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A Guide to the K-8 and High School Publishers’ Criteria for the CCSSM

A Guide to the K-8 and High School Publishers’ Criteria for the CCSSM. Heather Brown ISBE Math Content Specialist Illinois Center for School Improvement Slides adapted from the K-8 Publishers’ Criteria. 3.OA.9 Task #1. Fill in the blank below and explain. 2, 4, 6, ____. 3.OA.9 Task #2.

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A Guide to the K-8 and High School Publishers’ Criteria for the CCSSM

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  1. A Guide to the K-8 and High School Publishers’ Criteria for the CCSSM Heather Brown ISBE Math Content Specialist Illinois Center for School Improvement Slides adapted from the K-8 Publishers’ Criteria Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  2. 3.OA.9 Task #1 Fill in the blank below and explain. 2, 4, 6, ____ Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  3. 3.OA.9 Task #2 • In each column and each row of the table even and odd numbers alternate. Explain why. • Explain why the diagonal, from top left to bottom right, contains the even numbers 2,4,6,8, and 10. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  4. Compare the Tasks What were the similarities and differences of the previous tasks? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  5. Objectives Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  6. What is the Publishers’ Criteria? Supports faithful implementation of the CCSSM Developed by the three lead authors Phil Daro, Bill McCallum, Jason Zimba Two different documents- similiar Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  7. Why Do We Need This? Standards cannot raise achievement. Material should connect to assessment. Educators complain about what is missing, but not about what has crept in. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  8. Wiggins, 2012 Because conventional textbook coverage is so fractured, unfocused, superficial, and unprioritized, there is no guarantee that most students will come out knowing the essential concepts of algebra. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  9. How Can We Use This Tool Inform purchase and adoption Work with previously purchased materials Review and guide teacher-developed materials Plan professional development Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  10. Part I: Major Shifts Focus Coherence Rigor Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  11. Focus Consider what is not said Math “needs to lose a few pounds” (p.3) Differentiation “Cannot add “just one more thing” Extensions Grade-level work begins during the first two to four weeks of instruction “Teach less, learn more” Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  12. Math should make sense Coherence Practice-content coherence A progression of learning Coherence supports focus Use supporting material to teach major work Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  13. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  14. Rigor Balance with equal intensity • Conceptual understanding • Procedural skill and fluency • Application Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  15. Conceptual Understanding “Understand” High-quality conceptual problems Elicit conversation Identify relationships Multiple representations

  16. A physics professor says that it is easy to see that When v = c. • Give a possible explanation in terms of the structure of the expression on the left why the professor might say that. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  17. Fluency “Fluently” Methods are based on mathematical principles, not mnemonics or tricks Quickly and accurate, to work with flow. It isn’t halting, stumbling, or reversing oneself.

  18. Fluency Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  19. Application Single-step and multi-step contextual problems Require students to make assumptions in order to model a situation Modeling – a practice standard and a HS Conceptual Category Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  20. Application Problem My phone beeps with a text from my friend who is an event coordinator: My producer sent me only 50 feet of red velvet rope and 4 poles! I don’t know what he was thinking, how can I fit all of the VIPs in this section?“ What is the mathematical question? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  21. K-8 Publishers’ Criteria Part II: Criteria for Materials and Tools Aligned to the K-8 Standards Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  22. 1. Focus on Major Work Better to inadvertently leave something out than to teach too much 65%-85%of time is spent on the major work Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  23. 5th Grade PARCC Model Content Framework Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  24. 2. Focus in Early Grades Don’t covermaterial early Don’t assess material early Patterns only within arithmetic Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  25. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  26. 3. Focus and Coherence through Supporting Work Supporting work enhances major work Supporting work does not detract from focus Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  27. 2nd Grade Examplefrom Measurement and Data Progression

  28. 4. Rigor and Balance Conceptual Understanding Fluency Application Three aspects are not always together. Three aspects are not always separate. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  29. 5. Consistent Progressions Grade-by-grade Grade-level problems Relating to prior knowledge Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  30. 6. Coherent Connections Curricular material makes connections between clusters and domains CCSSM are more than a sum of their parts Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  31. 7. Practice-Content Connections Not separate Present throughout Grounded in the content standards Accompanying teacher-support Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  32. 8. Focus and Coherence via Practice Standards Connect practice and content standards as specified • Structure for structural themes (MP7) • Using repetition to find mathematical regularity (MP8) Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  33. 9. Careful Attention to Each Practice Standard Full meaning and spirit of the entire practice standard Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  34. 10. Emphasis on Mathematical Reasoning Construct viable arguments Problem-solving as argument Specialized language Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  35. Construct Viable Argument 25-50% of students’ time Independent thinking, classroom discussion and written work Critique arguments, error analysis Multi-step problems Student-devised strategy Cohesive arguments that can be verified and critiqued Not a jumble of steps

  36. Specialized Language “The language of argument, problem-solving and mathematical explanations are taught rather than assumed.” Language of representations • Diagrams, tables, graphs, symbolic expressions, drawing, images, text • Helpful for ELL students Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  37. High School Publishers’ Criteria Part II: Criteria for Materials and Tools Aligned to the High School Standards Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  38. 1. Focus on Widely Applicable Prerequisites a majority of the time devoted to building the particular knowledge and skills that are most applicable to a wide range of postsecondary programs Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  39. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  40. 2. Rigor and Balance Conceptual Understanding Fluency Application Three aspects are not always together. Three aspects are not always separate. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  41. 3. Consistent Content • Base course on content • Give students extensive work with course-level problems • Explicitly relate course content to prior knowledge Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  42. 4. Coherent Connections Curricular material makes connections between clusters and domains CCSSM are more than a sum of their parts Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  43. 5. Practice-Content Connections Not separate Present throughout Grounded in the content standards Accompanying teacher-support Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  44. 6. Focus and Coherence via Practice Standards Connect practice and content standards as specified • Structure for structural themes (MP7) • Using repetition to find mathematical regularity (MP8) Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  45. 7. Careful Attention to Each Practice Standard Full meaning and spirit of the entire practice standard Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  46. 8. Emphasis on Mathematical Reasoning Construct viable arguments Problem-solving as argument Specialized language Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  47. Connecting Criterion:Consistency with CCSSM Materials for science and technical subjects are consistent with CCSSM Grade-level appropriate mathematics in other disciplines Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  48. Indicators of Quality Problems are worth doing Separate teacher material Support for diverse learners Variety in the pacing of each standard Best practices with manipulatives Variety of student products Visual design is clear Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  49. Avoid crosswalks Align to the letter and spirit of the standards Don’t take the common out of COMMON core Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  50. Heather BrownISBE Math Content Specialist hedi0201@me.com Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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