Prepared 2/14/2016

1. Mathematics Curriculum Framework / Standards / Eligible Content (PSSA and PASA) Template for Program Curriculum MappingExplanation Slides Prepared 2/14/2016

2. Dark Blue Headers explained Each Grade Band mirrors the “banding” in the PDE SAS Curriculum Framework with the exception of adding Pre-K to K-2. Organization of this curriculum map template is as follows: PreK-2 Grades 3-5 Grades 6-8 Grades 9-12

3. Dark Blue Headers explained Each Standard Area is the reporting categories used by PDE. There are 4 reporting categories until you reach the high school level. At the high school level, courses are used to organize the curriculum map template. Organization of this curriculum map template is as follows: PreK-Grade 8 2.1 Number & Operations 2.2 Algebraic Concepts 2.3 Geometry 2.4 Measurement, Data & Probability Grades 9-12 2.2 Algebraic Concepts (including 2.1 Number & Operations, 2.2 Algebraic Concepts, 2.4 Measurement, Data & Probability) 2.3 Geometry

4. Dark Blue Headers explained Big Ideas are the larger concepts that transcend across the grade bands PreK-12th grade. The Big Ideas that are specific to the Standard Area are listed under the Standard Areas to further define the larger concepts of the Standard Label. Big Ideas help educators understand the intent of the standard when differentiating and essentialization of instruction because they provide the backbone of the reasons for the competencies that follow.

5. Dark Blue Headers explained • The light blue side column label indicates that the Standards, Competencies, Vocabulary are critical elements of Instruction. • Each Standard is listed under the grade level for the specific Standard Area. • Under the Standards row lists the Competencies that guide instruction and offer for the educator the intent (i.e. the general skills) expected at the chronological grade level for Pennsylvania students.

6. Dark Blue Headers explained • Under the Competencies row lists the Vocabulary that are introduced in that grade level and exist within the teaching of the competencies. • Understanding the Vocabulary of the standards and competencies is critical whether the student is taking PSSA or PASA. • Looking at the vocabulary of earlier grade levels also assists educators in understanding how complexity is built and provides a basis for selecting intervention programs that incorporate this specific vocabularyfor remediation.

7. Orange Headers explained • For those grade levels / courses assessed under the current state assessment program, the PSSA Eligible Content is side by side to the Alternate Eligible Content and the Algebra Keystone Eligible Content is side by side to the 11th grade Alternate Eligible Content. • It is important to realize that eligible content and instructional competencies are not always the same. In other words, there will be competencies important to teach that may not be assessed on the current state assessment. (One example is math fluency with facts.) • Eligible content should never be an isolated study without studying Standards, Big Ideas, Competencies, and Vocabulary of the grade level. Eligible content details the minimum extent to which the skills are measured on state assessments and is never meant to be the sole basis of instruction.

8. Bright Green Side Heading explained Each standard area (or course for high school) has an area directly under Instruction labeled Program Alignment, where each program has an area to describes its alignment to the PA Curriculum Framework. • Core Alignment describes what ALL students are exposed to as the main curriculum for the grade level. This is also known as the “core curriculum” in those programs that are implementing multi-tiered support systems (MTSS.) Supplements to core programs (e.g. Project Read) that all students receive is also included in this row. • Intervention Alignment describes what is currently available to provide remediation. Remember to look at prior grade levels for competencies and vocabulary that are critical when deciding upon interventions to add to classrooms or MTSS systems. • Assessment Alignment describes the local assessments that are given within the program. Multiple forms should be included, e.g. Benchmarks, Universal Screeners, Formative Assessments (accompanying the core curriculum), and IEP goals are examples to include. • ***IEP goals alone are not sufficient for Assessment Alignment since the IEP is not a curriculum. IEP’s are individual plans for students with prioritized needs / goals. ***

9. Recommendations from Becky • Work with Professional Development to help teachers understand the wording of the new standards, what do the competencies mean and how do the eligible content (both PSSA and PASA) define the extent to which we assess? This will be critical for teachers who instruct students who are chronologically above the elementary level. Some of these concepts will be foreign to teachers who have taught from the developmental level in prior years. • Provide program representatives during the alignment phase that cover ALL grade spans equally so that teachers can be an active part of decomposing the standards and determining needs for core / intervention / assessment. Teachers who participate will have a deeper understanding of the curriculum framework and can become “internal experts” within each program. • Be prepared to hold PLC’s throughout the school year and do further research in ordering and purchasing additional materials to teachers in the areas that our current curriculum implementation is deficiently aligned. This will be at least a year endeavor for investigation and at least 2-3 years endeavor in order to get the materials that are needed, teachers trained and implementation to fidelity levels. • This orchestrated series of activities will promote not only the values and mission of Project Max but allow for the proliferation of this initiative by systematically investigating grade level expectations and our instructional alignment. Incorporate these steps on the Performance Profile as they are completed under the Curriculum & Instruction section so that not only the pilot classrooms have the opportunity to improve instruction for all – but program supervisors, teachers and students alike across the organization.