Today begins our condemnation on the usage of Everyday Mathematics in Cave Creek Unified School district and suggested solutions to the tackling this train
wreck of a program.
Day 1
This the story of a school district that found Everyday Math as not
meeting state standards and was not expecting mastery, so they did something
about it.
Northshore adopts new elementary math curriculum
wreck of a program.
Day 1
This the story of a school district that found Everyday Math as not
meeting state standards and was not expecting mastery, so they did something
about it.
Northshore adopts new elementary math curriculum
"The impetus for this change had to do with both the age of our current curriculum
and a change in state standards," says Kathleen Poole, Northshore’s
assistant superintendent of elementary education. "The state changed the
math standards and beginning next year, students will be evaluated on these new
standards. We examined how the existing curriculum ("Everyday Math") matched
these standards and discovered that it didn’t. So, we needed to explore other
options.
and a change in state standards," says Kathleen Poole, Northshore’s
assistant superintendent of elementary education. "The state changed the
math standards and beginning next year, students will be evaluated on these new
standards. We examined how the existing curriculum ("Everyday Math") matched
these standards and discovered that it didn’t. So, we needed to explore other
options.
"Poole continues to explain that "Everyday Math" is a spiraling curriculum, where
concepts are introduced initially and then revisited at periodic times. In this
method, concepts aren’t necessarily taught to mastery, as there is no
insistence or demand for proficiency at specific levels."With the new
curriculum we’ve adopted," comments Poole, "students won’t be
revisiting the basic concepts because they will have had to master them in
order to move on. It’s a stair-step curriculum which builds on a foundation
that requires mastery."
concepts are introduced initially and then revisited at periodic times. In this
method, concepts aren’t necessarily taught to mastery, as there is no
insistence or demand for proficiency at specific levels."With the new
curriculum we’ve adopted," comments Poole, "students won’t be
revisiting the basic concepts because they will have had to master them in
order to move on. It’s a stair-step curriculum which builds on a foundation
that requires mastery."
Northshore even has a Curriculum Materials Adoption Committee which includes parents and community members and even solicits curriculum material recommendations from the community with an entire process for getting materials approved. Fantastic!
Solution 1
Solution 1
In the face of the new state standards and stagnant test
scores, Cave Creek Unified should look to Northshore as a model for
replacing Everyday Math, and it should do it now, not in 2 years.
Additionally, Cave Creek Unified should form a curriculum adoption committee as
it promised to do last fall. This committee should include teachers, parents,
community members, and it should consult subject area professors from colleges
and community colleges.
scores, Cave Creek Unified should look to Northshore as a model for
replacing Everyday Math, and it should do it now, not in 2 years.
Additionally, Cave Creek Unified should form a curriculum adoption committee as
it promised to do last fall. This committee should include teachers, parents,
community members, and it should consult subject area professors from colleges
and community colleges.
Day 2: What's Wrong with Everyday Mathematics and the gifted
What's wrong with Everyday Math? A commentor at Kitchen Table Math says it
better than we ever could, but we will focus on one aspect of Everyday
Math's failings: The gifted.
better than we ever could, but we will focus on one aspect of Everyday
Math's failings: The gifted.
-------------------------------------------
I.
