Math Teacher Says Referendum is Chance to 'Amplify' Positive Changes: Letter

The following letter was written and submitted by Carolyn Frye.

I recently read the letter submitted to the Highland Park Patch by Lilla Daniels. As a middle school math teacher who both lives and works in District 112, I’d like to respond to the charges she levels against our middle school math program. I would also like to back my statements with evidence, which online readers can find through the links in the paragraph below.

Assuming that we define “curriculum” as the content or subjects taught to students, we have a clearly defined curriculum that follows the Common Core State Standards (CCSS). The benefits of using these standards are numerous: they are very clearly delineated by grade level, they were developed and vetted by mathematics educators, there are practice standards as well as content standards, and there are many, many, many resources available that are aligned to the CCSS.

What we do not have is a newly purchased textbook or boxed program to help us teach these standards. Ms. Daniels is correct in saying that “teachers are free to use whatever materials they want, and to teach the materials in any order they see fit.” Where she is incorrect is in the assumption that this will lead to inequities in education, or that a purchased programs would fix her perceived problem. Middle school math teachers collaborate within our own buildings daily. We meet quarterly as a full district math department for teacher-led department meetings, and we participate in district-provided in-services. We strive to deliver the most cohesive program possible for our students, while also appreciating the flexibility to play to our own individual strengths and deliver instruction based on the specific needs of our individual students.

That said, there are ways in which I’d like to see our math program improved. The number one best chance we have of an improved middle school math program is to create one middle school campus for our students. This would allow teachers more opportunity for daily collaboration with teachers who teach the same classes. It would create more evenly filled sections of the classes we offer. It would bring fifth grade teachers into the middle school fold and increase their opportunity to be math specialists. It would even increase our ability to offer a math club at the middle school level.

As a homeowner in the district, the mother of two future 112 students, and a district math teacher, I support the referendum. I see reconfiguration as an opportunity to amplify the positive changes already happening on our schools, to bring increased equity to our programming, and to maintain our district’s reputation as a great place to teach and learn.