CII Council for Instructional Improvement

1. CIICouncil for Instructional Improvement San Mateo County Office of Education Friday, February 7, 2014

2. Agenda

3. 7 th A n n u a l ZAP THE GAP March 17, 2014

4. State and Federal Updates

5. Mathematics Framework

6. 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

7. 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

8. 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

9. What is in the Mathematics Framework? • Introduction • Overview of Standards Chapters • Grade-level chapters, TK8 • 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

10. 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)

11. What is in the Appendix? • Financial Literacy and Mathematics Education • Mathematical Modeling • Method Used for Solving Single-digit Addition and Subtraction Problems • Course Placement and Sequences • Possible Adaptations for Students with Learning Difficulties in Mathematics • Higher Mathematics Pathways Standards Chart

12. K-8 Mathematics FrameworkContent Focus Coherence Rigor • A focus on understanding addition, subtraction, multiplication, and division (the four operations) in K5 • Building from whole numbers in K2 to fractions in grades 35 • Expectations of fluency with whole numbers and fractions in K5

13. K-8 Mathematics Framework Content Focus Coherence Rigor • A focus on ratio, rates, percent, and statistics and probability in 68 • Extending operations with fractions to rational numbers in 68 • Expectations of fluency with expressions and linear equations 68

14. 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

15. Higher Mathematics Mathematics FrameworkContent • 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

16. 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

17. 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

18. Instructional Strategies • Key Instructional Shifts in the CA CCSSM • Instructional Models • Instructional Strategies for the Mathematics Classroom • Tools for Mathematics Instruction

19. 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

20. 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

21. 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

22. 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)

23. 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

24. Professional Learning for Teachers Content • 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

25. 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

26. 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

27. 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.

28. View the Framework at http://www.cde.ca.gov/ci/ma/cf/draft2mathfwchapters.asp

29. Toolkit for Evaluating CCSS Mathematics Curriculum

30. The Toolkit • Evaluative • Based on CDE Framework • Based on the MathProgressions • Based on CCSSStandards

31. Organization • 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

32. Section 1 Alignment to standards and progressions • The need to build content knowledge. • The need to build pedagogy. • The scope of CCSS-math

33. Alignment to standards / progressions • 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. A B C D E F 1/2 1

34. Alignment to standards / progressions • 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.

35. Section 2 • Alignment to the (draft) Framework • -Alignment to standards • -Program Organization • -Assessment • -Universal Access

36. Alignment to Standards • 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

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

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

39. Alignment to Standards Part 4: Consistent Progressions: Materials are consistent with the progressions in the Standards

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

41. Assessment • General materials and SBAC Specific: • Variety of assessments(formative) • Summative • Content and Practice Standards • Concept, computation, fluency and application • Acceleration and compression aspects

42. Assessment • 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

43. Universal Access • 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

44. Appendix A - Scoring

45. Adoption Now?