Minutes of the Amherst School Committee Meeting of March 9, 2011

Based on the earlier discussion, Mr. Graham was asked not to make a presentation. Instead, the School Committee moved directly into questions and comments on the report. Mr. Rhodes asked if the Common Core Standards (CCS) will be integrated into the MCAS tests. Ms. Graham said that MCAS will contain elements of the CCS beginning next year, will be more aligned in 2013, and will be a completely new testing method beginning in 2014. Ms. Graham noted that publishers scramble to align their textbooks with any new standards and said we will need to be wary of claims that any text will have been completely aligned with the Common Core Standards as early as this summer. She does anticipate that there will be supplemental documents available this summer and the texts will be fully aligned later. Mr. Rhodes asked how to ensure that all sixth grade students have access to appropriate information and opportunities to prepare themselves for the transition to seventh grade math. Mr. Hayes explained that the assessments will now be done in the spring during sixth grade so students will know if they are ready for algebra honors or if they are close. In the latter case, teachers can let them know what they can work on to prepare. Mr. Hayes reported that he and Nate Whittiker are working on a summer school program that will be available for those students who are close to readiness. Mr. Spence asked if any portion of the sixth grade placement test will be used to place students in any other way, for example, in taking extensions. Mr. Hayes explained that Extensions is now a word of the past at ARMS because all students are now doing honors level math. He noted that a system is also being developed to determine which students should take the placement test because they do not want students’ first experience with Middle School to be a test that contains concepts they have not been taught. Mr. Spence asked if there is a cap on the number of students who can take eighth grade Algebra Honors in seventh grade. Mr. Hayes explained that there is no limit on the number; however, because the numbers have been increasing, consideration is being given to adding a seventh grade algebra course. Mr. Rhodes asked about the math/special education dual certification mentioned in the action plan. Ms. Graham explained that teachers with special education certification have a lot of instructional strategies and they are working to develop a model that legitimizes the role of every adult in the classroom. She noted that if there is a collaborative model between all of the teachers in the classroom, more students have a chance of success in math. Mr. Rhodes suggested that math and literacy would also be a good combination. Mr. Spence said that he hopes that since all publishers will be aligning their texts with the CCS, this will be viewed as an opportunity to look at all of the texts as a blank slate with no allegiance to the current one. He also noted that many parents he speaks to have expressed a feeling that their kids are not getting the level of math they need at school, including in the area of mathematical ideas, not just computational skills. Mr. Spence asked for concrete examples of how students’ math experience will be different over the next two years based on the math action plan. Ms. Graham explained that the universal screening the district has just begun to implement will allow teachers to develop challenge materials at the level at which each student is functioning. This will require the teachers to be better at differentiation of instruction.  Mr. Spence asked what models are being considered to ensure that level of differentiation. Ms. Graham said the benefit of RTI is the development of universal strategies and materials and teachers will be able to assess three times per year. Ms. Geryk noted that we have a responsibility to monitor progress of all students and adjust the model of service delivery to meet their needs. She explained that the data we are gathering will cause us to be held accountable. Mr. Spence noted that having new differentiation strategies and better implementation of differentiation is something parents will be looking for. Mr. Rhodes said he assumes there will be a lag because teachers will be receiving so much data and it will put tremendous pressure on teachers to support students at so many levels, noting that implementation is a process. Ms. Geryk said the teacher teams are beginning to look at data now and she does anticipate substantial changes for September. Mr. Morris noted that district and school-based leadership in mathematics is one of the ways to support teacher. He explained that one of the tools the district is using evaluates students in each of the five state strands, by standard which provides valuable information on where each student’s work needs to be concentrated. Mr. Morris noted that the differentiation question is very real and it becomes more difficult as class sizes increase. Ms. Sanderson said that the math action plan model appears to be an expensive one that will have consequences to other areas of the schools. She asked what it would cost on an annual basis if the plan is fully implemented and how it will be funded in light of the current fiscal realities. Ms. Graham stated that the plan is audacious and ambitious as is needed in order to transform math. She said it will cost $150,000 for a new textbook K-5 and the district is looking into grant and corporate funding for coaches. The coordinator position is in the budget. Ms. Geryk noted that there is up-front cost to the professional development, but with a coaching model the district is building internal expertise with coaches who can provide future professional development. Mr. Spence said he hopes we will consider selecting a new text that will potentially require less professional development for teachers. Ms. Sanderson asked if the textbook committee has been formed. Ms. Graham confirmed that it has and Lauren Mattone and Amy Wolpin are the co-chairs. The first meeting is scheduled for March 21, 2011 at 4:00 p.m. Ms. Sanderson asked why two curriculums named in the Mathematica Study—Saxon and Math Expressions—were not included in the curricula to be reviewed. Ms. Graham said Saxon was not chosen because it is a scripted, skills-based curriculum that does not address critical, conceptual thinking. Ms. Sanderson said she would have hoped the textbook committee would have the chance to consider and discuss those curriculums. Ms. Graham stated that a scripted, skill and drill curriculum does not fit the philosophy of the district.   Ms. Sanderson asked how the curriculum chosen for consideration by the textbook committee was selected. Ms. Graham said all of the texts chosen, other than Singapore Math, are being used successfully in at least one of our state or national comparison districts and she made the decision about which to include. Mr. Hood asked about professional development opportunities. Ms. Geryk outlined the short-term and long-term plan for fulfilling the need for professional development. Mr. Rhodes thanked Ms. Graham for her presentation.

Ms. Sanderson made a motion to accept a $500 donation for the Crocker Farm library. Mr. Hood seconded and the motion passed unanimously.

 

 

A. Calendar—School Committee public forum on Tuesday, March 22 at Amherst Town Hall.

 

Ms. Sanderson made a motion to adjourn at 9:19 p.m. Mr. Hood seconded and the motion passed unanimously.

 

Respectfully submitted,

Debbie Westmoreland