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K-12 Math Adoption Update

Board of Education MeetingApril 1, 2014 Lisa Kotowski

Committee Members

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Math Coaches

Kevin AndersonKathy DufourMichelle GaalJanet SchulerJenny Stevahn

Cam Wong

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Math Textbook Adoption CommitteeElementary

Name Site Grade

Reinke, Michelle Borchardt K

Viramontes, Elizabeth Victor K

Hill, Kristin Larson 1

Isaak, Karen Nichols 1

Orgon, Michelle Needham 2

Tegen, Dawn Lockeford 2/3

Milligan, Nicole Lakewood 3

Funge, Christopher Larson 3

Lipelt, Kathleen Nichols 3

Wudel-Streeter, Lindsay Lakewood 3/4

Seabourn, Stephanie Elkhorn 4

Hood, Mary Podesta Ranch 5

Rossi, Kirk Vinewood 5

Dix, Teresa John Muir 6

Bartlam, Nadia Larson 6

Leach, Melanie Reese 6

Brown, Michelle Sutherland 6

Schubert, Wendy John Muir RSP

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Math Textbook Adoption CommitteeSecondary

Name Site Grade

Bates, Abigail Delta Sierra 7-8

Cazale, Michael Lodi Middle 7-8

Blevins, Paige Lodi Middle 7-8

Sollie, John McAuliffe 7-8

Randall, Theresa McAuliffe 7-8

Suess, Tammy Millswood 7-8

Dobrescu, Adriano Morada 7-8

Althoff, Lucymarie Bear Creek 9-12

Naylor, Tammy Bear Creek 9-12

Spear-Hooton, Dianne Bear Creek 9-12

Krukis, George Lodi High 9-12

Tillett, Jeff Lodi High 9-12

Dayton, Steve Lodi High 9-12

Gould, Michael McNair 9-12

Perez, Alex McNair 9-12

Beffa, Lori McNair 9-12

Bethards, Bryan Tokay High 9-12

Scarbrough, Gina Tokay High 9-12

Smith, Agatha Tokay High 9-12

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Textbook Committee members meetings:Day 1 and Day 2 Goals:• Develop and deepen understanding about the Common Core State Standards (CCSS) shift in content and

pedagogy• Collaborate and calibrate our understanding of CCSS• Build the district lens to select curriculum • Practice using the Math Curriculum Evaluation Toolkit

January 15th –Day 1 Agenda: • Common Core to the present• Math Standards, Frameworks and Progressions • Engage New York

January 23rd (Elementary) or 24th (Secondary) – Day 2 Agenda • LUSD demographic data• Math Toolkit

– Math progressions– Universal Access– Standards for Mathematical Practice– Assessments– Final Thoughts

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Textbook Committee members meetings (cont.):

February 12 - CP Day

• Math Committee Members shared draft pathways for input and discussion with their sites/departments

• Suggested pathways presented with justification as to why certain classes were offered at specific grade levels

• Suggested pathways were submitted to be shared

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Textbook Committee members meetings (cont.):

February 20 & 24Day 3 and Day 4 Goals:• Reviewed district lens• Evaluated materials using toolkit• Collected additional 7-12 Pathway

outline

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2014 Publishers List*Programs adopted by State Board of Education on January 15, 2014. Information is organized by the three program types: Basic Grade-Level, Algebra 1, and Mathematics 1.

Math Adoption Committee criterion to narrowing curriculum choices:• Teacher materials – electronically• Student manipulative materials• Includes structured cooperative opportunities-systematically• Open to 6-8/9-12 curriculum• Don’t eliminate based on 6-12• Resources $$$

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Basic Grade-Level Programs (K-8)*Publisher Program Title Grade

Level(s)Big Ideas Learning Big Ideas Math 6-8

College Preparatory Mathematics Core Connections, Courses 1-3 6-8

Houghton Mifflin Harcourt Go Math! 6-8

Houghton Mifflin Harcourt Math in Focus K-8

McGraw-Hill California Math, Courses 1-3 6-8

Pearson Common Core System of Courses K-8

Pearson CA Digits 6-8

The College Board SpringBoard Mathematics 6-8

Triumph Learning Common Core Math Curriculum 6-9

Basic Grade-Level Programs (K-8)Pearson Connected Math Program 6-8

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Algebra 1 Programs*Publisher Program Title Grade

Level(s)Aleks Corporation CA Algebra 1 Algebra 1

Big Ideas Learning Big Ideas Algebra 1 Algebra 1

College Preparatory Mathematics Core Connections Algebra 1 Algebra 1

Houghton Mifflin Harcourt Algebra 1: Analyze, Connect, Explore California Algebra 1

JRL Enterprises I CAN Learn Algebra 1 Algebra 1

McGraw-Hill Glencoe Algebra 1 Algebra 1

Pearson CA Common Core Algebra 1 Algebra 1

Perfection Learning Kinetic Algebra 1 Algebra 1

The College Board SpringBoard Mathematics Algebra 1 Algebra 1

Mathematics 1 Programs*Pearson Common Core Integrated Math 1 Math 1

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Mathematics I, II, III Programs – Integrated PathwayPublisher Program Title

Walch Education Mathematics I, II – 2012

Carnegie Learning Integrated I, II – 2012

Pearson Integrated CME Project Math I, II – 2013

CPM Integrated 1 – Core Connections Course 4 – 2-13 (draft)

