COLLABORATIVE CONVERSATIONS: COMMON CORE MATH

Math Leadership Network

December 4, 2015

Jim Short jshort@vcoe.org

Vicki Vierra vvierra@vcoe.org

Agenda

Tools for Sharing with Stakeholders

Course Placement and Sequences

Curricular Materials

The Challenge

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 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 Registration flyers available

Why is Math Different Now?

http://vimeo.com/m/110807219

Raj Shah explains the purpose for changes in Common Core math instruction

Tools for Sharing with Stakeholders

Resources: www.vcoe.org Educational Services

Curriculum and Instruction 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? Create a “Tweet” (120 characters) Put it on your district/school poster

High School Math Standards

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

Provided by Heather Dallas,UCLA

Issue Is Issue Is Not

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

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: Little repetition from year to year (6th, 7th & 8th ) 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

Framework Recommendations 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 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

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

Allow a variety of ways and opportunities for students to access higher level math courses

Course Placement and Sequences

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

Piloting Math Materials

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

Next Steps

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!