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CIICouncil for Instructional Improvement

San Mateo County Office of EducationFriday, February 7, 2014

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Agenda

Welcome, Review Agenda

State/Federal Updates

California Mathematics Framework

Math Curriculum Evaluation Toolkit

Break

Common Core State Standards for Mathematics and the Smarter Balanced Assessments

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ZAP THE GAP

7 th A n n u a l

March 17, 2014

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State and Federal Updates

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Mathematics Framework

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Goals for the Mathematics Framework

• Guide the field in implementing the CA CCSSM• Emphasize coherence across and within grade

levels• Integrate the Standards for Mathematical

Practice and Standards for Mathematical Content• Provide guidance on the higher mathematics

course progression

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Development of the Mathematics Framework

• Focus Group members—all educators in California K–12 public schools, four regional meetings• Mathematics Framework Committee members—a majority of

teachers, including teachers with experience teaching English learners and students with disabilities, other educators, and two content experts with Ph.Ds. in mathematics

• IQC—teachers, curriculum leaders, and administrators• Staff of the Curriculum Frameworks and Instructional

Resources Division and mathematics expert Dr. Christopher Yakes

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Development of the Mathematics Framework

• The field—provided comments on the draft Framework during two 60-day review periods

• County Offices of Education—held discussion forums on the first draft of the Mathematics Framework

• Common Core State Standards for Mathematics author and expert Jason Zimba

• WestEd’s California Comprehensive Center, Neal Finkelstein and Dona Meinders

• Staff of the California Department of Education’s Language Policy and Leadership Office, STEM Office, and Assessment Transition Office

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What is in the Mathematics Framework?

• Introduction• Overview of Standards Chapters• Grade-level chapters, TK8• Higher mathematics chapters by course:

– Traditional pathway (Algebra I, Geometry, Algebra II)– Integrated pathway (Mathematics I, II, and III)– Pre-calculus– Statistics and Probability– Advanced Placement Probability and Statistics– Calculus– Mathematical Modeling

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What is in the Mathematics Framework?

• Universal Access• Instructional Strategies• Supporting High-Quality Common Core Mathematics

Instruction• Technology in the Teaching of Mathematics• Assessment• Instructional Materials to Support the CA CCSSM (including

the evaluation criteria for the mathematics adoption)

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What is in the Appendix?

A. Financial Literacy and Mathematics EducationB. Mathematical ModelingC. Method Used for Solving Single-digit Addition and

Subtraction ProblemsD. Course Placement and SequencesE. Possible Adaptations for Students with Learning

Difficulties in MathematicsF. Higher Mathematics Pathways Standards Chart

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K-8 Mathematics Framework Content

Focus Coherence Rigor• A focus on understanding addition, subtraction,

multiplication, and division (the four operations) in K5

• Building from whole numbers in K2 to fractions in grades 35

• Expectations of fluency with whole numbers and fractions in K5

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K-8 Mathematics Framework Content

Focus Coherence Rigor• A focus on ratio, rates, percent, and statistics

and probability in 68• Extending operations with fractions to rational

numbers in 68• Expectations of fluency with expressions and

linear equations 68

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Structure of the Grade-Level Chapters

• Short discussion of learning in previous grade• Four critical areas of instruction• Standard or cluster of standards with a

narrative that provides additional explanation• Sample problems that further illustrate the

standard• Grade level explanations and examples for the

Standards for Mathematical Practice

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Higher Mathematics Mathematics Framework Content

• Traditional Pathway (Algebra I, Geometry, Algebra II)• Integrated Pathway (Mathematics I, II, and III)• Precalculus• Statistics and Probability• Calculus• AP Probability and Statistics• Mathematical Modeling

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Higher Mathematics Mathematics Framework Content

Focus Coherence Rigor• A focus on the mathematics that students need for

success in college and careers• Extending from algebraic concepts to calculus,

trigonometry, and advanced statistics• Expectation that students are college and career

ready and able to utilize mathematics in their lives

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Universal Access

• California’s student diversity• Planning and support for a range of leaners using

Universal Design for Learning (UDL) and Multi-Tiered Systems of Supports (MTSS)

• Strategies to meet the increased language demands of the California Common Core State Standards for Mathematics

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Instructional Strategies

• Key Instructional Shifts in the CA CCSSM• Instructional Models• Instructional Strategies for the Mathematics

Classroom• Tools for Mathematics Instruction

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Technology in the Teaching of Mathematics

• Technology as a integral tool in the mathematics classroom

• Illustrative examples by grade level• Educational Technology (e.g. interactive

clickers, smart phones, tablets)• Assistive Technology

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Assessment

• Purposes and types of assessments– Formative assessment for learning– Summative assessment of learning

• Methods and tools for assessment• Sample rubrics• Grading, homework, and the Smarter

