1. CMC South Conference November 1, 2013 Sacramento City Unified School District Iris Taylor Mikila Fetzer Suzie Craig

2. SCUSD Common Core Framework Curriculum Equity Assessment Teaching & Learning Common Core Content Standards Instructional Shifts Math Practices

3. SCUSD Design Methodology Wheel Standards Interpretation Expected Evidence of Student Learning Text-based Discussion (Research) Model Construction (Trying on the work) Task & Instructional Plan Student Work Examination Revision of Task & Instructional Plan

4. Teacher Capacity Building 2012-2013 Our “Introduction” Year 2013-2014 Our “Transition” Year Professional Learning Opportunities for Teachers Grades 3 – 8 only Focus Schools (17) and Non-Focus Schools 4 days at district office 2 days at school site On-Site Coaching from a Training Specialist Observations, Demo Lessons, Planning, Resource Identification, etc. Professional Learning Opportunities for Teachers All grades (K – 12); All schools 4 Days at district office 2 days at school site Identified “Teacher Leaders “ serve as demonstration classrooms On-Site Coaching from a Training Specialist Observations, Demo Lessons, Planning, Resource Identification, etc.

5. Leadership Capacity Building 2012-2013 Our “Introduction” Year 2013-2014 Our “Transition” Year Monthly Principals Meetings CCSS Math focus for principals from the “focus” schools Examine components of the SCUSD CCSS Framework: math practices, instructional shifts, and content standards. Introduction to the 5x8 Evidence Gathering Card Monthly Principals Meetings CCSS Math focus for all principals Continue to examine components of the SCUSD CCSS Framework: math practices, instructional shifts, and content standards. Implement the 5x8 Evidence Gathering Card Focus on Change Theory and Change Management

6. Instructional Materials and Pedagogy 2012-2013 Our “Introduction” Year 2013-2014 Our “Transition” Year Lesson Plans Lesson plans aligned to the CCSS that elicit Math Practices Previously written lesson plans revised to align them to the CCSS Units of Study 2 grade-level Units of Study aligned to the CCSS Includes lesson sequence and pacing, completed lesson plans, and assessments Lesson Plans Lessons shared on a WikiSpace Units of Study Teachers implement at least 1 Unit of Study Curriculum Maps District-wide curriculum maps by grade level Elementary School Report Cards Align report cards to CCSS-M Electronic Resource Library

7. Assessment for Learning 2012-2013 Our “Introduction” Year 2013-2014 Our “Transition” Year Gather and Analyze Student Work Teachers analyzed student work for evidence of Math Practices District-Wide Benchmark Assessments Common Core aligned benchmark assessment items for every grade. o 2 “Extended Response” Items given in November and February o Includes directions for administration, teacher cover page, the math task, sample top-score responses, and scoring rubric Teachers will score and analyze student work SBAC Field Test in the Spring

8. Communications and Stakeholder Engagement 2012-2013 Our “Introduction” Year 2013-2014 Our “Transition” Year Parent Workshops 3-session series at the district office Elementary and secondary segments Focus on understanding of the CCSS- M, experiencing a Math Common Core lesson, and supporting children in mathematics Provide Parent Guides by grade level Community Awareness Building Regional sessions about ELA and Math Common Core, open to the community Parent Workshops 3-session series in three geographical regions (East, West, and Central) Elementary, Middle, and High School segments Focus on understanding of the CCSS- M, experiencing a Math Common Core lesson, and supporting children in mathematics Provide Parent Guides by grade level

9. HS Pathways Committee Meetings o MS and HS teachers, principals, and math training specialists Math department meetings at comprehensive high schools County Office of Education meetings with surrounding school districts SCUSD has decided to follow an Integrated Pathway of Math 1, Math 2, and Math 3. High School Pathway Decision

10. Transition to an Integrated Pathway Transitioning to the Math Common Core 3-Year Roll-Out Plan of an Integrated Pathway 2013-2014 (Currently) 2014-2015 2015-20162016-20172014-2015 8 th Grade (not in Algebra or Geometry) Math 1Math 2Math 3 Pre-Calculus or Higher-Level Math Algebra ICC GeometryCC Algebra IIPre-Calculus Higher-Level Math GeometryCC Algebra IIPre-Calculus Higher-Level Math Algebra IIPre-Calculus Higher-Level Math Students who take Algebra 1 in 2013-2014 will be held to certain placement criteria to determine whether they will continue on a Traditional Pathway (Algebra I, Geometry, Algebra II) or whether they will start the Integrated Pathway with Math 1 in 2014-2015.

11. Sample Course Progression 6th Grade7 th Grade8th gradeMath 1Math 2Math 3 Pre Calculus AP Calculus Math 3 + Math 2 + 8 th /Math 17 th /8 th Gr Middle SchoolHigh School Students can advance in middle school by compacting 3 yrs of math in 2 yrs. Students can advance in high school by successfully completing Math 2 + and Math 3 +, which include additional standards that prepare students for advanced courses in mathematics, like AP Calculus and AP Statistics.

12. Contact Us! Visit our website: www.scusd.edu/common-corewww.scusd.edu/common-core Iris Taylor Assistant Superintendent of Curriculum and Instruction Iris-Taylor@scusd.edu Mikila Fetzer, Math Project Lead Mikila-Fetzer@scusd.edu Suzie Craig, Math Training Specialist Suzie-Craig@scusd.edu