Implementing MMAP and Pathways

Initial Implementation Issues:
What about Computers? How Do We Get this Program Going?

Pathways is available for purchase in 4 semester chunks, comprising a two-year middle school curriculum. MMAP can is available for purchase by individual units. So the first question to answer is this:

At which grade levels should we use MMAP/Pathways?

MMAP & Pathways at grades 6/7. For a school with an emphasis on all students taking Algebra in eighth grade, this is the ideal plan for both Pathways or individual MMAP units. Students will have strong preparation for an Algebra course, especially one that focuses on functions, as recommended by current research.

MMAP & Pathways at grades 7/8. For schools where students have very weak backgrounds, or where sixth grade is already committed to a more elementary program, this can be an appropriate use of Pathways or MMAP units. Both are rigorous, contain important mathematics and Standards based. Students coming from two years of Pathways will be well prepared for high school mathematics.

Next, how should we "phase in" MMAP or Pathways?

There are several models that can work:

1. Start everyone across two grades with Course 1, Semester 1 of Pathways. Teachers can work together across grades to implement a new program. Students in upper grade who may not have received Standards-based instruction before can start at the beginning.

2. Start with Course 1 and Course 2 at the appropriate levels. The program is introduced in the same way it will be carried out in the long term. Eliminates some forms of "transition-itis."

3. Limited piloting of a couple of MMAP units in the first year. Some teachers and schools prefer to get their feet wet before swimming in the total program. Some prefer to use their existing curriculum with MMAP units integrated in. Using the MMAP units in Pathways' Course 1, Semester 1 as pilots can help teachers learn to use the materials, over time.

Finally, what about computers?

MMAP and Pathways does require a more significant use of computer technology than any other Standards-based middle school program. This does NOT mean, however, that students need to be in a computer lab setting. In fact, we do NOT recommend this!

Placing 3 to 6 computers in each MMAP/Pathway's teacher's classroom is the ideal for best implementation of the program. Then, as students work in the Projects groups go to the computer as they need to complete their designs and analysis. Each group will spend approximately 50% of their time on the computer during these Projects. Computers are not required for most of the Side Trips.

Next best, several sets of 6 computers can be set up on rolling carts, to be shared among 2 or 3 teachers. Since each Project lasts 2 to 4 weeks, and then Side Trips fill out the next 5 or 6 weeks of instruction, with a little initial staggering, a good sharing schedule can be worked out.

The least desirable, but still workable, plan is to have teaches schedule 2 or 3 days in the computer lab for each week that they are working on a Project. This means the teacher will have to make sure that students accomplish their computer intensive tasks while in the lab. And it means that in most labs, many computers will go to waste, as MMAP/Pathways software is designed to be used in groups.
We have even seen teachers do MMAP/Pathways Projects with a single computer at their disposal, rotating groups of students through the computer station. We don't recommend it, but it can be done!

This generic advice should give you some ideas about implementation. Contact us at the MMAP/Pathways Curriculum Support Center for guidance on your particular needs and issues.