COMMON CORE STANDARDS – MATHEMATICS

Course Sequence and Placement Options for TUSD Middle Schools

The Big Ideas in Common Core

Rigor Depth of Knowledge Taxonomy

1. Remember2.Understand3.Apply4.Analyze5.Evaluate6.Create

Relevance Perseverance

History of Common Core

CCSS did not begin with President Obama.

The shift began as a result of the first American comparative study by two educational researchers; Harold W. Stevenson and James Stigler.

By,Harold W. Stevenson

&James W. Stigler

1992

THE LEARNING GAP

Purpose of Study

1970’s: concern that Math scores of American children were far below their Asian peers.

What can we learn from the Asian cultures that will help the United States improve its educational system?

UNITED STATES ASIA

Cities used for study: Minneapolis Chicago

Cities used for study: Sendai, Japan Taipei, Taiwan Beijing, China

Academic Achievementin Mathematics

Behind the Study Harold W. Stevenson & James W. Stigler No prior comparative studies completed. Spent over a decade studying the development of

children in the United States, China, and Japan. Based on findings, they conclude that changes

must be made to educational system in America. America was the only nation to not have common national standards.

“Studying other cultures can help us discover characteristics we fail to notice because we are so

familiar with them” (p.16).

Outcome of Study… Under the Bush Administration in 2001, the

legislation for No Child Left Behind Act (NCLB) in 2001 was enacted.

California’s State Board of Education (SBE) adopted five Performance Goals:

1. All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by 2013-14

2. All LEP students will become proficient in English and reach high academic standards in ELA and mathematics.

3. By 2005-2006, all students will be taught by highly qualified teachers.

4. All students will be educated in learning environments that are safe, drug free, and conducive to learning.

5. All students will graduate from high school.

37.0%47.5%

58.0%68.5%

79.0%89.5%

26.5%16.0%

100.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

Hence…AYP, API & AMO’s: Mathematics

All Elementary and Middle Schools in the Tustin Unified School District must reach these Goals!

Purpose of Today’s Meeting

To provide information on California’s Common Core State Standards for Mathematics and our plans to adjust courses to align them with the new standards.

To provide parents the opportunity to learn about our recommendations for course placement in mathematics, opportunities for acceleration, and what to do if you have concerns with your student’s placement recommendation.

Background The implementation of the Common Core

State Standards in Mathematics (CCSSM) requires rethinking not only course content, but also course sequencing.

The CCSS-Mathematics are greatly accelerated, more rigorous, and contain more content than the 1997 Content Standards.

In addition, the CCSS add an additional course (Grade 8 Math) at the Middle School level.

Video…

Video

Common Core State Standards for Math

Recent Events The CCSS – Mathematics were published by the CA

Department of Education in final format in August 2013.

The ELA and Math components of the STAR program (CSTs, CMA, CAPA) were suspended by the Governor and State Board of Education on October 2, 2013.

Our students will take the new CalMAPP tests in Spring 2015

Therefore, we have the opportunity this year to align our mathematics curriculum to the CCSS and fill the content and depth of complexity gaps created by the more rigorous standards.

2013 California Framework

Progression SequenceProgression of Mathematics Courses

K - 5

• Kindergarten

• Grade 1

• Grade 2

• Grade 3

• Grade 4

• Grade 5

6 – 8

• Grade 6

• Grade 7

• Grade 8

Higher Math (9 –

12) • Algebra I

• Geometry

• Algebra II

Advanced Math

AP Probability & Statistics

Calculus

TUSD Additional Offerings:

Intermediate Algebra II

Pre-Calculus

AP Calculus AB

AP Calculus BC

Applied Calculus

IB Math SL

Comparing Old to New

1997 Framework

• On Grade Level:• Grade 6 - Math• Grade 7 - Pre-

Algebra• Grade 8 - Algebra I

• Not On Grade Level:• Grade 8 - General

Math (for students not enrolled in Algebra I, penalty on API for General Math test)

2013 CCSS Framework

• On Grade Level:• Grade 6 Math• Grade 7 Math• Grade 8 Math

• Algebra I moved to high school

• Grade 8 students in Algebra I take the Grade 8 Math CalMAPP test

Recommendation for TUSD

Traditional

Course Pathway

• Grade 6 Math

• Grade 7 Math

• Grade 8 Math

Accelerated

Course Pathway• Grade 6

• Grade 6 Math• First 1/2 of Grade 7 Math

• Grade 7• Second 1/2 of Grade 7

Math• Grade 8 Math

• Grade 8 - Algebra I

Two Course Pathways for Students

Packs Algebraic skills over 3 years to build strong

conceptual skills.

Why take this path?

Math Subject Area Council – Standards Analysis

Teacher representatives from all schools, grade levels, and math courses participated

Examined the CCSS standards and compared them to the 1997 standards

Found great differences in the CCSS, particularly in middle school grades

Differences were noted in an expanded curriculum, greater depth and complexity, significant content shifts, emphasis on literacy, and first instances of spiral curriculum for high school Geometry (6th grade)

CST vs. CCSS Standards

1997 Algebra I – 2.0 Students understand and use such operations as

taking the opposite, finding the reciprocal, taking a root, and raising to a fractional power. They understand and use the rules of exponents.

CCSS Algebra I - N-RN.1 Explain how the definition of the meaning of rational

exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.

RigorNew CCSS Standard

• Algebra I – IF-F.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

Corresponding 1997 Standard

• Trigonometry - 2.0 Students know the definition of sine and cosine as y-and x-coordinates of points on the unit circle and are familiar with the graphs of the sine and cosine functions.

