1.)  When was the integrated program first instituted at CPS and when did students first start taking classes for it at CPS?

Columbia Public Schools began using the first edition of the integrated materials, or Core-Plus, in 1997.  At that time we were replacing some dead-end courses and we only offered the first half of the first course at the high school level only.  Over the years we added full year courses in addition to the half year courses (ones that students would need two years to complete one course).  During this period we also began teaching this material at the junior high level.  After analyzing performance data and classroom information we began the process of removing the half year courses because they were not providing the experiences ours students needed.  In 2003-2004 we began offering Integrated Math 1 Honors at the junior high level.  In 2004-2005 we began using version 2 of Core-Plus because of the enhanced algebraic manipulations which we felt our students needed.  We are now at a point where we will have students from both pathways in the AP Calculus courses!  During this period the percent of students taking math and taking higher level of math has grow.

2.) We're doing an online element for the story and I was hoping to get a) an explanation and description of the curriculum of the traditional, integrated and investigations programs.  This could be just an overview of the programs so people can see the differences...and b) maybe an example of both a traditional math problem and an integrated math problem and how they are worked out...I could stop by and pick this up?

Online resources:

Algebra Pathway:

Algebra 1: 

http://www.mcdougallittell.com/ml/math.htm?lvl=4&level2Code=AG&level3Code=525&level4Code=1155 

Geometry:  

http://www.mcdougallittell.com/ml/math.htm?lvl=4&level2Code=AG&level3Code=525&level4Code=1156

Algebra 2:  

http://www.mcdougallittell.com/ml/math.htm?lvl=4&level2Code=AG&level3Code=525&level4Code=1157

Pre-Calculus:

http://www.pearsonschool.com/index.cfm?locator=PSZ15d&pageitemid=1&PMDbProgramId=18804&PMDbSiteId=2781&PMDbSolutionId=6724&PMDbSubSolutionId=6732&PMDbCategoryId=806&level=4&CFID=2912248&CFTOKEN=75384450

Integrated Math Pathway:

All courses:  http://www.wmich.edu/cpmp/2ndEdition.html

These have links for parents as well as other online resources (for both pathways).

Here the link to the elementary mathematics website which has information about the Investigations program:

http://www.columbia.k12.mo.us/math/additional%20pages/index.htm

3.)  What are the current ways CPS is trying to increase communication (anything including day in the life for students and parents and details of both programs?)

In addition to the "day in the life" experiences for students and parents we have been and will continue to offer Parent Math Nights on assorted topics including:  how to help with homework, how to support students in units (at the middle level), and technology.

In addition we are working on providing video sessions of mathematics classrooms as well as other Parent Night sessions for those who were not able to attend live sessions. The Secondary Math website is under construction and should be live during the week of May 5, 2008.  We will be working on adding resources and tools for parents and students at this site.

4.)  At the elementary level, you have to take Investigations...and then once at the high school level you have a choice to take either traditional or integrated...even though the student has only taken classes in the "newer" pathway?

Given the conversations at the high school levels and talk of integrated vs. not integrated the question about how the math is taught at elementary is interesting.  Most do not remember that the various strands of math (e.g. number, geometry, and measurement) have for decades been taught at each of the grade school years - in one way of thinking there has always been a intermingling of these strands.  The one major difference with the Investigations program over those used previously is an increase in the focus on conceptual understanding.  Investigations is wanting students to both be able to know their facts and be able to use those facts to do mathematics.  This dual emphasis has been highlighted by the National Research Council and more recently the National Mathematics Advisory Panel as being critically important.  Historically math curriculums in the U.S. only focused on procedural fluency and this did not prepare many students in the way required for future success.

Given the increasing percentage of students taking more math, and our consistently high performance at the high school levels in mathematics, one must believe that Investigations is preparing our students for success.  We must continue to work on supporting students in their preparations for life after high school and we are committed to that effort!

One other comment that does not relate to your questions but offers an interesting insight.  Have you looked at the Department of Higher Education's recently released listing of high schools and their remediation rates?  Short version ... if you compare Columbia's High Schools to others of similar size you should see that we are doing quite well.