Secondary Solutions Mathematics

Secondary Solutions | Mathematics

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SCHOOL ACHIEVEMENT SERVICES

Professional Development & Specialized Support Services

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New Teaching Strategies Build Desired Student Behaviors in Mathematics

With a balanced focus on the new standards and current state testing

Adopt new instructional strategies.
Ensure that students will be college and career ready.
Intervene with strong support to meet high expectations for all.

Contents

Meet Our Experts...... 6

Implementation Path...... 8

Success Story...... 9

digits™...... 10

Algebra 1, Geometry, and Algebra 2...... 12

Connected Mathematics Project 2™ (CMP2™)...... 16

Connected Mathematics Project 3 (CMP3)...... 20

Center for Mathematics Education (CME™ Project)...... 22

Language Central for Math...... 23

Pearson Integrated High School Mathematics...... 24

Prentice Hall Mathematics: Courses 1, 2, and 3...... 25

Teaching Student-Centered Mathematics...... 26

Leading for Mathematical Proficiency...... 28

MathXL® for School...... 29

Math Navigator™...... 30

onRamp to Algebra...... 32

Ramp-Up Mathematics...... 34

RtI in Mathematics...... 35

Additional Mathematics Professional Development...... 36

Meeting the Demands of Mathematics Instruction in Today’s Classroom

Common Core? Mathematical Practices? Content and instructional shifts? College and career readiness? Has there ever been a more challenging time for mathematics education? You’ve probably caught yourself thinking about ensuring that math students develop desired academic behaviors so they’re ready for college credit-bearing courses or immediate placement in today’s workforce.

Adopt New Instructional Strategies

Educators learn how to:

Change classroom instruction.
Effectively implement the Common Core or college and career competencies.
Implement new rubrics to observe for instructional behaviors.

Ensure that Students will be College and Career Ready

Educators learn how to:

Teach for conceptual understanding and higher-order thinking.
Integrate classroom technologies into mathematics instruction.
Meet the content demands of the new standards.

Intervene with Strong Support

Educators learn how to:

Differentiate mathematics instruction to meet individual needs.
Teach to students’ misconceptions in addition to supporting basic skill development.
Integrate research-proven strategies.

We are not just about the what of the Common Core; we are about the how of effective implementation.

We offer a wide array of services that focus specifically on changing classroom instruction. Addressing misconceptions requires more than just re-teaching and traditional remediation. This shift in classroom practice requires substantial professional development support, such as side-by-side coaching to support implementation.

LEGEND

English Language Learners

Response to Intervention

Common Core State Standards

Online Services

Meet Our Mathematics Experts

Pearson works with more than 1,000 authors and researchers to bring you practical, evidence-based professional development programs and resources. Our close association with key authors and architects of the Common Core State Standards ensures that the spirit and pedagogical approach of the initiative is embodied in our educational materials, assessments, and professional development.

A few of the experts we work with include:

Dr. Francis “Skip” Fennell

digits Author

L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies at McDaniel College in Maryland
Past president of the Association of Mathematics Teacher Educators (AMTE) and the National Council of Teachers of Mathematics (NCTM)

Dr. Randall Charles

Pearson Algebra 1, Geometry, Algebra 2 Author

Professor Emeritus in the Department of Mathematics at San Jose State University in California
Served on the writing team for the NCTM Curriculum Focal Points
Primary research has focused on problem solving and is credited with multiple publications on the subject

Dan Kennedy, Ph.D.

Pearson Algebra 1, Geometry, Algebra 2 Author

Lupton Distinguished Professor of Mathematics at the Baylor School in Chattanooga, TN
Frequent speaker at professional meetings on the subject of mathematics education reform
Conducted more than 50 workshops and institutes for high school teachers

Basia Hall

Pearson Algebra 1, Geometry, Algebra 2 Author

Serves as Manager of Instructional Programs for the Houston Independent School District
Served as a department chair, instructional supervisor, school improvement facilitator, and professional development trainer during 33 years in education

William F. Tate

digits Author

Edward Mallinckrodt Distinguished University Professor in Arts & Sciences at Washington University in St. Louis, MO
Past president of the American Educational Research Association

