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Committee Mulls Curriculum Changes, Purchase of Terry Land, Boasts Energy Savings “Every dollar we save on utilities is a dollar we can use for the classroom,” Ralph Dumas.
by Muriel Kramer
February 3, 2012 —
Many changes are in the works for students in all grades
to align the math curriculum with the Massachusetts
Common Core State
The new standards were formally introduced last March and require schools to adjust their curriculums to align with the new standards. From the State’s document, “For over a decade, research studies conducted on mathematics education in high-performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on the promise of common standards, the standards must address the problem of a curriculum that is ‘a mile wide and an inch deep.’ The standards in this Framework are a substantial answer to that challenge and aim for clarity and specificity.”
The new standards are intended to establish a great deal more rigor in the curriculum rather than establish new concepts or teaching strategies; this won’t be “new math” but rather more rigorous study of math. The changes outlined last night affect those entering High School next year and below; those currently in High School will continue with the existing curriculum.
Some key considerations from the State: acceleration programs for more gifted math students cannot begin before grade 7, one year of math must be taught within one year, and all math students should have as a minimum one year of math instruction beyond Algebra II. As an example, the District currently offers an Algebra I class that spans eighth and ninth grades giving needier students more time for mastery; that won’t be an option going forward. As Berlo pointed out, there are challenges ahead to meet both the needs of accelerated students and those that struggle in math.
The curriculum as designed offers multiple pathways for students of varying skill levels and strategizes in advance supporting students who need to adjust their placement within the curriculum during their high school career. The Math Pathways for Grades 5 to 12 is currently is in draft form; next up for discussion is mapping out a method to introduce this to parents and students before course selection begins for next year.
Next year there will be no accelerated math program for Grade 6, and a three tier pathway begins for seventh graders. Accelerated Grade 7 and 8 math condenses current Grade 7 math, Grade 8 math and Grade 9 Algebra I into two years; those students would then begin Accelerated Geometry in Grade 9. Those students would then have the potential for two years of Calculus AB/BC as juniors and seniors or another additional math course as seniors. Once in High School there is a 4-tier pathway, so Grade 7 math and Grade 8 math would prepare students to enter either Accelerated Algebra I or Algebra I (Honors (H)) in Grade 9. Accelerated Grade 9 Algebra, Accelerated Grade 10 Geometry and Accelerated Grade 11 Algebra II would incorporate Pre-Calculus preparing those students to take Calculus AB or Calculus (H) as seniors. Grade 9 Algebra I (H), Grade 10 Geometry (H) and Grade 11 Algebra II (H) would lead to Pre-Calculus (H) or Statistics (H) in Grade 12. Grade 7A math and Grade 8A math would set up Algebra I (College Prep (CP)) for Grade 9, Geometry (CP) for Grade 10, Algebra II (CP) for Grade 11 and Pre-Calculus (CP), Statistics (CP) or Advanced Quantitative Reasoning for Grade 12.
Superintendent of Schools Jonathan Landman asked if the names Hopkinton was giving its tiered programs was the same as others in the State. Carla Crisafulli replied that this was not the case; “I’ve researched 12 surrounding school systems and found 12 different nomenclatures.” There is no uniformity currently.
Other Business: Energy efficiencies and improvements like the solar panels at the HS and MS that have been implemented over the last few years are paying off resulting in a savings of about $400,000 in the time period. Additionally Ralph Dumas, Director of Finance, has negotiated substantially better rates for electricity and gas over the next two years which will yield a 40% unit cost reduction. “Every dollar we save on utilities is a dollar we can use for the classroom,” says Dumas.
Also Director of Land Use, Planning, and Permitting Elaine Lazarus (photo) was in to answer questions on the Terry property currently under a Purchase and Sale (P&S) Agreement. Lazarus summarized that there is a 204 acre parcel of land that the town has the right of first refusal to purchase because the owners have taken advantage of Ch 61 protection for lower property taxes. The purchase price is $3 million. The Board of Selectmen has asked Town Departments to consider the parcel for future municipal uses and provide comments to them by February 24th. The School Committee did not finalize a recommendation for the Board of Selectmen electing instead to find out what the Conservation Committee has to say at their next meeting about the parcel and the nature of the wetlands issues as well as to find out what flexibility exists for using a portion of the parcel and providing emergency access over the existing wetlands. Exercising the right to purchase the property requires a vote of the Selectmen as well as Town Meeting. |
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"The News Starts Here!"
Standards
for Mathematics. Robert Berlo, Director of Secondary
Education, and math teachers Cathy Anusauskas from the
Middle School and Carla Crisafulli from the High School
were at the School Committee meeting to give an overview
of the changes ahead (Respectively from left in photo).
Crisafulli
acknowledged that while a lot of work has been done,
there is much more ahead. “We’re scared stiff honestly.
We are concerned about resources, and we are concerned
about implementation. A lot of this is not what we
teach, but how we teach. We need time and resources to
flush out the gaps.”