General concerns about the content, pacing and teaching methods used
Content:
--standard arithmetic “algorithms” (for the operations +, -, x, /) for are
de-emphasized or, in some instances, not taught
--preferred algorithms are slow, cumbersome and unnecessarily complex
--long division (as we know it) is not believed to be important and is not
taught
--little concern for pen and paper fluency or automatic recall of facts
--parents do not have access to instructional materials making it difficult to
help their children or assess progress
--well-developed reading skills (both parent and student) are required for
success, putting English Language learners (and others) at a disadvantage in
the one subject in which they might otherwise be immediately able to excel
--children do not learn the “common currency” of standard math vocabulary and
arithmetic algorithms, causing difficulty in later math classes and impeding
mathematical communication
--minimal emphasis on fluency with decimal calculations, lowest common
denominator, operations with fractions, other pre-algebra concepts
Pacing:
--spiral/recursive philosophy manifested in topic changes every few days
--frequent topic changes postpone mastery of topics
--frequent topic changes discourage focused attention and effort
--infrequent expectation of mastery reduces incentives to learn and excel
--children who take pride in mastery of topic are frustrated
Teaching methods:
--overemphasis on “constructivist” teaching methodologies: students discover or
invent their own problems and solutions; reduced emphasis on teachers for
presenting the material or concepts; works with only some students
--heavy reliance on group activities, which also works with only some students
--math as a “game” depreciates the value of serious study/focus/persistence
--difficult to assess progress of “developing” skills
--testing methods/outcome measures not clearly defined within this curriculum
--family involvement is an important feature of the curriculum, which works
against children who lack involved adults in their lives and thereby
perpetuates the achievement gap
--difficult to accomodate gifted/talented students, since pre-testing,
curriculum compaction and acceleration are difficult or impossible;
"enrichment" is the only option and is not a meaningful accommodation
--unsuited to GT kids because of the constant review cycle and the fragmented,
cursory introduction of new topics, which can produce frustration and/or
boredom
General concerns about the content, pacing and teaching methods used
Content:
--standard arithmetic “algorithms” (for the operations +, -, x, /) for are
de-emphasized or, in some instances, not taught
--preferred algorithms are slow, cumbersome and unnecessarily complex
--long division (as we know it) is not believed to be important and is not
taught
--little concern for pen and paper fluency or automatic recall of facts
--parents do not have access to instructional materials making it difficult to
help their children or assess progress
--well-developed reading skills (both parent and student) are required for
success, putting English Language learners (and others) at a disadvantage in
the one subject in which they might otherwise be immediately able to excel
--children do not learn the “common currency” of standard math vocabulary and
arithmetic algorithms, causing difficulty in later math classes and impeding
mathematical communication
--minimal emphasis on fluency with decimal calculations, lowest common
denominator, operations with fractions, other pre-algebra concepts
Pacing:
--spiral/recursive philosophy manifested in topic changes every few days
--frequent topic changes postpone mastery of topics
--frequent topic changes discourage focused attention and effort
--infrequent expectation of mastery reduces incentives to learn and excel
--children who take pride in mastery of topic are frustrated
Teaching methods:
--overemphasis on “constructivist” teaching methodologies: students discover or
invent their own problems and solutions; reduced emphasis on teachers for
presenting the material or concepts; works with only some students
--heavy reliance on group activities, which also works with only some students
--math as a “game” depreciates the value of serious study/focus/persistence
--difficult to assess progress of “developing” skills
--testing methods/outcome measures not clearly defined within this curriculum
--family involvement is an important feature of the curriculum, which works
against children who lack involved adults in their lives and thereby
perpetuates the achievement gap
--difficult to accomodate gifted/talented students, since pre-testing,
curriculum compaction and acceleration are difficult or impossible;
"enrichment" is the only option and is not a meaningful accommodation
--unsuited to GT kids because of the constant review cycle and the fragmented,
cursory introduction of new topics, which can produce frustration and/or
boredom
Solution 2
Our district is already short-changing our gifted students with the
implemention of the classroom clustering. That discussion is for another
day, but this clustering combined with Everyday Math's lack of accomodation for
the gifted really is holding back those elementary children who are proficent
in math. Everyday Math is just not suitable for those gifted in math.
The solution to this is to implement an enrichment math track at the elementary
level for those gifted and strong in math. The district needs to
acknowledge that there is a range of ability of the students and a math
enrichment track can meet those needs.
Our district is already short-changing our gifted students with the
implemention of the classroom clustering. That discussion is for another
day, but this clustering combined with Everyday Math's lack of accomodation for
the gifted really is holding back those elementary children who are proficent
in math. Everyday Math is just not suitable for those gifted in math.