Janie Schielack

digits Author

Associate Dean for Assessment and PreK–12 Education at Texas A&M University
Works with teachers and students to enhance mathematics learning in the elementary grades

Eric Milou

digits Author

Professor in the Department of Mathematics at Rowan University in Glassboro, NJ
Part of the NCTM advisory team that responded to and met with Council of Chief State School Officers (CCSSCO) and National Governors Association (NGA) representatives during the development of various drafts of the Common Core State Standards

“Introducing concepts and skills in problem-solving contexts evokes thinking and reasoning about mathematical ideas.”

—Dr. Randall Charles

Author

Drive teacher effectiveness while measuring the fidelity of your Algebra 1, Geometry, and Algebra 2 implementation

Get the Results You Want

Pearson’s wide array of Algebra 1, Geometry, and Algebra 2 professional development services coupled with additional mathematics, Common Core, classroom technology, and assessment professional development support will help you design an ongoing educator professional development plan.

These recommended road maps show how you can implement Algebra 1, Geometry, and Algebra 2 with fidelity—just pick your focus area.

STEP 1

Algebra 1, Geometry, and Algebra 2: Product Implementation Essentials
Focusing on the Mathematical Practices of the Common Core

STEP 2

Thinking and Reasoning in Algebra 1, Geometry, and Algebra 2
Algebra 1, Geometry, and Algebra 2: Implementing a Digital Path to Maximize Instruction and Learning

STEP 3

Algebra 1, Geometry, and Algebra 2: Performance-Based Assessment for Mathematics
Algebra 1, Geometry, and Algebra 2: Using Assessment to Monitor Student Progress

STEP 4

Coaching and Modeling
Lesson Study
Consultative Services

Success Story

Middle School Math Scores Improve Across Grade Levels

Kansas City Public Schools

Kansas City, Missouri

CHALLENGE

Consistently low math scores over a period of years in Grades 6–8 led administrators to look for new ways to engage students in mathematics, more effectively address the standards, and improve student achievement.

SOLUTION

Pearson partnered with Kansas City, Missouri to craft a comprehensive CMP2™ implementation plan that involved a variety of professional development and job-embedded services, including Pearson’s highly effective coaching and modeling. As a result, the district’s math achievement scores increased.

RESULTS

Students improved mathematical proficiency and test scores across grade levels.

% Proficient/Advanced Students

2006 / 2007 / 2008 / Rate of growth over 3 years
Grade 6 / 12.80 / 16.70 / 24.50 / 91.4%
Grade 7 / 15.00 / 14.20 / 21.00 / 40.0%
Grade 8 / 14.40 / 13.10 / 15.80 / 9.7%
Mean / 14.07 / 14.67 / 20.43 / 45.2%

“The summarize [portion] helped because it helped the students put it into words; they didn’t have to show me how to do it, they were able to tell me how to do it verbally.”

—6th Grade CMP2™ teacher

digits™

digits™: Product Implementation Essentials

NUMBER OF DAYS: 1

Discover digits™ components and the interactive lesson structure. Participants who are new to the program build on their instructional skills as they analyze model lessons and learn to implement the personalized instruction embedded in the program. They also collaborate to identify and learn effective strategies for managing a digits™ classroom.

OUTCOMES:

By the end of the workshop, participants will be able to:

Apply the interACTIVE Learning Cycle component to effectively differentiate instruction in the classroom.
Demonstrate a deeper understanding of the instructional philosophy, mathematical content, lesson structure, and assessment features in the digits™ program.
Identify the program requirements for instructional technology and how they impact the management of a digits™ classroom.

