Gilbert Public Schools’ currently adopted traditional math resource, Saxon Math, was selected and implemented in 1999. We have been notified by the publisher that Saxon Math is being discontinued for schools; therefore, the District is seeking to adopt a comprehensive K-8 Mathematics curriculum resource for our traditional program.

An adoption committee composed of stakeholders from our traditional programs and campuses has been engaged in evaluating resources to determine the product that is most aligned to what teachers and students are currently using. Math in Focus, published by Houghton Mifflin Harcourt, has been selected for a pilot program.

Through incremental learning and an emphasis on problem-solving, the Math in Focus program provides a quick trajectory of learning toward independent mastery of standards and conceptual understanding. Students work to synthesize their learning as they engage in focus cycles comprised of three steps, Engage, Learn, and Try. Student editions and some use of technology will make interacting with the concepts more meaningful for students as they develop and deepen their mathematical understanding.

Math in Focus also has many components that current traditional students are familiar with and use.  These components include daily practice in fact fluency and procedural skills, the regular introduction of new concepts, the review of previously learned concepts, and the utilization of a problem-solving process that students are already using in the traditional classrooms. 

As is currently the norm within the traditional program in Gilbert Public Schools, students will receive math instruction at one grade level ahead and will earn a traditional achievement grade on their report card.

Yes, Math in Focus has been evaluated for its effectiveness in multiple studies and is recognized as meeting the criteria in the “Strong” Evidence category for the Every Student Succeeds Act (ESSA). 

A committee of key stakeholders (including teachers, parents, instructional coaches, curriculum coordinators and administrators) from our three traditional campuses established a process and areas for evaluation using an approved criterion.  Two resources were identified as meeting the criteria, scoring 90+ points. Both vendors presented to the entire committee, and each committee member completed an individual evaluation using an extensive rubric. After reviewing the results from the committee, Math in Focus was the committee’s first choice and selected for the pilot.

The following criterion were used as part of the evaluation:

• Section 1 - Alignment to the Arizona Mathematics Standards, Learning Progressions, and Coherence

• Section 2 - Alignment to Rigor and the Standards for Mathematical Practice

• Section 3 - Instructional Support for Student Learning; Teacher Planning and Usability

• Section 4 - Assessment

• Section 5 - Resources - Technology and Supplemental Materials

Materials will be displayed for review at four locations from November 7, 2022, to January 30, 2023:

• Gilbert Public Schools District Office (Reception Area) - Monday - Thursday 7:30 am - 6:00 pm; Friday 7:30 am - 4:30 pm          

• Neely Traditional Academy (Front Office) - 8:00 am - 3:30 pm

• Canyon Rim Elementary (Front Office) - 8:00 am - 3:30 pm

• Spectrum Elementary (Front Office) - 8:00 am - 3:30 pm

A select number of teachers at each of the three traditional campuses will pilot one unit from Math in Focus from December 1, 2022 through January 27, 2023. Pilot teachers may opt to continue piloting Math in Focus for the remainder of the school year.

Frequent walk-throughs by a variety of individuals (directors, coordinators, coaches, administrators, trainers, other teachers, etc.) will take place in pilot classrooms.  The purpose of the walk-throughs is to provide support and see the resource in action, not to evaluate the teacher.

Pilot teachers are expected to use the resource with 100% fidelity. Adhering to this requirement will produce valid feedback on areas that may be in need of further training or additional supplemental resources. It is understood that future use of the adopted curriculum will be with 80% fidelity, knowing that supplemental resources may be used at the teacher’s discretion.

Each campus will have at least three teachers piloting the program, with the total number of teachers representing between 25-30% of the overall number of traditional teachers at each site. Teachers will be partnered with another teacher to “team” with during the pilot. Any teachers who were part of the Traditional Math Adoption Committee were given the opportunity to pilot.

In order to be considered for the pilot, teachers must have received permission from their site principal to participate, committed to one full-day training and three required meetings (to be held outside of contract hours), and agreed to implement Math in Focus with 100% fidelity during the pilot period.

During the pilot period, pilot teachers will have the opportunity to provide feedback while attending the three required meetings, as well as an optional, open-lab meeting.  During these meetings, pilot teachers will plan, give feedback, and receive support from the trainers. Continuous support and feedback opportunities will also be available through email, phone, and other avenues on an as needed basis.

Pilot teachers cannot allow others outside of the pilot team to make copies of any or all of the textbooks and/or any or all of the other components of the curriculum. Pilot teachers will also receive online credentials and access to digital resources that are for their classroom planning and use only.

The delivery method for Math in Focus will match the current instructional delivery model for Gilbert Public Schools’ traditional classrooms. This includes utilizing whole-class instruction, direct teaching, independent and extra practice, daily fluency practice, and other approved methods with an emphasis on meeting students’ individual needs.

The benefits of Math in Focus is that the program uses data to guide instruction in order to build conceptual understanding, critical-thinking skills, and advanced problem-solving proficiency to ensure student success.