New math textbooks add up

"Within the next two years we will see a major improvement in the math students arriving to high school," predicted Sally Taylor-Pillar, Sisters High School math teacher and lead spokesperson for the math textbook adoption task force.

She was speaking at the April 8 Sisters School Board meeting.

"Each of the three schools has been using very different math programs over the last nine years. The transition between schools has often been challenging for students and teachers alike," said Taylor-Pillar. "At the high school level some of the teachers have been so dissatisfied with the current texts that they have been assembling their lessons from alternative resources."

To address this issue, an ad hoc task force of the Sisters School District math teachers was charged with selecting a new math curriculum that could be used in all three schools. Their goal was to smooth the transition of students from grade to grade and school to school.

The core values they selected for this year-long effort included adherence to Oregon State mathematics' standards; a more traditional approach to math instruction; differentiation - a curriculum that would provide sufficient enrichment to keep the high-achieving students engaged while allowing the struggling student time and tools to catch up, all within the same textbook; and a more parent-friendly curriculum to allow parents to work with their students at home and to more easily track their progress.

"This new adoption will work well for the primary grades in part because it is from the same publisher as their current reading program, so the kids will more easily become familiar with the approach," said first grade teacher Gretchen Lane.

Norma Pledger, fifth grade teacher, explained that the team decided to retain the elementary curriculum for the fifth grade in part due research showing that many fifth grade students were not yet developmentally ready for the more abstract concepts of algebra.

Mike Cox, middle school math teacher, emphasized the seamless transition from the elementary programs to the often more challenging pre-algebra and first-year algebraic concepts. Cox also extolled the virtues of the selected curriculum for parent interaction.

"No more hippie math," he said.

The more traditional approach coupled with the Internet-based activities available will allow parents many more tools in helping their student with math.

For students that are having difficulties with the required algebraic concepts when they reach high school, teacher Daniel ONeil explained, "We are recommending a separate piece of the curriculum that is not just watered-down or slowed-down algebra. This new high-school-level text will take the students back through all the basic fundamentals and help identify and master the key concepts or skills that they may have missed along the way."

Each of the presenters also noted that the team building process in having everyone involved in teaching K-12 math involved in the decision making will reap benefits down the road in terms of communication and cooperation.

The presentation concluded with a unanimous 4-0 vote of the board to accept the curriculum recommendations. The board also praised the math task force for their hard work and excellent presentation.

The costs for this adoption will be included in the draft 2010-2011 budget to be presented April 21.