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

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The Toolkit• Evaluative• Based on CDE

Framework• Based on the Math

Progressions• Based on CCSS

Standards

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OrganizationSection 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

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Organization

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Domain

cluster

Standards (1, 2, 2.1 & 3)

cluster

Section 1Alignment to standards and progressions

1. The need to build content knowledge.

2. The need to build pedagogy.

3. The scope of CCSS-math

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Section 1K-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.

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Section 1K-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…

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Section 13-5:• 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.

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Section 13-5:• 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.

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A DC E FB

1/2 1

Section 16-8:• Approach to number systems• Approach to ratios and proportionsQuote from the toolkit: a. The textbook represents addition and subtraction of rational numbers on horizontal and / or vertical number line diagrams.  (7.NS.1)

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A DC E FB

1/2 1.7

Section 2Section 2:

Alignment to the (draft) Framework

-Alignment to standards

-Program Organization

-Assessment

-Universal Access

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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

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Alignment to standards

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

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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

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Alignment to standards

Part 4: Consistent Progressions: Materials are consistent with the progressions in the Standards

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Section 2:Program Organization

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

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Assessment

General materials and SBAC Specific:• Variety of assessments (formative)• Summative• Content and Practice Standards• Concept, computation, fluency and

application• Acceleration and compression aspects

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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

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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

complexity21

Appendix A - scoring

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Toolkit for evaluating

CCSS curriculum

(math)

Section 1Alignment to standards and progressions

1. The need to build content knowledge.

2. The need to build pedagogy.

3. The scope of CCSS-math

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In small groups, review Section Oneof the toolkit.

1. Thoughts2. Concerns3. Ideas4. Questions

Section 2Section 2:

Alignment to the (draft) Framework

-Alignment to standards

-Program Organization

-Assessment

-Universal Access

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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

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Alignment to standards

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

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Review Section 2, Parts 1 & 2

“Alignment to Standards”(pgs. 19-15)of the toolkit.

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

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Alignment to standards

Part 4: Consistent Progressions: Materials are consistent with the progressions in the Standards

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Review Section 2, Parts 3 & 4

“Alignment to Standards” (pgs. 26-

29)of the toolkit.

Alignment to standards

Part 5: Coherent Connections

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Review Section 2, Part 5 & UA/IS “Alignment to

Standards”(pgs. 30-33)of the toolkit.

Program Organization

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

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Pages34-36

Assessment

General materials and SBAC Specific:• Variety of assessments (formative)• Summative• Content and Practice Standards• Concept, computation, fluency and

application• Acceleration and compression aspects

37Pages 37 & 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

38Pages 39 – 44 & 45

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

complexity39Pages 46 – 47

Appendix A - scoring

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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

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Contact Info

Jon Dueck

jdueck@fcoe.org

559.497.3792

http://commoncore.fcoe.org/

http://stem.fcoe.org/

@mrdueck

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