For my interview, I contacted Stephanie Hentze at Stephens Middle School due to the fact that this is the school where I completed my practicum. Her and I spoke via email about the following questions. (She stated that another Willamette student had also contacted her about these questions, so she copied her answers from when she spoke with the other student- Just a heads up!)

**How does the CMP curriculum align with the NCTM standards?** I am not familiar enough with the Common Core standards to address how

CMP aligns. The work I/we do are closely tied to the state standards for

this year. I know the district and CMP are working to create supplemental

units and adjust the material to match the new standards more closely.

I am told that the practices component of the common core standards (the

justification/ explanation/ exploration/ inquiry part) lines up pretty well

with NCTM, and that is what the CMP is designed to do - get students

working with and exploring concepts to discover rules and patterns, and

then explain what they find and how they know it's correct.

CMP aligns. The work I/we do are closely tied to the state standards for

this year. I know the district and CMP are working to create supplemental

units and adjust the material to match the new standards more closely.

I am told that the practices component of the common core standards (the

justification/ explanation/ exploration/ inquiry part) lines up pretty well

with NCTM, and that is what the CMP is designed to do - get students

working with and exploring concepts to discover rules and patterns, and

then explain what they find and how they know it's correct.

**How does one address the needs of students of varying needs on a daily basis so that they can reach grade level and experience success in the inquiry to investigation philosophy of the CMP?**Sometimes I assign different homework to different students based on

their level of competency of the basics. Last week, one group did a

worksheet about coordinate points and the others answered questions from

the book that had them extend the work with coordinates. Including a

review of each topic before beginning the exploration is critical. Pulling

small groups to re-teach is a good strategy when the class dynamics allow

for groups to stay on task without constant supervision. I have found that

sometimes students who are low in the basics (division, multiplication,

etc.) do better than expected when they are placed in a challenging

curriculum. It's a different type of work, and it's great when students

find they can be successful in something difficult (or even just on

grade-level).

**What is the role of homework (and accountability) in the CMP?**I can't speak for all of CMP, but in my classes, homework is an

important part of the learning process. It is viewed as practice - as

opportunities to try and to struggle and to ask for clarification. The

goal, of course, is for the homework to help students understand better.

Because it's practice, homework is weighted as a small percent of the

total grade. There is a movement to have homework worth 0% of the grade

and have the grade solely reflect their test scores.

**What are some classroom management techniques that ensure all students are actively engaged?**Some management strategies:

set up roles: I have a captain, pirate, scout, and wizard. (Not every

activity needs to be a group activity!)

posters: have each member write in a different color

all students need to share something from their group results

roll a dice to see who shares - make sure everyone in your group is ready!

exit quizzes - short questions at the end of class. answer on a slip of

paper and turn in as you leave.

partner quizzes - work in teams of 2 on a quiz, but you only get to ask

the teacher 1 question.

talk about and wait for 100% attention before direct instruction

have students' desks set up in pairs for work at the board, and teach them

to quickly turn desks into 4s for groupwork.