EPHRATA — The Ephrata School District is considering two possibilities when it comes to math curriculum for students from kindergarten through fifth grade. The new education materials will replace EngageNY branded materials. Educators 

"Field testing the curricula with students and teachers in classrooms provides us with so many valuable data points to assess," said ESD Director of Teaching and Learning Sharon Scellick in a Jan. 22 announcement. "As with any curriculum study, we make sure that student learning is at the forefront of our review. This means that despite using two different math curriculum publishers this year, the essential standards were mapped out and aligned to the curricula in advance to ensure students are taught the standards expected for their grade."

Columbia Ridge Elementary educators Julie Kessel — a first-grade teacher — and Jamie Andrus — a math interventionist — said the district’s former math program through EngageNY had some challenges. The materials were focused on learning by memorization of facts without really understanding the concepts behind the facts. That understanding, they said, makes for more successful math learners. The materials didn’t utilize real-world, relatable examples of how to apply the concepts for those students who did reach that understanding. 

Kessel and Andrus said the two new options — McGraw Hill Reveal Math and Bridges from The Math Learning Center — don’t fix 100% of things that may come up in a classroom, but they do have a more dynamic approach to ensuring students grasp the concepts associated with mathematics and real-world applications. At least one test was too long for students to complete during the given time, but they said the Columbia Ridge instructors are working together to smooth out in-classroom issues like that. In the case of the math test, some questions were removed and one teacher is going to try offering students the online version of the test alongside the written version to see which students interact better. A lot of problem-solving on the teachers’ side of the desk is figuring out how the options can be used to promote student success in the math classroom. 

“It was needed and we’re putting in the work,” Andrus said. 

Kessel said her students are enjoying the increased interaction both sets of curriculum provide. She and the other teachers have stayed true to the pilot and looked at how the base materials work before making any adjustments in the classroom. That way, they get a true feel for the materials and what is needed for students to learn from them. It’s a matter of seeing the base materials in action and the problems that come up and getting comfortable with the delivery, she said. Kessel said that, despite challenges, students seem to have adapted to the new materials. 

“I’m seeing an excitement for math,” she said. 

Andrus said she’s had similar experiences with the students she helps who are struggling with math. In past years, she worked with students who didn’t always get excited about the subject they’re struggling with. Now, she says the interactive nature of the programs has helped spur motivation in students. She uses money, toys, equation-building exercises and other things to make math a game, and students respond. Online calendars, real-world applications and group activities spur that interest, she said. She sees it when she picks students up from their regular classes and heads to her classroom for a tutoring session.

“They’re actually excited,” Andrus said. “They ask me on the way down the hallway, ‘Are we playing a game today?’” 

Both programs help remove barriers between parents who learned different math methodologies as well, Andrus said. It allows parents to work with the facts by memorization such as times tables and so on that help with success in the classroom. Both of the curricula considered allow for that and help reduce barriers by allowing parents to show children the ways they know to do math and allow students to choose methods that are best for them.

“Parents doing it their way is another tool,” Kessel said.

Regardless of the math program that’s ultimately chosen, both Andreas and Kessel said the teacher using the curriculum as a tool is the main factor in children’s academic success. The teacher has to engage the students with the concepts and activities that lead to learning. 

“Teachers are the salesmen,” Andrus said. “You can’t take teachers out of the equation.”

R. Hans Miller may be reached at editor@columbiabasinherald.com. He encourages residents to send him letters to the editor regarding local issues.

Correction: The spelling of Jamie Andrus's name has been corrected throughout this article. The Bridges curriculum name has been corrected as well.