The solution to this is to implement an enrichment math track at the elementary
level for those gifted and strong in math. The district needs to
acknowledge that there is a range of ability of the students and a math
enrichment track can meet those needs.
Day 3: Core Knowledge frowns on Everyday Math
While we are happy to see the beginning of Core Knowledge rolled out at Desert Sun and
touted in district marketing materials, the district is doing a disservice to
the Core Knowledge Foundation’s primary belief of direct instruction.
touted in district marketing materials, the district is doing a disservice to
the Core Knowledge Foundation’s primary belief of direct instruction.
Direct instruction is the belief that teachers should teacher through explain,
modeling, practice, and feedback. Everyday Mathematics is the antithesis of
this in that is child centered, discovery-based, also known as constructivist.
E.D. Hirsch, the founder of Core Knowledge, frequently rails against these
constructivists and reform programs as he did in a speech to the California
State Board of Education (see here).
While Core Knowledge refuses to directly endorse mathematic programs for
schools, they do make recommendations for home schoolers. CK writes…
modeling, practice, and feedback. Everyday Mathematics is the antithesis of
this in that is child centered, discovery-based, also known as constructivist.
E.D. Hirsch, the founder of Core Knowledge, frequently rails against these
constructivists and reform programs as he did in a speech to the California
State Board of Education (see here).
While Core Knowledge refuses to directly endorse mathematic programs for
schools, they do make recommendations for home schoolers. CK writes…
It is also critically important to establish a similar sequential program in
mathematics, structured to provide guided practice in various formats and
frequent review throughout the year. Mathematics programs that follow sound
cognitive principles and therefore lead to greater student mastery are:
Singapore Math, Saxon Math, and Direct Instruction mathematics.
Core Knowledge did request a study of Everyday
Math by California State University. This review of Everyday Math 2nd grade
and 4th grade found, ‘dangerous’ materials, no routine practice, inappropriate
(low) grade level exercises, and no way to “tell if the CK Sequence items are
being mastered or not.”
Math by California State University. This review of Everyday Math 2nd grade
and 4th grade found, ‘dangerous’ materials, no routine practice, inappropriate
(low) grade level exercises, and no way to “tell if the CK Sequence items are
being mastered or not.”
There certainly are schools that use both Everyday Math and Core Knowledge, but most
of these are friends of Core Knowledge and not Official Core Knowledge schools.
We would imagine that using Everyday Math would likely preclude a school from
gaining this status, a status that should be found at every elementary school
in the district.
of these are friends of Core Knowledge and not Official Core Knowledge schools.
We would imagine that using Everyday Math would likely preclude a school from
gaining this status, a status that should be found at every elementary school
in the district.
Solution 3
Cave Creek Unified expand its roll out of Core Knowledge in both content and in
schools. Along with this, the district should directly work with the Core
Knowledge Foundation to find an appropriate mathematics program that covers the
CK sequence at the corresponding grade level and exceeds the State of Arizona math standards.
Day 4: Texas bans Everyday Math and Cave Creek Unified should join them
In 2007, the State of Texas has banned state funding of the third grade unit of the Everyday Mathematics. According to the state board of education it charged that the program leaves Texas public school graduates "unprepared" for college math. One board member was quoted as saying that Everyday Math textbook was "the very worst book that we had submitted" out of 163 textbooks it had received for consideration that year. What the Texas Board of Education has done is stunning. Not only have they dropped Everyday Mathematics, but they have blistered the program with studies identifying its specific failings. Check out these gems: Emphasis on mastery of computation skills in 3rd Grade Math Student and Teacher's Editions submitted for 2007 Texas SBOE approval How often is ADDITION with regrouping tested after the initial test on it? Everyday Math: Not Taught How often is SUBTRACTION with regrouping tested after the initial test on it? Everyday Math: 3 Times When is MULTIPLICATION of 2 (or more) digits by 1 digit introduced? Everyday Math: Not taught How often is MULTIPLYING2 (or more) digits by 1 digitwith regrouping tested? Everyday Math: Not taught ------------------------------------------------------------------------------------- Why would we want to submit our children to a program that has such obvious failings? Solution 4 The district should work to understand why the Texas Board of Education rejected Everyday Mathematics. |
Day 5:SUSD Uses Everyday Math, shouldn’t we?
