1. ISBE Model Math Resources: An Overview ATL Training Summer 2015
Anita Reid
Lewistown Community High School
Welcome and give a brief introduction. Replace my name with yours.

2. What do you know?
This is the 1st I’m hearing about the ISBE Model Curriculum.
I heard of this, but I haven’t seen it.
I’ve seen the resources on the ISBE website.
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Survey participants and have them raise their hands based on their familiarity with the MMCR.

3. Objectives The MMC Process The MMC Structure Alignment with PARCC
Where to find MMC
5. Navigating the Livebinder
State objectives for the talk.

4. What is the Purpose? Provide a Framework
Support Districts in Implementation
Prepare for PARCC
The purpose of the ISBE MMC is to serve as a framework or resource to assist teachers in the implementation of standards aligned curriculum and instruction. . Schools may adopt, adapt, or ignore this framework. The scope and sequences have been aligned with PARCC according to the blueprints for success on the EOY and PBA using Progressions documents and Evidence tables.
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5. What is the Process? Development Peer Review
Revision based upon Peer Review
External Review
Revision based upon External Review
Editing
Pilot teachers
Made public
Revisions based upon Pilot feedback
The development team is divided into grade level or high school course teams. Teachers from throughout the State of Illinois have been involved. They meet and develop the tools using the process described today. Whenever we meet in person, there is time dedicated for peer review. Teams review another grade level or course’s recently developed documents and provide feedback. The teams then make revisions based upon that feedback. We then electronically send documents to a team of over 500 reviewers who fill out an electronic survey within a 7-10 day window. The team is given a report of the information from the external review and uses it to make revisions. The documents are then sent to an editor who corrects errors in grammar and mechanics. Edited documents are sent to pilot teachers at the same time they are made public. Pilot teachers are collecting student work samples and teacher reflections that will be reviewed by the development team toward the end of the school year—once all of the units have assessments and model lessons. As you can see, the process has been thorough and has involved many professionals. Some of the lessons have been rated as exemplary by national experts.
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6. What is the Philosophy? Focus Coherence Rigor PARCC
Backward Design (UbD)
The philosophy is that units will focus on the math that needs taught, resulting in fewer topics, that coherence will link topics and be present across grade levels, and that rigor is present in a balanced, representation of concept understanding, procedural skills and fluency, and applications. UbD focuses on teaching for understanding using the backwards design of writing assessments first and then developing lessons to teach those concepts assessed.
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7. Focus, Coherence, and Rigor
MMC is FOCUSED. MMC is RIGOROUS. Assessments are balanced.
Topics are fewer.
MMC is COHERENT. Topics are linked .
A closer look at the three key shifts: The ISBE Model Math Curriculum Resources are FOCUSed. There are fewer topics covered, and those that don’t directly become assessed or link to other topics have been eliminated. Math has “lost a few pounds” to quote the authors of the New IL Learning Standards. The ISBE Model Math Curriculum is COHERENT. Each topic is linked across and between grade levels. This is witness in each Unit Plan when topics are linked within the unit, across the grade level and between grades. The ISBE Model Math Curriculum Resources are RIGOROUS. Assessments and Tasks are balanced so that Procedural, Conceptual, and Applications items are included. This is documented in each Unit‘s Assessment Plan which outlines where the RIGOR occurs in each assessment, making sure the balance is present in every unit. In the past, more traditional assessments have included a heavy procedural item set, while being lighter on conceptual and application items.
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8. PARCC Progression Documents & Evidence Tables
Progression Documents and Evidence Tables
The PARCC Progression Documents and Evidence Tables were important in organizing standards into courses and Units and hashing out the scope and sequence for each unit . Evidence statement tables detail both what course ( ex Math 1, Math 2, Math 3) and what assessment ( PBA- Performance Based or EOY- End of Year) each standard will be assessed on and thus were instrumental in helping ISBE MMCR writers know where to place units in each course’s scope and sequence. For example, Unit 2 of Math 1 is Geometry because the G.CO standards are assessed on the PBA and the unit is quite lengthy and so needs taught early in the year to be completed in time for assessment on the PBA. Without progressions documents and specifically evidence tables, we would not have been able to make such an important decision that would give our students the best opportunity to be successful on the assessments.
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9. Backward Design Begin with the Standards from the Unit Map
Use these to write assessment questions
Check assessment items against the CPA Document
Design lesson(s) to teach concepts being assessed
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Understanding By Design, or UbD, is the template the ISBE MMCR uses to develop units. We begin with standards for that unit, as was determined by the team who examined blueprints and evidence tables to split standards into courses, then units. From there, we write assessment items for each standard in the unit, purposing questions to items that are a balanced representation of procedural, conceptual, and application items in nature, and this is noted on each unit’s assessment plan, also referred to as a CPA document. Finally, we write lessons that will teach the standards being assessed.