TARGET AUDIENCE:

Educators, Math Coaches, Specialists, Administrators

NUMBER OF PARTICIPANTS: 30

ISBN: 115217

This workshop is also available for online learning. Visit PearsonPD.com for details on our online learning options.

digits™ Product Implementation Essentials:Fused Online Course

Equivalent Seat Time: 6 hours

NUMBER OF PARTICIPANTS: Up to 50

Cohort Pricing

ISBN: Up to 15: 0133227359

ISBN: Up to 30: 0133227375

ISBN: Up to 50: 0133227383

Foundational Overview of theCommon Core State Standards for Mathematics

NUMBER OF DAYS: 1

Discover all Common Core State Standards for Mathematics (CCSSM) components in this workshop. In this workshop, participants explore the framework of learning that these components provide for college and career readiness. They focus on the domains, concept categories, and learning progressions of the K–12 Standards for Mathematical Content. Participants also explore how to integrate the mathematical habits of mind required by the K–12 Standards for Mathematical Practice.

Outcomes:

By the end of the workshop, participants will be able to:

Identify the domains and concept categories included in the K–12 Standards for Mathematical Content.
Identify ways to promote classroom discourse that help students develop mathematical proficiency.
Identify aspects of the mathematical practices that bring teaching closer to assessment.
Connect current practice and articulate the changes needed to implement CCSSM.

TARGET AUDIENCE:

6–8 Educators

NUMBER OF PARTICIPANTS: 30

ISBN: digits: 115218

digits™: Technology Integration for the digits™ Classroom

NUMBER OF DAYS: 1

Teachers and district facilitators who are new to technology integration concepts explore this foundational development program. Participants follow a distinct path based on their available technology resources and level of comfort with the digits™ technology.

Outcomes:

By the end of this workshop, participants will be able to:

Gain an understanding of 21st century classroom components and how they can best be used in tandem with the digits™ program.
Learn practical steps for creating and managing technology-rich lessons using interACTIVE instruction.
Identify key opportunities to differentiate instruction with technology that capitalizes on the digits™ program.
Connect technology skills utilized in the digits™ program to skills that develop college- and career-readiness success.

Target Audience:

Educators, Instructional Coaches, Administrators, Paraprofessionals

NUMBER OF PARTICIPANTS: 30

ISBN: 117107

digits™: Interactive Whiteboards in the digits™ Classroom

NUMBER OF DAYS: 1

Learn about integrating interactive whiteboards into the digits™ classroom. In this workshop, participants focus on methods and strategies to teach a digits™ lesson using the interactive whiteboard in a manner that engages learners and enhances instruction. Participants explore the various whiteboard tools, including digits™ Math Tools, and then review, analyze, and respond to lessons using these tools. They also learn how to use the tools to model mathematical concepts in lessons and teach their students how to use them as learning tools. Participants review common technical issues and learn techniques for setting up the whiteboard so it is accessible and utilized as a daily classroom teaching tool.

OUTCOMES:

By the end of the workshop, participants will be able to:

Teach a student-centered digits™ lesson using an interactive whiteboard.
Evaluate digits™ lessons and strategize how to incorporate the use of the whiteboard to enhance instruction.
Identify whiteboard tools, including digits™ Math Tools, and apply them within digits™ lessons.
Implement the whiteboard into daily classroom instruction with available technology.

TARGET AUDIENCE:

Educators, Math Coaches, Specialists, Administrators

NUMBER OF PARTICIPANTS: 30

ISBN: 115228

digits™: Job-Embedded Services

Pearson’s three levels of job-embedded services offer the most effective way for schools and districts to build capacity. To learn more about Pearson’s job-embedded services, visit PearsonPD.com.

Coaching and Modeling: ISBN: 115207

Lesson Study: ISBN: 117096

Consultative Services: ISBN: 117077

Build capacity! Pair any digits™ workshop with a day of consultative services.

Results Snapshot: DIGITS™

digits™ is based on over two years of collaboration with teachers, administrators, and experts, as well as intensive research that culminated in a field test with over 200 students.

In May 2009, digits™’ Grade 7 materials were field tested under actual classroom conditions. Two math teachers worked together as both instructors and observers for four days. A diagnostic assessment was administered and graded prior to instruction, then used to inform the differentiated instruction that occurred on Day One. The remaining three days of field testing consisted of whole-group on-level instruction.

digits™ Research Timeline

PHASE / ACTIVITY
Phase 0 Foundation Research / Literature Review
Phase 1 Conceptualizing / Advisory Board
Site Visits
Concept Testing
Phase 2 Solution Testing / Fidelity/Implementation Test
Market Readiness Test
Phase 3 Detailed Product Testing / Multi-Focus
Longitudinal Efficacy Study

View free digits™ tutorials on myPearsonTraining.com!