The answer is an unequivocal no. The former superintendent of Scottsdale, Dr. Barabara Erwin,
shoved everyday Math down the throats of the public. Parents protested quite
vigorously at the time but the district would have none of it.
One could make the case that Everyday Math with its slower pace and revisiting of topics
works well for the demographics of the schools in south Scottsdale and this may
be the case. The district probably also figures that those in the northern
part of the district come from homes with high parental involvement and those
parents will either supplement or get tutoring to make sure their students master
the necessary math (you will find the highest concentration of tutoring centers
in the valley north of Shea).
works well for the demographics of the schools in south Scottsdale and this may
be the case. The district probably also figures that those in the northern
part of the district come from homes with high parental involvement and those
parents will either supplement or get tutoring to make sure their students master
the necessary math (you will find the highest concentration of tutoring centers
in the valley north of Shea).
But the largest evidence that even SUSD itself doesn’t fully believe in Everyday Math
is found at the Cheyenne Traditional Elementary school in SUSD. Cheyenne is the district's school of choice. Despite Everyday Math as the district math program, Cheyenne uses Saxon math.
is found at the Cheyenne Traditional Elementary school in SUSD. Cheyenne is the district's school of choice. Despite Everyday Math as the district math program, Cheyenne uses Saxon math.
We even find anecdotal evidence from parents in SUSD who wrote
to the district the following:
to the district the following:
I am not interested in attending an overcrowded school. ____ attended Zuni for pre-K and the parking lots were ridiculous then with half the students. Many parents do
not use buses; it will be terrible. (personal attack redacted) I want ____ to
be in the Saxon math program. I do not like “Everyday Math.” It is an awful
program. Cheyenne offers Saxon.
And
SUSD needs to adopt Saxon Math, like Cheyenne, and do away with Everyday Math.
Our kids are falling behind. Compare the test scores with Cheyenne.
The evidence is also in the numbers. Both PVUSD schools in north Scottsdale
(Grayhawk and Pinnacle Peak) outperform Copper Ridge in math. PVUSD uses
Harcourt Math, while Copper Ridge uses Everyday Math.
(Grayhawk and Pinnacle Peak) outperform Copper Ridge in math. PVUSD uses
Harcourt Math, while Copper Ridge uses Everyday Math.
Copper Ridge Elementary School | Grayhawk Elementary School | Pinnacle Peak Elementary | |
Student Proficiency on State Tests -- 2008 | |||
Reading Proficiency (%) | 93.3 | 94.8 | 94.8 |
Math Proficiency (%) | 93.3 | 96.6 | 95.5 |
Reading and Math Proficiency (RaMP) (%) | 93.3 | 95.7 | 95.1 |
With
almost identical demographics…
almost identical demographics…
Enrollment (%) – 2007 | |||
Economically Disadvantaged | 1.4 | 1.8 | 1.2 |
Comparing these schools to LMES (our best math school) is very telling…
Cheyenne Traditional Elementary School | Copper Ridge Elementary School | Grayhawk Elementary School | Lone Mountain Elementary School | Pinnacle Peak Elementary | |
Student Proficiency on State Tests -- 2008 | |||||
Reading Proficiency (%) | 98.2 | 93.3 | 94.8 | 90.7 | 94.8 |
Math Proficiency (%) | 98.2 | 93.3 | 96.6 | 91.7 | 95.5 |
Reading and Math Proficiency (RaMP) (%) | 98.2 | 93.3 | 95.7 | 91.2 | 95.1 |
Don’t we want the best math program on the planet for our students? Cheyenne has done
the heavy lifting for us and found a program that works well for students of a
demographic similar to ours.