10. What is it? K-8 and High School Integrated Math 1, 2 & 3 Framework
Scope and Sequences
Unit Overviews
Assessments
Model Lessons
Lesson Documents
Family Letters
So what is included in the ISBE MMC? We will look at each of these components when we visit livebinder. How can we find Livebinder ? There are two ways we will discuss, because both of these paths lead to other useful resources.
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11. Finding Livebinder
To begin, go to isbe.net. Far right, Choose Common Core ELA/Math Far right, choose Model Math Curriculum Units Scroll down, choose yellow box, ISBE Model Math Curriculum Units Found Here or Go to ilclassroomsinaction.org and choose
Read through steps and demonstrate as they look on their devices. Stress to look for the yellow box and the green circle.
From here, we will dig into the ISBE Model Math Curriculum by looking at a sample of each component. Keep in mind that these components are available across the grade levels, and not just the levels we look at. It is important to note here, that some lessons are missing from each unit. The reason for this is two-fold. One, many lessons are still in editing, and will be made available as soon as that process is finished. Two, the ISBE MMC was never intended to be a complete curriculum. It was intended to serve as a framework, that would help teachers implement standards aligned instruction. We want you to use other resources in addition to ours, and maybe even adapt some of your own materials!

12. Kindergarten
Let’s look at a sample scope and sequence from Kindergarten.
Choose any scope.
The scope and sequence for each unit lays out the order in which concepts will be taught and is an important tool for schools wishing to adopt this curriculum even if they add other resources. As long as the scope and sequence is adhered to across grade levels, we ensure focus and coherence. No te that the content standards are color coded, and briefly explained for ease of use.

13. Third Grade Next, we will look at a Unit Overview for third grade.
Choose any unit. Click Unit Map tab and open.
As we look at the sample unit overview, we see immediately that coherence is represented in the connections to prior and subsequent learning boxes, with the focus explained between. The standards are color coded green (priority), blue (supporting) and yellow (additional). The highlighted math practices for each unit are explained in context, as well as a vocabulary list is included. The last page of the unit map is where we find the list of assessments for the unit, by type. Pre-, formative (progress), summative (unit), and self- assessment. Also we find a sample lesson sequence for the unit. This is included so that teachers can have a framework for teaching the lesson, even if they draw from other resources since this curriculum isn’t complete, as it was intended to be a resource for teachers.

14. Fifth Grade
Moving forward, let’s look at some sample assessment features.
Choose any level. Click Assessments Tab.
Once you click the assessments tab you will immediately notice the assessment plan opening. The assessment plan sorts out when each standard is assessed, on what assessment it is assessed, and whether it is assessed procedurally, conceptually, or in an application. The writers of the MMC worked diligently to be sure this balanced assessment was well represented.
Following the assessment plan, the assessments are listed by tab for ease of use.

15. Seventh Grade
And now, a closer look at model lesson plans, and lesson documents.
Choose a unit 1, 2, or 3 for this demonstration.
Highlight the content standards and math practice standards, the explanation of rigor, suggestions for differentiation, lesson sequence, potential pitfalls.
Then click on corresponding lesson documents to show their location.
Again note that not all lessons are present, however the suggested lesson sequence is given in each unit plan.

16. Math 1 (HS)
Lastly, we will explore a sample family letter.
Click the family letter tab.
These letters are available for every unit to send out to families to explain the content of the upcoming unit.
Now we have looked at each component of the MMC.

17. In conclusion The MMC Process The MMC Structure Alignment with PARCC
Where to find MMC
Navigating Livebinder
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Conclude by recapping the objectives.

18. Questions?
Questions? If there is time remaining, have teachers explore Livebinder for their grade level. Answer questions as they arise.
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