Algebra 1, Geometry, and Algebra 2

Algebra 1, Geometry, and Algebra 2:Product Implementation Essentials

NUMBER OF DAYS: 1

Explore the program components and interactive lesson structure in Pearson High School Mathematics Common Core. Participants build on their instructional skills as they analyze sample lessons and learn to implement the personalized instruction embedded in the program. They also collaborate to identify and learn effective strategies for managing a Pearson High School Mathematics Common Core classroom.

Outcomes:

By the end of this workshop, participants will be able to:

Identify the program’s organization, content, and supporting resources.
Demonstrate a deeper understanding of the instructional philosophy, mathematical content, lesson structure, and assessment features in the Pearson High School Mathematics Common Core program.
Utilize the instructional technology embedded in the program to reach all types of learners.

Target Audience:

Educators, Instructional Coaches, Administrators, Paraprofessionals

NUMBER OF PARTICIPANTS: 30

ISBN:Pearson Algebra 1, Geometry, and Algebra 2 Common Core edition: 117108

Foundational Overview of theCommon Core State Standards for Mathematics

NUMBER OF DAYS: 1

Outcomes:

By the end of the workshop, participants will be able to:

Identify the domains and concept categories included in the K–12 Standards for Mathematical Content.
Identify ways to promote classroom discourse that help students develop mathematical proficiency.
Identify aspects of the mathematical practices that bring teaching closer to assessment.
Connect current practice and articulate the changes needed to implement CCSSM.

TARGET AUDIENCE:

9–12 Educators

NUMBER OF PARTICIPANTS: 30

ISBN:Pearson Algebra 1, Geometry, and Algebra 2 Common Core edition:115216

Using the Common Core in a Standards-Based Mathematics Classroom

NUMBER OF DAYS: 1

Investigate how to help students master the Common Core State Standards for Mathematics (CCSSM). During this workshop, participants examine how to teach through problem solving in a standards-based classroom to help students make sense of mathematics. Participants experience the benefits of an instructional model that considers what students know and the mathematically engaging aspect of problems and tasks while it builds a community of learners that values justification for answers and methods.

Outcomes:

By the end of the workshop, participants will be able to:

Articulate a structure for teaching through problem solving that incorporates the Standards for Mathematical Content and the Standards for Mathematical Practice.
Identify scaffolded tasks as a means for differentiated instruction and an entry point for all students.
Connect common misconceptions to the potential opportunities for student learning.
Identify ways to promote purposeful student struggle and make mathematical relationships explicit.

TARGET AUDIENCE:

9–12 Educators

NUMBER OF PARTICIPANTS: 30

ISBN:Pearson Algebra 1, Geometry, and Algebra 2 Common Core edition:115555

Focusing on the Mathematical Practices ofthe Common Core

NUMBER OF DAYS: 2

Examine the impact that mathematical practices have on students by connecting them to processes, proficiencies, and problem solving. The first day focuses on the eight mathematical practices as well as how participants can use existing resources to promote and routinely assess the mathematical practices. The second day examines specific considerations for differentiation and support for all students as participants unpack content standards while continuing to consider the routine integration of the Standards for Mathematical Practice.

Outcomes:

By the end of the two-day workshop, participants will be able to:

Identify a structure for collaboration and use of the eight practices.
Articulate ways to routinely promote and assess the math practices.
Describe how specific mathematical practices are embedded in the Standards for Mathematical Content.
Identify the attributes of a rich, instructional, problem-based approach and how it can support access to the Standards for Mathematical Practice.

TARGET AUDIENCE:

9–12 Educators

NUMBER OF PARTICIPANTS: 30

ISBN:Pearson Algebra 1, Geometry, and Algebra 2 Common Core edition: 115553

Developing Mathematical Discourse inthe Secondary Classroom