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Toolkit for evaluating CCSS curriculum (math)

Toolkit for evaluating CCSS curriculum (math). Toolkit for evaluating CCSS curriculum (math). Overview. Basis. http :// www.corestandards.org http://www.cde.ca.gov/ci/ma/cf. The Toolkit. Evaluative Based on CDE Framework Based on the Math Progressions Based on CCSS Standards.

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Toolkit for evaluating CCSS curriculum (math)

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  1. Toolkit for evaluating CCSS curriculum (math)

  2. Toolkit for evaluating CCSS curriculum (math) Overview

  3. Basis http://www.corestandards.org http://www.cde.ca.gov/ci/ma/cf

  4. The Toolkit Evaluative Based on CDE Framework Based on the MathProgressions Based on CCSSStandards

  5. 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

  6. Domain Organization cluster cluster Standards (1, 2, 2.1 & 3)

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

  8. Section 1 K-2: Counting and Cardinality Page 5: The textbook provides daily routines that help students develop their proficiency with both perceptual and conceptual subitizing (being able to “see” the quantity of a set without having to count) as a foundation for single-digit fluency.  For example, students should have plentiful opportunities to develop the ability to recognize the cardinality of a collection of 9 objects arranged in various ways (i.e. 7 and 2, 4 and 5, etc.). See page 4 of CC and OA Progression.

  9. Section 1 K-2: Lessons that lead to 3rd grade multiplication Page 7: Students engage with addition in ways that prepare them for multiplication.  Examples should include skip counting (2.NBT.2), arrays (2.OA.4) and repeated addition (2.OA.4).  Multiplication itself should not be introduced until 3rd grade. 3, 6, 9, 12, 15, 18… 6, 12, 18, 24, 30, 36… 2, 4, 6, 8, 10…

  10. Section 1 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.

  11. Section 1 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

  12. Section 1 6-8: Approach to number systems Approach to ratios and proportions Quote from the toolkit: a. The textbook represents addition and subtraction of rational numbers on horizontal and / or vertical number line diagrams.  (7.NS.1) A B C D E F 1/2 1.7

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

  14. 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

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

  16. 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

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

  18. Section 2:Program Organization How is the textbook set-up? Standard/cluster Organized by clusters within units Intervention (RtI) Acceleration Components Support Materials

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

  20. 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

  21. 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

  22. Appendix A - scoring

  23. Toolkit for evaluating CCSS curriculum (math)

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

  25. In small groups, review Section Oneof the toolkit.

  26. 1. Thoughts2. Concerns3. Ideas4. Questions

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

  28. 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

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

  30. Review Section 2, Parts 1 & 2 “Alignment to Standards”(pgs. 19-15)of the toolkit.

  31. 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

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

  33. Review Section 2, Parts 3 & 4“Alignment to Standards” (pgs. 26-29)of the toolkit.

  34. Alignment to standards Part 5: Coherent Connections

  35. Review Section 2, Part 5 & UA/IS “Alignment to Standards”(pgs. 30-33)of the toolkit.

  36. Program Organization How is the textbook set-up? Standard/cluster Organized by clusters within units Intervention (RtI) Acceleration Components Support Materials Pages 34-36

  37. Assessment General materials and SBAC Specific: Variety of assessments(formative) Summative Content and Practice Standards Concept, computation, fluency and application Acceleration and compression aspects Pages 37 & 38

  38. 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 Pages 39 – 44 & 45

  39. 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 Pages 46 – 47

  40. Appendix A - scoring

  41. Final Thoughts Page 48 -You are not limited to this -You can use sections that applicable -You can skip sections -You can create new portions -Piloting -Publisher presentations

  42. Contact Info Jon Dueck jdueck@fcoe.org 559.497.3792 http://commoncore.fcoe.org/ http://stem.fcoe.org/ @mrdueck

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