Adopt or Adapt in Math: Support for Districts and Schools on Curriculum Decision Making

1. Adopt or Adapt in Math: Support for Districts and Schools on Curriculum Decision Making EngageNY.org

2. Necessary Tools for Assessing Quality of Common Core Math Curriculum • Common Core Mathematics Standards • Standards for Mathematical Practices • The Shifts for Mathematics • Math Content Emphases • Key Fluencies by Grade Level • Learning Progressions • Publishers’ Criteria for Mathematics • EQUIP Rubric for Mathematics EngageNY.org 2

3. These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. … It is time to recognize that standards are not just promises to our children, but promises we intend to keep. CCSSM, p. 5 EngageNY.org 3

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5. 6 Shifts in Mathematics Focus Coherence Fluency Deep Understanding Applications Dual Intensity Instructional Shifts in Mathematics Demanded by the Core 5 EngageNY.org 5

6. Shifts in Assessments Six Shifts in Mathematics Assessments EngageNY.org

7. Six Shifts  Three Shifts EngageNY.org 7

8. The shape of math in A+ countries Mathematics topics intended at each grade by at least two-thirds of A+ countries Mathematics topics intended at each grade by at least two-thirds of 21 U.S. states 1 Schmidt, Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002). 8 EngageNY.org 8

9. Traditional U.S. Approach EngageNY.org 9 9

10. Focusing Attention Within Number and Operations EngageNY.org 10 10

11. Math Content Emphases EngageNY.org 11

12. Math Content Emphases EngageNY.org 12

13. Math Content Emphases For Grade 3 EngageNY.org 13

14. Required Fluencies in K-6 14 EngageNY.org 14

15. Learning Progressions http://ime.math.arizona.edu/progressions/ EngageNY.org 15

16. Publishers’ Criteria EngageNY.org 16

17. The K–8 Publishers’ Criteria • Focus, Coherence, and Rigor in the Common Core State Standards for Mathematics • II. Criteria for Materials and Tools Aligned to the K–8 Standards • III. Appendix: “The Structure is the Standards” EngageNY.org 17

18. II. Criteria for Materials and Tools Aligned to the K–8 Standards 1. Focus on Major Work: In any single grade, students and teachers using the materials as designed spend the large majority of their time on the major work of each grade. EngageNY.org 18

19. II. Criteria for Materials and Tools Aligned to the K–8 Standards 2. Focus in Early Grades: Materials do not assess any of the following topics before the grade level indicated. EngageNY.org 19

20. II. Criteria for Materials and Tools Aligned to the K–8 Standards 3. Focus and Coherence through Supporting Work: Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade. 4. Rigor and Balance: Materials and tools reflect the balances in the Standards and help students meet the Standards’ rigorous expectations, by (all of the following, in the case of comprehensive materials; at least one of the following for supplemental or targeted resources): EngageNY.org 20

21. II. Criteria for Materials and Tools Aligned to the K–8 Standards 4. Rigor and Balance: Materials and tools reflect the balances in the Standards and help students meet the Standards’ rigorous expectations, by (all of the following, in the case of comprehensive materials; at least one of the following for supplemental or targeted resources): a. Developing students’ conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings. b. Giving attention throughout the year to individual standards that set an expectation of procedural skill and fluency. c. Using the materials as designed to spend sufficient time working with engaging applications, without losing focus on the major work of each grade. EngageNY.org 21

22. II. Criteria for Materials and Tools Aligned to the K–8 Standards 5. Consistent Progressions: Materials are consistent with the progressions in the Standards, by (all of the following): a. Basing content progressions on the grade-by-grade progressions in the Standards. b. Giving all students extensive work with grade-level problems. c. Relating grade level concepts explicitly to prior knowledge from earlier grades. EngageNY.org 22

23. II. Criteria for Materials and Tools Aligned to the K–8 Standards 6. Coherent Connections: Materials foster coherence through connections at a single grade, where appropriate and where required by the Standards, by (all of the following): a. Including learning objectives that are visibly shaped by CCSSM cluster headings. b. Including problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important. c. Preserving the focus, coherence, and rigor of the Standards even when targeting specific objectives. EngageNY.org 23

24. II. Criteria for Materials and Tools Aligned to the K–8 Standards 7. Practice-Content Connections: Materials meaningfully connect content standards and practice standards. 8. Focus and Coherence via Practice Standards: Materials promote focus and coherence by connecting practice standards with content that is emphasized in the Standards. 9. Careful Attention to Each Practice Standard: Materials attend to the full meaning of each practice standard. EngageNY.org 24

25. II. Criteria for Materials and Tools Aligned to the K–8 Standards 10. Emphasis on Mathematical Reasoning: Materials support the Standards’ emphasis on mathematical reasoning, by (all of the following): a. Prompting students to construct viable arguments and critique the arguments of others concerning key grade-level mathematics that is detailed in the content standards b. Engaging students in problem solving as a form of argument. c. Explicitly attending to the specialized language of mathematics. EngageNY.org 25

26. Collaboratively built tools informed and approved by the authors of the CCSS, which evaluate the Common Core alignment of curricular materials Actualize the Publishers Criteria EngageNY.org 26

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29. Dimension I Alignment to The Depth of the CCSS EngageNY.org 29

30. Dimension II Key Shifts In the CCSS EngageNY.org 30

31. Dimension III Instructional Supports EngageNY.org 31

32. Dimension IV Assessment EngageNY.org 32

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34. Overall Rating EngageNY.org 34

35. Rating Procedures for Rubric EngageNY.org 35

36. Rating Procedures for Rubric EngageNY.org 36

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41. Dimension I Alignment to The Depth of the CCSS EngageNY.org 41

42. Dimension I EngageNY.org 42

43. Dimension II Key Shifts In the CCSS EngageNY.org 43

44. Dimension II EngageNY.org 44

45. Dimension II EngageNY.org 45

46. Dimension III Instructional Supports EngageNY.org 46

47. Dimension III EngageNY.org 47

48. Dimension III EngageNY.org 48

49. Dimension IV Assessment EngageNY.org 49

50. Dimension IV EngageNY.org 50