With our district's size, our excellent teachers, and high parental involvement
all of our schools could perform at this level if we would just implement a
strong and rigorous curriculum and if we set and demand high
expectations.
the heavy lifting for us and found a program that works well for students of a
demographic similar to ours.
With our district's size, our excellent teachers, and high parental involvement
all of our schools could perform at this level if we would just implement a
strong and rigorous curriculum and if we set and demand high
expectations.
Solution 5
Creek Unified needs to understand why Cheyenne choose Saxon to replace Everyday
Math and how it helps the students at Cheyenne outperform almost every district
elementary school in the state.
Math and how it helps the students at Cheyenne outperform almost every district
elementary school in the state.
Day 6: The word of the day is longitudinal
Educators have a fancy word for when they study things for a long time. The word is
longitudinal. Wikipedia says ..
longitudinal. Wikipedia says ..
A longitudinal study is a correlational research study that involves repeated
observations of the same items over long periods of time…
Of course as a parent your concern if how your child achieves today, but those is the
ivory tower who educate our educators insist that things take time and they
must be studied over time, with little regard for the individual. We
frequently hear “give this [insert school, principal, teacher, disruptive
child, or program here] more time to work” from those in charge of education.
ivory tower who educate our educators insist that things take time and they
must be studied over time, with little regard for the individual. We
frequently hear “give this [insert school, principal, teacher, disruptive
child, or program here] more time to work” from those in charge of education.
With that said we’d thought we would look and see what Everyday Math has done
longitudinally to our Cave Creek Unified students. Of course we don’t have the
data to correct for transient students, but this will do as our proxy for
longitudinally comparing EM to non-EM results.
longitudinally to our Cave Creek Unified students. Of course we don’t have the
data to correct for transient students, but this will do as our proxy for
longitudinally comparing EM to non-EM results.
What we have done is looked at the first class of students to receive Everyday Math in
kindergarten and followed them through fifth grade, thus receiving 6 years of
Everyday Math exposure. We compared this to the last set of Cave Creek
Unified students who received none of the Everyday Math program. Again using
national norm-referenced scores and looking at scores for grades 2 to 5:
kindergarten and followed them through fifth grade, thus receiving 6 years of
Everyday Math exposure. We compared this to the last set of Cave Creek
Unified students who received none of the Everyday Math program. Again using
national norm-referenced scores and looking at scores for grades 2 to 5:
 |
| From CCUSD Watch: Focused on Cave Creek Unified School District 93 |
The results are self-evident. Students are treading water with Everyday Math, where
they used to outperform significantly where they started
they used to outperform significantly where they started
Solution 6
Those in charge of our district need to stop focusing on year over year AIMS
test results. AIMS scores are essentially meaningless to our students and the
level they can perform at and the year over year AIMS results have been
rendered impotent by the state screwing around with test questions, scaled
scores, and proficiency ranges. The district needs to look longitudinally
at how Everyday Math has been affecting student performance based on the
SAT9/TerraNova test results and it needs to deemphasize its pronouncements of
AIMS results. AIMS should be the floor that we start from, not the bar we
are trying to surpass.
Day 7: AIMS 2009
The AIMS 2009 test scores are out and if you need any more proof that over time
Everyday Mathematics and its evil cousin Connected Math are hurting our
students, here it is…
Those in charge of our district need to stop focusing on year over year AIMS
test results. AIMS scores are essentially meaningless to our students and the
level they can perform at and the year over year AIMS results have been
rendered impotent by the state screwing around with test questions, scaled
scores, and proficiency ranges. The district needs to look longitudinally
at how Everyday Math has been affecting student performance based on the
SAT9/TerraNova test results and it needs to deemphasize its pronouncements of
AIMS results. AIMS should be the floor that we start from, not the bar we
are trying to surpass.
