance counselor to make sure the student will be successful in an honors class.
Each year in the fall an information meeting is held for parents who think their child may benefit from EAP or Honors. Currently, the Elementary Advanced Program (EAP) uses the ITBS and Cognitive Abilities Test (CogAT) beginning in second grade to determine if a student should join the program. These tests are given in late fall and students with the top scores in the district are invited to enroll EAP.
Currently EAP classes are located at three elementary schools: Bear Creek, Shelton View, and Woodmoor. Students who attend other schools are transported to the EAP sites by a school bus that picks them up at their neighborhood school. Each EAP site includes two EAP combination classes: one for 3rd and 4th graders and one for 5th and 6th graders. Since the state only provides funding for students who test in the top 3 percent, enrollment in EAP has been limited.
Is EAP testing/placement parent- initiated or teacher-initiated? What indicators should parents look for to determine if going through EAP testing process is worthwhile?
EAP testing is initiated by the parent, but teachers are asked to provide an assessment of how they think the student could benefit from EAP. Some of the key indicators that a parent should look for when considering whether EAP is right for their child:
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Advanced language development
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Large fund of general knowledge
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Rapid, efficient mastery of basic skills
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Advanced understanding of complex thoughts
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Heightened capacity to go beyond surface issues or concepts
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Multiple approaches to solving problems
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Task commitment toward goal-directed behavior
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Intense curiosity
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Ability to conceptualize, imagine, and manipulate ideas
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Constant evaluation of self, others and situations
Updates
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State math standards compare favorably with best in nation
An independent evaluation of revisions to math teaching standards in
Washington public schools calls the draft revisions "very close to
excellent" for kindergarten through eighth grade and says the high
school standards, while they still need more work, are much improved.
(Washington State Board of Educaton 3/11/08)
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High school students in the United States are taking more courses in
mathematics and science, as well as social studies, the arts, and
foreign languages, according to
The Condition of Education 2007 report released by the U.S. Department of Education's National Center for Education Statistics (NCES).
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A Test Everyone Will Fail
Describes the difficulty of comparing achievement scores among different countries.
(Washington Post, May 3, 2007)
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"Mathletes" Compete for Medals
More than 350 participate in annual Math Olympics
More than 350 fifth- and sixth-grade students from 15 elementary schools in the Northshore School District eagerly gave up their Saturday morning on March 24 to participate in the 13th annual Northshore Elementary Mathematics Olympiad (NEMO).
Armed with pencils and calculators, these Math Olympians worked in teams of four to apply their mathematical expertise to grueling tests: Algebraic Sense, Measurement and Number Sense, Probability, and Statistics.
NEMO was started by a group of teachers and parents who wanted mathematical excellence to receive the same recognition as athletic skill and, at the same time, promote the joy of mathematics.
This is not just a one-day event for most of these students. Many of the students are members of school math clubs or teams that meet throughout the year. None of this would be possible without the countless hours of work by parent and teacher coaches, as well as the many parent and teacher volunteers needed to make the competition a success.
The winning teams will attend the Washington State Math Olympiad on May 5 at Canyon Creek Elementary in Bothell.
(3/24/07)
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Washington State Math Championships |
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Students counted among state's best mathematicians
Northshore students demonstrate math skills in annual contest
Northshore students in 5th-8th grade demonstrated their math skills at the Washington State Math Championships held March 31 in Blaine, Wash. With 100 schools and more than 1,300 students competing, many Northshore mathematicians finished near the top, receiving individual and team trophies for their achievements.
The 6th-grade team from Shelton View Elementary in Bothell finished 2nd in the state. Team members include: Jahaan Ansari, Simon Barbe, Marcus Bintz, and Kevin Jin. Shelton View 6th-grader Lucy Dong placed 5th in the state in the individual competition.
The 6th-grade teams from Bear Creek Elementary in Woodinville won two trophies, finishing in 12th and 14th place.
The 5th-grade team from Woodmoor Elementary in Bothell placed 8th, as did the 8th-grade team from Northshore Junior High.
In the 8th-grade individual competition, Kenmore Jr. High 8th-grader Kevin Dong placed 4th in the state and Northshore Jr. High 7th-grader Yota Kato placed 5th.
Other Northshore schools represented at the math competition were Westhill Elementary in Bothell and Hollywood Hill Elementary in Woodinville.
In February the state high school math championships also saw winners from Northshore. Will Johnson, a senior at Inglemoor High School in Kenmore, placed 2nd in the state among 11th and 12th graders, and the Inglemoor 11th-12th grade team placed 2nd in the state.
(4/10/07)
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Students Demonstrate Math Skills
Junior high students place third in the state
The math team from Northshore Junior High recently placed third in the state in the Washington State Math Counts competition, which was held March 17 on the Microsoft campus in Redmond.
Team members included seventh graders Yota Kato of Bothell and Patrick Lu of Kenmore and eight graders Yuta Kato of Bothell and Omeed Faghih of Redmond.
Yota Kato also placed second in the state in the individual competition and Yuta Kato placed fourth in the state. The brothers will join the other top four individual students from Washington at the national competition in Texas in May where they will compete as the state team.
(3/27/07)
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Northshore high-school students show gains on WASL
Scores improve in nearly all categories among 10th graders
WASL scores for high-school students in the Northshore School District improved significantly in 2006. District-wide, among 10th graders, writing scores rose 10.8 percent, reading scores increased 6.4 percent, and math scores improved by 3.6 percent. Reading and writing scores increased at all high schools; math scores increased at three schools and among students in the Home School Network.
"Our focus on the class of 2008 is paying off," said Northshore Superintendent Karen Forys. "Teachers, students and parents are all working together to make sure our 10th graders are ready to graduate."
Some of the most remarkable gains were made among students at the district's Secondary Academy for Success (SAS), which showed increases of 25 percent in reading and 19.4 percent in math.
Scores in junior-high writing also improved district-wide with increases of 3 percent. More than 79 percent of Northshore 7th-graders met or exceeded the writing standard, continuing an eight-year rise. Science scores bumped up by 4 percent, with 57.9 of students meeting or exceeding the standard.
Elementary students demonstrated strong writing skills as well for the seventh year, with 76 percent meeting or exceeding the standard, an improvement of 1.5 percent over last year.
(9/8/06)
2006 Northshore WASL Scores
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