A Guide to the K-8 and High School Publishers’ Criteria for the CCSSM Dana Cartier ISBE Content...
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A Guide to the K-8 and High School Publishers’ Criteria for the CCSSM Dana Cartier ISBE Content Area Specialist Slides adapted from the K-8 Publishers’
A Guide to the K-8 and High School Publishers Criteria for the
CCSSM Dana Cartier ISBE Content Area Specialist Slides adapted from
the K-8 Publishers Criteria Content contained is licensed under a
Creative Commons Attribution-ShareAlike 3.0 Unported License
Slide 2
3.OA.9 Task #1 Fill in the blank below and explain. 2, 4, 6,
____ Content contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License
Slide 3
3.OA.9 Task #2 a)In each column and each row of the table even
and odd numbers alternate. Explain why. b)Explain why the diagonal,
from top left to bottom right, contains the even numbers 2,4,6,8,
and 10. Content contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License
Slide 4
Compare the Tasks What were the similarities and differences of
the previous tasks? Content contained is licensed under a Creative
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Slide 5
Objectives Content contained is licensed under a Creative
Commons Attribution-ShareAlike 3.0 Unported License Introduce the
K-8 & High School Publishers Criteria Learn the why and how of
using the criteria Explore the math criteria
Slide 6
What is the Publishers Criteria? Content contained is licensed
under a Creative Commons Attribution-ShareAlike 3.0 Unported
License Supports faithful implementation of the CCSSM Developed by
the three lead authors Phil Daro, Bill McCallum, Jason Zimba Two
different documents- similiar
Slide 7
Why Do We Need This? Standards cannot raise achievement.
Material should connect to assessment. Educators complain about
what is missing, but not about what has crept in. Content contained
is licensed under a Creative Commons Attribution-ShareAlike 3.0
Unported License
Slide 8
Wiggins, 2012 Because conventional textbook coverage is so
fractured, unfocused, superficial, and unprioritized, there is no
guarantee that most students will come out knowing the essential
concepts of algebra. Content contained is licensed under a Creative
Commons Attribution-ShareAlike 3.0 Unported License
Slide 9
How Can We Use This Tool Inform purchase and adoption Work with
previously purchased materials Review and guide teacher-developed
materials Plan professional development Content contained is
licensed under a Creative Commons Attribution-ShareAlike 3.0
Unported License
Slide 10
Focus Coherence Rigor Content contained is licensed under a
Creative Commons Attribution-ShareAlike 3.0 Unported License
Slide 11
Focus Consider what is not said Content contained is licensed
under a Creative Commons Attribution-ShareAlike 3.0 Unported
License Math needs to lose a few pounds (p.3) Teach less, learn
more Cannot add just one more thing Grade-level work begins during
the first two to four weeks of instruction Differentiation
Extensions
Slide 12
Coherence Practice-content coherence Content contained is
licensed under a Creative Commons Attribution-ShareAlike 3.0
Unported License Math should make sense A progression of learning
Use supporting material to teach major work Coherence supports
focus
Slide 13
Rigor Balance with equal intensity Conceptual understanding
Procedural skill and fluency Application Content contained is
licensed under a Creative Commons Attribution-ShareAlike 3.0
Unported License
Fluency Fluently Methods are based on mathematical principles,
not mnemonics or tricks Quickly and accurate, to work with flow. It
isnt halting, stumbling, or reversing It isnt halting, stumbling,
or reversing oneself. oneself.
Slide 16
Fluency Content contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License
Slide 17
1. Write a simplified expression for the following: 7r + 2(r +
3) Content contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License 2. Fill in the blanks
below to make the equation true for every value of x. Explain the
steps you took, as well as any math properties you used. Fluency
Example
Slide 18
Application Single-step and multi-step contextual problems
Require students to make assumptions in order to model a situation
Modeling a practice standard and a HS Conceptual Category Content
contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License
Slide 19
Application Problem My phone beeps with a text from my friend
who is an event coordinator: My producer sent me only 50 feet of
red velvet rope and 4 poles! I dont know what he was thinking, how
can I fit all of the VIPs in this section? What is the mathematical
question? Content contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License
Slide 20
Application Content contained is licensed under a Creative
Commons Attribution-ShareAlike 3.0 Unported License How many
dinosaurs are standing in the lake? Explain how you know. Use words
and mathematical language to explain your solution.
Slide 21
Part II: Criteria for Materials and Tools 10 criteria to
analyze mathematics curricular materials 1 criterion to align
mathematics to other disciplines Content contained is licensed
under a Creative Commons Attribution- ShareAlike 3.0 Unported
License
Slide 22
K-8 Publishers Criteria Part II: Criteria for Materials and
Tools Aligned to the K-8 Standards Content contained is licensed
under a Creative Commons Attribution- ShareAlike 3.0 Unported
License
Slide 23
1. Focus on Major Work Better to inadvertently leave something
out than to teach too much 65%-85% of time is spent on the major
work Content contained is licensed under a Creative Commons
Attribution- ShareAlike 3.0 Unported License
Slide 24
5 th Grade PARCC Model Content Framework Content contained is
licensed under a Creative Commons Attribution- ShareAlike 3.0
Unported License
Slide 25
2. Focus in Early Grades Dont cover material early Dont assess
material early Patterns only within arithmetic Content contained is
licensed under a Creative Commons Attribution- ShareAlike 3.0
Unported License
Slide 26
Slide 27
3. Focus and Coherence through Supporting Work Supporting work
enhances major work Supporting work does not detract from focus
Content contained is licensed under a Creative Commons Attribution-
ShareAlike 3.0 Unported License
Slide 28
2 nd Grade Example from Measurement and Data Progression
Slide 29
4. Rigor and Balance Conceptual Understanding Fluency
Application Content contained is licensed under a Creative Commons
Attribution- ShareAlike 3.0 Unported License Three aspects are not
always together. Three aspects are not always separate.