Balanced Assessments

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Instructional Materials to Support CCSS

• Contains the “Criteria for Evaluating Mathematics Instructional Materials for Kindergarten through Grade Eight,” which was the basis for the January 2014 adoption

• Provides guidance to districts on adopting instructional materials for higher mathematics, including indicators of quality

• Outlines a process for local adoptions

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Supporting High-Quality Common Core Mathematics Instruction

• Administrator Roles and Support• Professional learning, including sources, research,

and critical content• Leadership and professional collaboration• Other programs of support (e.g., extended learning,

parents and families)

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Supporting High-Quality Common Core Mathematics Instruction

Recommendations:• Teacher Education• Mentoring for Beginners• Professional Learning Time• Evaluation• Leadership Pathways

From the “Greatness by Design Report: Supporting Outstanding Teaching to Sustain a Golden State. A report by State Superintendent of Public Instruction Tom Torlakson’s Task Force on Educator Excellence September 2012

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Professional Learning for TeachersContent• Deepen mathematics teachers’ content knowledge

and provide effective instruction strategies.• Engage in solving problems through using the

mathematical practices.Pedagogy• problem solving strategies• Multiple representation• Formative assessment strategies

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Forms of Professional Learning • Sustained, content-embedded, collegial and

connected to practice• Focused on student learning• Models– Summer– Teacher collaboration– Lesson Study– Fostering teacher leaders

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Evaluation of Instruction

• Tie evaluation to useful feedback and to profession learning opportunities

• Assess alignment to CCSS• Include both formative and summative

assessments• Differentiate support• Build on successful peer assistance • Value and promote collaboration

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What? How? When? Who?

Take a few minutes to reflect on the recommendations from the Greatness by Design report by filling in the Supporting High-Quality Common Core Mathematics Instruction template.

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View the Framework at

http://www.cde.ca.gov/ci/ma/cf/draft2mathfwchapters.asp

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Toolkit for Evaluating CCSS Mathematics Curriculum

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• Evaluative• Based on CDE

Framework• Based on the Math

Progressions• Based on CCSS

Standards

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The Toolkit

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• Section 1: • Alignment to standards and progressions• -Cluster, scope and sequence• Section 2: • Alignment to the (draft) Framework• -Alignment to standards• -Program Organization• -Assessment• -Universal Access• -Instructional Strategies

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Organization

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Alignment to standards and progressions

1. The need to build content knowledge.2. The need to build pedagogy.3. The scope of CCSS-math

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Section 1

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• 3-5:• Approach to fractions (page 11)• · Use of number lines (Number and Operations- Fractions Progression)• · The textbook addresses fractions by using a number line diagram.• · The textbook compares two fractions with the same numerator or the

same denominator by reasoning about their size.

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A DC E FB

1/2 1

Alignment to standards / progressions

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• 3-5:• Approach to multiplication (page 9)• Students develop an understanding of the meanings

for multiplication and division of whole numbers through activities and problems involving equal-sizedgroups, arrays and areamodels.

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Alignment to standards / progressions

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• Alignment to the (draft) Framework• -Alignment to standards• -Program Organization• -Assessment• -Universal Access

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Section 2

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• Part 1: The mathematics content is correct, factually accurate…

• -Review various lessons• -Is the content correct?• -Correct definitions• -Use of manipulatives• -No mnemonics or tricks

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Alignment to Standards

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Part 2: The materials …include the standards for mathematical practice at each grade level or course.

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Alignment to Standards

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Part 3: In any single grade… students and teachers… spend the large majority of their time, approximately three-quarters… on major clusters

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Alignment to Standards

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Part 4: Consistent Progressions: Materials are consistent with the progressions in the Standards

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Alignment to Standards

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• How is the textbook set-up?• Standard/cluster• Organized by clusters within units• Intervention (RtI)• Acceleration Components• Support Materials

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Program Organization

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• General materials and SBAC Specific:• Variety of assessments (formative)• Summative• Content and Practice Standards• Concept, computation, fluency and

application• Acceleration and compression aspects

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Assessment

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• General materials and SBAC Specific:• Claim #1 – assessment of concept• Claim #2 – assessment problem solving strategies• Claim #3 – assessment provides opportunity to

construct a viable argument• Claim #4 – assessment through complex, real-world

scenarios• Technology enhanced problems

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Assessment

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• 2013 Math Framework, “Students with special needs must be provided access to the same standards-based curriculum that is provided to all students…”

• Differentiation• Correction for common misconceptions• Specialized teaching methods / materials for students with

special needs• Strategies for English Learners• Strategies for students with disabilities• Alternate lessons for exceptional students (depth and

complexity

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Universal Access

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Appendix A - Scoring

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Adoption Now?