• Calculus - 9.0 Students use differentiation to sketch, by hand, graphs of functions. They can identify maxima, minima, inflection points, and intervals in which the function is increasing and decreasing.

Grade 8 CCSS Mathematics

The Grade 8 CCSS Math contain a large number of accelerated 1997 Content Standards:

Algebra I (26) Geometry (11)

Statistics, Data Analysis, and Probability (5)

Plus 6 Completely New Math Standards

Algebra 1 Analysis Results

The CCSS for Algebra I contain a large number of accelerated 1997 Content Standards and Sub-standards:

Algebra II (15) AP Probability and Statistics (6) Probability and Statistics (5) Pre-Calculus (1) Calculus (2) Trigonometry (3) Algebra I (60)

Plus 19 Completely New Algebra I Standards

Addressing acceleration

Goals

Increase the number of students taking four years of high school mathematics.

Maintain or increase the number of students taking Advanced Placement and other advanced high school mathematics courses.

Any acceleration should take into consideration a commitment of four years of high school mathematics.

• Successful transitions beyond high school, without the need for remediation, are in part dependent on students’ consistent math enrollment throughout high school. (WestEd, 2013)

• Irrespective of students’ math performance, taking four years of high-school math strengthens their postsecondary and employment opportunities in STEM-related fields. (WestEd, 2013)

Challenges to Acceleration

42%of TUSD’s 2013-14 students in Grade 12 are currently

enrolled in an advanced math course in their 4th year of high

school math.

(AP Calculus AB/BC, IB Math SL, Applied Calculus, AP Statistics, Pre-Calculus)

57%of TUSD’s 2013-14 students in Grade 12 are currently

enrolled in their 4th year of high school math.

Senior Year

Junior Year

Sophomore Year

Freshmen Year

8th GradeYear

7th Grade Year

6th Grade Year

5th GradeYear

Math 5*

Math 6A*

Math 6

Math 7A*

Math 7 Math 8 GeometryAlgebra 1

Algebra 1*

* Signifies a course with an end of year mastery exam.

Geometry Algebra 2 Pre-CalcAP Calc

BC

Algebra 2

Pre-Calc

AP Calc AB

AP Statistics

IB Math SL

Finite Math

Applied Calculus

Accelerated Path

Traditional Path

Two Pathways – Four Years of High School Math

Honors Option Courses

Is Middle School Acceleration Possible?

1

• Advancing students through the sequence requires compacted courses without omitting content.

2• Skipping standards is not recommended, as

students will miss foundational skills.

3

• The creation of compacted courses must include all standards (i.e. covering and mastering content for more than one grade level in one school year).

Challenges to Acceleration

42-minute class periods in middle school equate to one lost class period per week as compared to high school length periods.

More content needs to be covered in these 42 minutes.

Acceleration may require a two-period math structure, before or after school tutorials, or summer school to accommodate the sheer amount of content involved with compacting 1.5 years of content into one school year.

Although accelerated Grade 8 students may take Algebra I, at this time Grade 8 students will take the Grade 8 Mathematics CalMAPP Assessment.

Decisions to accelerate students, especially in middle school, should be carefully considered.• Solid evidence of mastery of prerequisite

standards should be required; diagnostic testing can help identify strengths and challenges in particular areas of math content (WestEd, 2013).

EnrichmentSummer School

12th GradeYear

11th GradeYear

10th Grade Year

9th Grade Year

7th Grade Year

8th GradeYear

6th Grade Year

5th GradeYear

Math 5*

Math 6A*

Math 6

Math 7A*

Math 7 Math 8 GeometryAlgebra 1

Algebra 1*

* Signifies a course with an end of year mastery exam.

Geometry Algebra 2 Pre-Calc

AP Calc AB

Algebra 2

Pre-Calc

AP Calc BC

AP Statistics

IB Math SL

Finite Math

Applied Calculus

Accelerated Path

Traditional Path

Three Pathways – Four Years of High School Math

Honors Option Courses

Math 6A* Math 7A* Algebra 1* Geometry Algebra 2 Pre-Calc

AP Calc BC

AP Calc AB

Super Accelerated Path

Recommendation

Traditional Course Pathway

• Grade 6 Math

• Grade 7 Math

• Grade 8 Math

Accelerated Course Pathway

• Grade 6• Grade 6 Math• First 1/2 of Grade 7 Math

• Grade 7• Second 1/2 of Grade 7

Math• Grade 8 Math

• Grade 8 - Algebra I

Two Course Pathways for Students

Packs Algebraic skills over 3 years to build strong

conceptual skills.

Questions?

Please pass your cards to the outside of your rows.

Pioneer teachers will look for patterns of frequently asked questions and we will address them tonight.

NEXT STEPS… Teachers will be making recommendations based

upon multiple measures: 1. CCSS Math 8 End of Year Assessment2. Current performance and grades 3. Teacher observation4. Results of current common assessments

Student’s recommendations will be submitted to parent portal no later than Wednesday, November 13 at 4:30 p.m.

In the event your family does not agree with the recommendation please complete the placement letter that will be going home next week and we will schedule a meeting with either Mrs. Koski or Mrs. Miranda.

Questions? Please complete a card with your

question(s). We will have them posted on the Pioneer

website within the next 48 hours on a FAQ sheet titled “CCSS Math”.

Thank you very much for attending and please know that your Wildcat is our

number one priority at Pioneer Middle School!