Slide 30
5. Consistent Progressions Grade-by-grade Grade-level problems
Relating to prior knowledge Content contained is licensed under a
Creative Commons Attribution- ShareAlike 3.0 Unported License
Slide 31
6. Coherent Connections Curricular material makes connections
between clusters and domains CCSSM are more than a sum of their
parts Content contained is licensed under a Creative Commons
Attribution- ShareAlike 3.0 Unported License
Slide 32
7. Practice-Content Connections Not separate Present throughout
Grounded in the content standards Accompanying teacher-support
Content contained is licensed under a Creative Commons Attribution-
ShareAlike 3.0 Unported License
Slide 33
8. Focus and Coherence via Practice Standards Connect practice
and content standards as specified Structure for structural themes
(MP7) Using repetition to find mathematical regularity (MP8)
Content contained is licensed under a Creative Commons Attribution-
ShareAlike 3.0 Unported License
Slide 34
9. Careful Attention to Each Practice Standard Full meaning and
spirit of the entire practice standard Content contained is
licensed under a Creative Commons Attribution- ShareAlike 3.0
Unported License
Slide 35
10. Emphasis on Mathematical Reasoning Construct viable
arguments Problem-solving as argument Specialized language Content
contained is licensed under a Creative Commons Attribution-
ShareAlike 3.0 Unported License
Slide 36
Construct Viable Argument 25-50% of students time Independent
thinking, classroom discussion and written work Critique arguments,
error analysis Multi-step problems Student-devised strategy
Cohesive arguments that can be verified and critiqued Not a jumble
of steps
Slide 37
Specialized Language The language of argument, problem-solving
and mathematical explanations are taught rather than assumed.
Language of representations Diagrams, tables, graphs, symbolic
expressions, drawing, images, text Helpful for ELL students Content
contained is licensed under a Creative Commons Attribution-
ShareAlike 3.0 Unported License
Slide 38
High School Publishers Criteria Part II: Criteria for Materials
and Tools Aligned to the High School Standards Content contained is
licensed under a Creative Commons Attribution- ShareAlike 3.0
Unported License
Slide 39
1. Focus on Widely Applicable Prerequisites Material should
coherently include all of the standards in High School (without the
+ standards), with a majority of the time devoted to building the
particular knowledge and skills that are most applicable and
prerequisite to a wide range of college majors and postsecondary
programs Content contained is licensed under a Creative Commons
Attribution- ShareAlike 3.0 Unported License
Slide 40
Slide 41
2. Rigor and Balance Conceptual Understanding Fluency
Application Content contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License Three aspects are not
always together. Three aspects are not always separate.
Slide 42
3. Consistent Content Base course on content Give students
extensive work with course-level problems Explicitly relates course
content to prior knowledge Content contained is licensed under a
Creative Commons Attribution-ShareAlike 3.0 Unported License
Slide 43
4. Coherent Connections Curricular material makes connections
between clusters and domains CCSSM are more than a sum of their
parts Content contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License
Slide 44
5. Practice-Content Connections Not separate Present throughout
Grounded in the content standards Accompanying teacher-support
Content contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License
Slide 45
6. Focus and Coherence via Practice Standards Connect practice
and content standards as specified Structure for structural themes
(MP7) Using repetition to find mathematical regularity (MP8)
Content contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License
Slide 46
7. Careful Attention to Each Practice Standard Full meaning and
spirit of the entire practice standard Content contained is
licensed under a Creative Commons Attribution-ShareAlike 3.0
Unported License
Slide 47
8. Emphasis on Mathematical Reasoning Construct viable
arguments Problem-solving as argument Specialized language Content
contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License
Slide 48
Connecting Criterion: Consistency with CCSSM Materials for
science and technical subjects are consistent with CCSSM
Grade-level appropriate mathematics in other disciplines Content
contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License
Slide 49
Indicators of Quality Variety in the pacing of each standard
Content contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License Problems are worth
doing Variety of student products Separate teacher material Best
practices with manipulatives Visual design is clear Support for
diverse learners SHORT
Slide 50
Avoid crosswalks Align to the letter and spirit of the
standards Dont take the common out of COMMON core Content contained
is licensed under a Creative Commons Attribution-ShareAlike 3.0
Unported License
Slide 51
Dana Cartier ISBE Content Area Specialist Area 5&6
[email protected] Content contained is licensed under a
Creative Commons Attribution-ShareAlike 3.0 Unported License