1. Collaborative Conversations: Common Core Math
Math Leadership Network
December 4, 2015
Jim Short
Vicki Vierra

2. Agenda Tools for Sharing with Stakeholders
Course Placement and Sequences
Curricular Materials

3. 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?

4. 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

5. Why is Math Different Now?
Raj Shah explains the purpose for changes in Common Core math instruction

6. Tools for Sharing with Stakeholders
Resources:
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

7. 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

8. High School Pathways

9. Background 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

10. 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

11. 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

12. 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)

13. 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

14. Course Placement and Sequences
Appendix A, CA Mathematics Framework
Unedited 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

15. 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

16. 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!