Presentation on theme: "Collaborative Conversations: Common Core Math"— Presentation transcript:
1Collaborative Conversations: Common Core Math Math Leadership NetworkDecember 4, 2015Jim ShortVicki Vierra
2Agenda Tools for Sharing with Stakeholders Course Placement and SequencesCurricular Materials
3The ChallengeSupport the Implementation of CCSS-Math, including preparing students for the SBAC assessmentsTransforming the culture of math education for teachers, students, and parentsWhat does it mean to know and do math?What should math classrooms look/sound like?What should math homework look like?
4Ventura County Math Leadership Network GoalsConnecting teachers and administrators leading the CCSS-M implementationSharing of challenges, strategies, and successes (and lessons learned from “failures”)Sharing of research and best practicesIdentifying needs and developing resources to meet those needsNext meeting Jan. 8, 2015, 9:00 – NoonRegistration flyers available
5Why is Math Different Now? Raj Shah explains the purpose for changes in Common Core math instruction
6Tools for Sharing with Stakeholders Resources:Educational ServicesCurriculum and InstructionCommon CoreGrade 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
7High School Math Standards Specifies the content of the mathematics that all students should study for college and career readinessDoes not mandate a particular arrangement of the standards into coursesDoes not dictate specific curriculum, pedagogy, or delivery of contentStandards for Mathematical Practice – making rigor a reality – dictates a change in kind of mathematical questions and thinking students engage with
9Background information Note that Integrated Math I, II and II each include standards from 1997 Algebra 1, 1997 Geometry, and 1997 Algebra 2, as well as transformational geometry, introductory trigonometry, and some AP Statistics.Provided by Heather Dallas,UCLA
10Issue Is Issue Is Not integrated a lot vs. integrated a little When are specific standards taughtHow math should be taughtTeacher PD neededCCSS-M aligned materials, particularly SMPsintegrated vs. traditionalWhat standards should be taughtHow math should be taughtTeachers already know one pathway, not otherMaterials for traditional, not for integrated
11Acceleration 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 1In depth study of linear relationships and equationsMore formal treatment of functionsExploration of rational numbersTransformational geometry, linking geometry and algebra in ways not done previouslyStatistics linking linear relations with representation of bivariate data
12Framework Recommendations Students need to be appropriately challenged and engagedInappropriate placement has negative consequences for student learningDecisions to accelerate students in CCSS-M before 9th grade should not be rushedNot to compact standards before Grade 7Decisions to accelerate require solid evidence of mastery of pre-requisite standards (including the Standards of Mathematical Practice)
13Framework Recommendations Compacted courses should include the same CCSS as the non-compacted coursesDo NOT compact 2 years into 1 year – rather look for 3 years in 2, or 4 years in 3Ensure compacted courses appropriately emphasize the Standards for Mathematical PracticeAllow a variety of ways and opportunities for students to access higher level math courses
14Course Placement and Sequences Appendix A, CA Mathematics FrameworkUnedited version (Nov. 2013) available: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
15Piloting 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 informationWhat 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
16Next Steps Please leave your poster for compilation and sharing Complete and return registration forms for the Math Leadership NetworkEnsure that the district/school contact information form has been completed and returnedUpdate the pilot/adoption spreadsheetDiscussions of these complex issues will continue January 8 – hope to see you and/or your representatives there!