by Ajay Perumbeti and Tuan Do, parent members of Elementary Math Committee
Some Overall Impressions of the Parent Representative Process
- The parent selection was more inclusive of parents who had concerns, and that was appreciated.
- The parents in the group were very engaged spending on estimated summation (8 hours in in person discussion) and 8-16 hours in email discussion, and many hours in personal research which all parents participated in).
- The parents had a wide range of perspectives on math education. The discussions led to nuance of pros and cons. The parents encouraged each other to express their viewpoints. There was zero effort in promoting solidarity, or blocking opinions or presentation of opinions of the multidisciplinary group. The thought was we should get the ideas out there. There was an effort in alignment in common ideas, and supporting ideas from teachers and leadership that would address parent representative and parent concerns. The process wasn’t perfect, but worked reasonably well because of the diverse group.
- Parents had time to process the value of teacher autonomy and empowerment to facilitate differentiation. It was thought that the teachers were performing differentiation, but there were differences in application of differentiation and supplementation based on the teacher experience, and limited time to work on differentiation due to the complexity of implementing activities associated with ED math. This led to the thought that the teachers need additional support from the parents and leadership given the challenges of the curriculum.
- There were several topics deemed important as noted by List 1. One of the first topics addressed in detail was how to address challenge in the mathematics curriculum. There was significant discussion around increasing the level of challenge in elementary mathematics through pathways of acceleration. There were multiple proposals discussed in 2 small groups. There was insufficient time to develop consensus around individual proposals, or meld proposals together based on impact, feasibility, and resources.
Comprehensive and inclusive parent priorities list that was discussed by parent representatives after meeting 1 (List 1):
Curriculum review and plan for development and improvement
- Extension/Continuation of the elementary math committee in the 2018/2019 school year to facilitate parent/teacher/administration partnership in the development and refinement of the LCUSD elementary math program to serve, encourage, and support all children to reach their individual potential in mathematics. (e.g. School/Parent partnership model, research/data/transparency surrounding process and decisions, notification and open procedures for next curriculum choice)
- Share District Data for student achievement, benchmarking, and needs math education to determine goals for mathematical education beyond state competency standards. If some of this data does not exist and important in decision making, outline a plan to obtain it. (e.g. how many are struggling? How many could just use more reinforcement? how many are ahead of the curve? how many are way ahead of the curve? Include strategy for addressing the learning needs for these 4 groups currently. Examine the benefit of an educational consultant to assist in this process.)
- Ability based grouping for improved mathematical education at all abilities levels (e.g. explore w/in class vs separate class; dual track options)
Differentiation
- Supplementation resources and in class supplementation plan targeting computational fluency (e.g. non-Everyday Math source material is suggested; support/mandate for optional homework; options including non-game homework such as traditional problem sets/worksheets for practice at all ability levels)
Acceleration and Remediation
- Math specialist leading a pull out math lab utilizing computer assisted learning and mentorship/tutoring for children who would benefit from remediation and acceleration as a pull out option.
- Pathways for acceleration to provide engagement of learners who have surpassed grade level standards. (e.g. pathway for completing Algebra 1 in 8th grade, multiple entry points for acceleration; objective entry criteria for accelerated pathways)
Enrichment
- Official policy of support for extracurricular enrichment groups/activities at all ability levels. (e.g. Priority access to room and use of communication channels; Math competitions; Parent/Teacher/Private Run Math Programs/Activities)
Professional Development
- Guest lectures from experts in mathematics and math education for teacher and parents with parents with some input into the speaker selection process.
Group 2 Brainstorming Session Discussion Notes:
5 Core Ideas Discussed on 4/26
- After-school math class at LCHS
- Development of Math Lab
- 6th Grade Acceleration
- Early Bird/Late Bird Math Focus
- Official policy that supports extracurricular math activities
Other Brainstorming/Ideas 1
The group also spoke of organizing math enrichment (math camp) on elementary collaboration days. This could be supported through supplemental LCFEF STEM foundation grant aided by parent volunteers. (Moderate and Rapid Acceleration)
- Math Olympiad continued support and expansion
- Mathzilla continued support
- Other Possible Programs: Math Kangaroo Center, 24 Challenge Math Program, Math Circles
Another idea regarded creating a math specialist and pull out option for both remediation and acceleration in math that leverages instructional technology and staff to help support different groups of learners. (Rapid Acceleration and Remediation)
Introduce Pasadena Unified School District’s Math Academy program to La Canada School District
Consider Supplemental Resources
- Non-Everyday Math Home Enrichment and Supplementation Resources
- Everyday Math Home Enrichment and Supplementation Resources
- Curriculum Guide education
- Videos, Games, Link to Purchase Textbook for those who prefer hardbound textbook (All textbook material available online for no cost).
Many of the options/ideas discussed with respect to acceleration are equally valid for other ability groups. Many (e.g., pull out programs, early bird/late bird analogy) are also a proxy for smaller class sizes which would allow for more individual attention
Other Needs/Concerns
– not all parents know about the acceleration options at LCHS and what is involved with testing into the program
– concern that cramming for the test doesn’t necessarily result in understanding key concepts that are needed to thrive
Other Brainstorming/Ideas 2
– Consider an after school talk on math pathways for parents to provide early understanding of various math tracks & what is involved/when (and consider making material on this topic readily available online since it appears to be a point of confusion for many)
– Collaboration days might be opportunistically used to provide additional math programming; ~ monthly
Example: cover specific topics the 7th grade math teacher perceives as lacking in incoming students or ones that might be “missed” by children who take the test vs. additional basic coursework
– Consider proposing to the foundation for pilot program (e.g., special math topics on collaboration days)
– Use same scheduling concept as for Spanish to allow parents to opt-in to a math focused program; could be for acceleration and/or remediation depending on how it is implemented; allows sharing of specialist teacher across schools and builds on a proven concept for enrichment; some challenges associated with how many children could be accommodated and whether it’s opt-in vs. test in etc.
– Teachers have unique vantage point to identify which topics they feel are well vs. less well covered in the EDM curriculum. It would be very helpful to know which areas could use additional attention as potential topics for augmentation/enrichment via any of the mechanisms discussed; could help with identifying where parent volunteers could contribute (e.g., organizing activities, extra help sessions, opportunities for practice) or where additional practice is needed to reinforce or go deeper on a topic; also would help with identifying areas where supplementing the EDM curriculum is a need/best practice and encourage collaboration across school sites to identify best materials for doing so.