Transcript Collaborative Conversations: Common Core Math

COLLABORATIVE CONVERSATIONS:
COMMON CORE MATH
Math Leadership Network
December 4, 2015
Jim Short
[email protected]
Vicki Vierra [email protected]
Agenda
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Tools for Sharing with Stakeholders
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Course Placement and Sequences
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Curricular Materials
The Challenge
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Support the Implementation of CCSS-Math,
including preparing students for the SBAC
assessments
Transforming the culture of math education
for teachers, students, and parents
 What
does it mean to know and do math?
 What should math classrooms look/sound like?
 What should math homework look like?
Ventura County
Math Leadership Network
Goals
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Connecting teachers and administrators leading
the CCSS-M implementation
Sharing of challenges, strategies, and successes
(and lessons learned from “failures”)
Sharing of research and best practices
Identifying needs and developing resources to
meet those needs
Next meeting Jan. 8, 2015, 9:00 – Noon
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Registration flyers available
Why is Math Different Now?
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http://vimeo.com/m/110807219
Raj Shah explains the purpose for changes in
Common Core math instruction
Tools for Sharing with Stakeholders
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Resources: www.vcoe.org
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Educational Services
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Curriculum and Instruction
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Common Core
Grade 1 “Kiri’s Math Matching Game”
NCTM Common Core Tools:
“Common Core Math - A Grade-by-Grade View for
Parents”
What has your district/school done to inform families about
the shifts in Common Core Math?
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Create a “Tweet” (120 characters)
Put it on your district/school poster
High School Math Standards
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Specifies the content of the mathematics that all
students should study for college and career
readiness
Does not mandate a particular arrangement of the
standards into courses
Does not dictate specific curriculum, pedagogy, or
delivery of content
Standards for Mathematical Practice – making rigor
a reality – dictates a change in kind of mathematical
questions and thinking students engage with
High School Pathways
Background information
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Provided by Heather Dallas,UCLA
Issue Is
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integrated a lot vs.
integrated a little
When are specific
standards taught
How math should be
taught
Teacher PD needed
CCSS-M aligned
materials, particularly
SMPs
Issue Is Not
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integrated vs. traditional
What standards should
be taught
How math should be
taught
Teachers already know
one pathway, not other
Materials for traditional,
not for integrated
Acceleration in CCSS-Math
Major Changes:
th
th & 8th )
 Little repetition from year to year (6 , 7
 CCSS-M Grade 8 is more rigorous and more
demanding than the earlier versions of Algebra 1
In depth study of linear relationships and equations
 More formal treatment of functions
 Exploration of rational numbers
 Transformational geometry, linking geometry and algebra
in ways not done previously
 Statistics linking linear relations with representation of
bivariate data
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Framework Recommendations
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Students need to be appropriately challenged and
engaged
Inappropriate placement has negative
consequences for student learning
Decisions to accelerate students in CCSS-M before
9th grade should not be rushed
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Not to compact standards before Grade 7
Decisions to accelerate require solid evidence of
mastery of pre-requisite standards (including the
Standards of Mathematical Practice)
Framework Recommendations
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Compacted courses should include the same
CCSS as the non-compacted courses
 Do
NOT compact 2 years into 1 year – rather look
for 3 years in 2, or 4 years in 3
 Ensure compacted courses appropriately
emphasize the Standards for Mathematical
Practice
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Allow a variety of ways and opportunities for
students to access higher level math courses
Course Placement and Sequences
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Appendix A, CA Mathematics Framework
Unedited version (Nov. 2013) available:
www.cde.ca.gov/ci/ma/cf/draft2mathfwchapters.asp
What has your district/school done with regard to
course placement and sequencing?
Create a “Tweet” (120 characters)
 Put it on your district/school poster
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Piloting Math Materials
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Materials do not need to be on the CA Math
Adoption list, as long as you follow a rigorous plan
with comprehensive input from teachers.
Google Doc spreadsheet – continue adding
information
What has your district/school done with regard to
piloting and adopting new materials?
Create a “Tweet” (120 characters)
 Put it on your district/school poster
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Next Steps
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Please leave your poster for compilation and sharing
Complete and return registration forms for the
Math Leadership Network
Ensure that the district/school contact information
form has been completed and returned
Update the pilot/adoption spreadsheet
Discussions of these complex issues will continue
January 8 – hope to see you and/or your
representatives there!