Day 7: AIMS 2009
The AIMS 2009 test scores are out and if you need any more proof that over time
Everyday Mathematics and its evil cousin Connected Math are hurting our
students, here it is…
You can clearly see the sliding performance on math as students receive more
exposure to our curriculum. Now these are the percentage passed scores (those
that meet or exceed) and we will be able to gather better data when we can see
the raw scores and the TerraNova scores, but on the face of it this is not
acceptable. Forget about exceeding state standards. One out of four eighth
graders in Cave Creek Unified are not even passing the AIMS math test. AIMS is
the lowest academic hurdle around! FYI, for eighth grade, one only needs to get
42 or more questions correct out of 66 questions (63%) to pass the math
portion.
Not only are less of our students passing the AIMS test by eighth grade, the percentage
of students exceeding the test drops by half. Inspire Excellence
indeed.
of students exceeding the test drops by half. Inspire Excellence
indeed.
2009 AIMS Math Cave Creek Unified | |||||
Grade | Math % Falls Far Below | Math % Approaches | Math % Meets | Math % Exceeds | Math % Passing |
3 | 4 | 6 | 48 | 41 | 90 |
4 | 3 | 4 | 45 | 49 | 94 |
5 | 4 | 7 | 50 | 39 | 89 |
6 | 5 | 11 | 49 | 35 | 85 |
7 | 4 | 10 | 62 | 23 | 85 |
8 | 9 | 16 | 55 | 20 | 75 |
We are not a big fan of AIMS year over year results but here they are compared
to 2008 and included are 2009 scores for nearby elementary schools (we will
post more comparisons as the TerraNova scores become available).
2009 AIMS MATH | 2009 | 2008 | % Change | Grayhawk | Pinnacle Peak |
3 | 90 | 92 | -2% | 97 | 95 |
4 | 94 | 89 | 6% | 97 | 96 |
5 | 89 | 92 | -3% | 95 | 94 |
6 | 85 | 85 | 0% | 94 | 95 |
7 | 85 | 85 | 0% | ||
8 | 75 | 86 | -13% |
Day 8: Because this is no way to teach math.
Today we will have some fun and take a peek behind the professional development curtain
to see how those educrats at the University of Chicago expect educators to be
trained on the intricacies and finer points of the Everyday Mathematics
program.
Today's lesson, teaching patterns and sequences to kindergarten students:
"Everyday
Math Dance Training"...(click here)
to see how those educrats at the University of Chicago expect educators to be
trained on the intricacies and finer points of the Everyday Mathematics
program.
Today's lesson, teaching patterns and sequences to kindergarten students:
"Everyday
Math Dance Training"...(click here)
(These are not Cave Creek Unified educators)
And don't think that this doesn't happen in our district because it does...
Tooty-Ta in CCUSD
Tooty-Ta in CCUSD
More evidence that Everyday Math is one year behind by teaching a pre-school song
to kindergartners.
to kindergartners.
A tooty-ta ta, indeed.
Solution 8
The Cave Creek Unified School District should stop the literal song and dance
in the classroom and the figurative song and dance of how we don't have any
money to replace our eight year old, deprecated elementary math program (so we
can't do our jobs) and get down to improving the curriculum.
Solution 8
The Cave Creek Unified School District should stop the literal song and dance
in the classroom and the figurative song and dance of how we don't have any
money to replace our eight year old, deprecated elementary math program (so we
can't do our jobs) and get down to improving the curriculum.
Alarm bells are ringing. This is the clarion call for the district to get off its
butt and attack this head on. Our students are underperforming where they can
and deserve to be. Excuses that we cannot find the money don’t hold water when
this district operates with both a 5% K-3 and a 10% General M&O override.
butt and attack this head on. Our students are underperforming where they can
and deserve to be. Excuses that we cannot find the money don’t hold water when
this district operates with both a 5% K-3 and a 10% General M&O override.