Milford High School Course Changes 2020 -2021 2020 - 2021 Math - - PowerPoint PPT Presentation

Milford High School Course Changes 2020 -2021

□ Math Department, Chair Sarah Metzger □ Social Studies Department, Chair Anna O’Neill

2020 - 2021

Catalyst for Change

□ Project Based Learning Cohorts □ Re-envisioning the secondary experience □ Teacher Driven □ 5-Year Resource Adoption Cycle □ Revisions of State Standards (Social Studies)

Math Department

Number of New Courses : 8 Names:

1. Math Application in Careers 2. Real Life Mathematics 3. Secret Math (Discrete Math) 4. Problem Solving Techniques 5. Advanced Problem Solving Techniques 6. Applications of Statistics and Probability 7. ACT Math 8. Research Statistics (Part of AP Capstone)

Social Studies

Number of New Courses : 7 Names:

1. American Studies 2. American Government a. Bill of Rights b. Citizenship in Action c. Government in Economics 3. Pop Culture 4. Social Psychology 5. Mock Trial 6. Modern Conflict 7. Local History

Course Formats

□ Daily - Fully Year □ Daily - Semester □ Blended - Semester (2 or 3 Day Electives)

Course offerings and staffing are driven by student enrollment. Not all courses listed in the catalog may end up being offered due to enrollment.

Science Update New Courses 2019 - 2020

AP Physics (Algebra Based) 91 Field Ecology 60 Forensics 190 Human Genetics 43 Infectious Diseases 79 Oceanography 229 Total New Courses 692

What questions might you have about new High School Course Offerings?

Math Curriculum Materials Adoption

Adoption will be used for the following courses:

□ Math 1 (Grades 7 & 8) □ Math 2 (Grades 8 & 9) □ Math 3 (Grades 9 & 10) □ Algebra 1 (Grade 9) □ Geometry (Grade 10) □ Algebra 2 (Grade 11)

Financial Responsibility

□ New materials are adopted on a revision cycle □ Expenses are budgeted as part

• f the Curriculum

and Instruction Budget and are part of the 5-year forecast

□

Expenses are for a five year adoption, which is .38% of the district’s annual general fund budget □ Student Fees on consumables are a factored into the adoption process

Materials Adoption Process

□ Must be within our revisions budget timeline □ Work begins with the teachers and looking at resources that align with the Ohio Learning Standards and meet the needs

• f our students and staff

□ Department researches appropriate materials in partnership with our Hamilton County Educational Service Center Math Coach □ Four Options were presented to be vetted by Curriculum and Instruction □ Three vendors were invited to present to eight teachers and academic cabinet □ One universal screening tool was used to accurately caption needs

Materials Adoption Continued

□ After the presentations, the committee was asked to refrain from voting but to think of questions they might have or create follow-up questions for the vendors □ Vendors were given follow-up questions to answer □ Committee Members connected with current users both administrators and teachers □ After completing the follow-up questions, a Google Survey of the committee members was conducted □ A clear consensus was reached

The Committee Chose

EdReports.org Scores

Standards for Mathematical Practice

2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use

• f structure.

8. Look for and express regularity in repeated reasoning. 1. Make sense of problems and persevere in solving them.

This practice standard is evident every day in every lesson.

Matches our District Philosophy

• Constructivist Approach to Mathematics
• Students need to construct their own understanding of each

mathematical concept so that the primary role of teaching is not to lecture, explain, or otherwise attempt to “transfer” mathematical knowledge, but to create situation for students that will foster their making the necessary mental constructions.

Real Time Data and Individualized Student Support

Opportunities for Ongoing Professional Learning

Sharing from a Department Chair Perspective

Sarah Metzger

Questions?