The controversial University of Chicago math program currently used in Fayette County schools was wholeheartedly endorsed by math teachers from elementary, middle and high schools Monday night before the county board of education.

The backlash of support came in response to research findings delivered to the board by Amy Riley, founder of Concerned Parents for a Better Fayette Education, which question the manner in which Chicago math was adopted into the county schools and inadequacies in the math program itself.

Riley and the concerned parents group claim their concerns about Chicago math are shared by thousands of parents in 20 states across the nation. They support "a return to sensible math education," claiming the Chicago math program has serious design flaws.

"My 10-year-old daughter is in the gifted program and is not struggling with math. However, I saw things coming home, like the Home Links, and the lack of other things, and a big alarm bell went off. There was no incremental approach, and they move through the material rapidly. I leaped into the research angle. It's like you flipped a switch. I found this was a sore spot for many, many parents," Riley said.

In support of the program were teachers like Peggy Leonard from Flat Rock Middle School. "I've taught Chicago math for eight years, starting with the sixth grade transition math. It has offered students the opportunity to move ahead and extend their math understanding. I highly endorse it." North Fayette Elementary teacher Judy Chambers, who works with remedial students also praised the Chicago math program.

"I've been teaching it for five years and my students are very enthusiastic about it," she said.

Lee Anne Browning, a 17-year-old senior at Sandy Creek High School said the math program, "slaps you in the face and makes you learn; makes you use your brain." Browning defended the program and the teachers who teach it, claiming there was always help available when necessary.

One of Riley's major concerns with Chicago math is the lack of consistency in the way it is taught. She claims some classrooms are heavily supplemented for basics and computation while others are hardly supplemented at all.

Linda Sutton, a parent who sits on the math task force committee supported Riley's claims. "Our experience has been very different," she said. "When my child was in sixth grade transition math, my husband spent two to three hours a night with him, just working on math."

"They are real issues," she added, referring to Riley's concerns, "There are children who are losing out."

The upshot of the continuing math debate is now focused on moving ahead with the work of the task force which is composed of teachers, parents and administrators, and asking the board to recognize that there are problems with uniformity in classroom instruction. Riley, who is a member of the math task force committee, says their work to date "has been a very positive process." "Some strides have been made, but we've got a way to go," she said.

Another curriculum issue called Integrated Thematic Instruction (ITI) and labeled "social engineering" by Booth Middle School parent Chris Baran, came before the board at Baran's request (See Baran's letter to the editor in this edition on Page 6A).

Following a Monday afternoon meeting with Chris and Ron Baran, Dr. Dave Brotherton, school superintendent said, "I believe it is fair to say, that this is serious and worthy of our review. I will be in contact with Mrs. Wenzel." Lyn Wenzel is principal at Booth Middle School.

Baran said she became aware of the ITI program during a conversation with her seventh grade daughter about her school day. "Team 7A was on a new block schedule to accommodate the ITI program. My child was spending two class periods a day supposedly learning life skills. Not life skills in how to balance a checkbook or prepare for an interview, but games and reflections about bonding and social behavior. The time used to teach the program didn't come out of exploratories like band and art; the time was taken from math, English, reading, geography and science. A phone call to the 7A leader confirmed most of what our daughter told us."

Baran said she was invited to sit in on the classes. "I sat in that class for over 90 minutes taking notes and I cannot fathom one life skill, or for that matter, anything learned."

"The vice-principal's explanation for these activities is that it is a bonding experience our children need to achieve greater desire to learn," Baran said.

In other business, Brotherton reported the current enrollment in the county schools was 18,651 and growing.

DeCotis announced that for the second year in a row, the county has received State of Georgia School Improvement Grant in the amount of $150,000. Schools slated to receive continuing funds are Fayetteville Elementary, North Fayette Elementary, Peachtree City Elementary and Burch Elementary.