McGraw-Hill Integrated I, II, III, IV - 2012

Traditional PathwayCPM Algebra 1, Geometry, Algebra 2

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Pre-Calculus ProgramsPublisher Program Title

McGraw-Hill Glencoe PreCalculus: Common Core IE, 2014

Pearson Precalculus: enhanced with graphing utilities 6th ed., 2013

Pearson Precalculus: graphical, numerical, algebraic 8th ed., 2011

CPM Precalculus 2nd ed., 2009

Calculus ProgramsPearson Calculus AP Edition, 2014

McGraw-Hill Calculus: Early Transcendental Functions 4th ed., 2012

Prentice Hall Calculus: graphical, numerical, algebraic 4th ed., 2012

Pearson Calculus with Applications 10th ed., 2012

CPM Calculus 2nd ed., 2010

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Textbook Committee members meetings (cont.):

February 27

Day 5 Goal:• Coming to Consensus

– Individual– Grade level– Grade Span

• Call for the Vote

• Pathways Discuss, 6-12

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K-5 SelectionK-2 - Go Math, Houghton Mifflin

3-5 - Expressions, Houghton Mifflin

Results of February 27 vote:K-2: 4 – Go Math 1 – Expressions

3-5 All - Expressions

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K-5 SelectionAdditional meeting on March 12:

K-5 teachers choose one program

K-2 - Go Math, Houghton Mifflin3-5 - Expressions, Houghton Mifflin

Results of March 12 vote:K-5: 4 – Go Math 10 – Expressions

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6-8 Selection

6-8 - Connected Math Project (CMP) Pearson

Results of vote: 11 – Connected Math Project (CMP)

2 – CPM

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9-12 Selection

9-12 - College Preparatory Math (CPM)

Results of vote: All – CPM

6-12 Math Pathways Guidance on Course Placement and Sequences The Common Core standards for grades six, seven, and eight are comprehensive, rigorous, and non-redundant. Acceleration will require compaction not the former strategy of deletion. Therefore, careful consideration needs to be made before placing a student into higher mathematics coursework in middle grades. Acceleration may get students to advanced coursework but might create gaps in students’ mathematical background. Careful consideration and systematic collection of multiple measures of individual student performance on both the content and practice standards will be required. For additional information and guidance on course placement, see Appendix A: Course Placement and Sequences in this framework.

Excerpt from The Mathematics Framework, Grade 7, pg. 46 18

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6-12 Math Pathways

3. Compacted courses should include the same Common Core State Standards as the non-compacted courses. “Learning the mathematics prescribed by CA CCSSM requires that all students, including those most accomplished in mathematics, rise to the challenge by spending the time to learn each topic with diligence and dedication. Skimming over existing materials in order to rush ahead to more advanced topics will no longer be considered good practice” (Wu 2012). When considering accelerated pathways, it is recommended to compact three years of material into two years, rather than compacting two years into one. The rationale is that mathematical concepts are likely to be omitted when trying to squeeze two years of material into one. This is to be avoided, as the standards have been carefully developed to define clear learning progressions through the major mathematical domains. Moreover, the compacted courses should not sacrifice attention to the Standards for Mathematical Practice.

Excerpt from The Mathematics Framework, Appendix A: Course Placement and Sequences

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6-12 Math Pathways4. A menu of challenging options should be available for students after their third year of mathematics—and all students should be strongly encouraged to take mathematics in all years of high school.Traditionally, students taking high school mathematics in the eighth grade are expected to take Pre-calculus in their junior years and then Calculus in their senior years. This is a good and worthy goal, but it should not be the only option for students. Advanced courses could also include Statistics, Discrete Mathematics, or Mathematical Decision Making via mathematical modeling. An array of challenging options will keep mathematics relevant for students and give them a new set of tools for their futures in college and career (CCSSI 2010).

Excerpt from The Mathematics Framework, Appendix A: Course Placement and Sequences

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6-12 Math PathwaysStudents Who May Be Ready for Acceleration Understanding that the CA CCSSM are more rigorous than California’s previous standards for mathematics, there will still be some students who are able to move through the mathematics quickly. These students may choose to take an accelerated or enhanced mathematics program beginning in eighth grade (or even earlier) so they can take college-level mathematics in high school. However, the previous course sequences for acceleration will need to be updated, considering the increased rigor of the CA CCSSM. Students who are capable of moving more quickly deserve thoughtful attention, both to ensure that they are challenged and that they are mastering the full range of mathematical content and skills—without omitting critical concepts and topics. Care must be taken to ensure that students master and fully understand all important topics in the mathematics curriculum, and that the continuity of the mathematics learning progression is not disrupted. There should be a variety of ways and opportunities for students to advance to mathematics courses beyond those included in this publication (CCSSI 2010).

Excerpt from The Mathematics Framework, Appendix A: Course Placement and Sequences

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Advanced Pathway

The following table shows cohort students in grade 8 who completed Geometry in 2010 with Math courses in the following years.

Year Grade Course Total Students2010 Gr 8 Geometry 1062011 Gr 9 Algebra II 682012 Gr 10 Pre-Calculus 452013 Gr 11 Calculus AB 34

2014 Gr 12 Calculus BC 31

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Current enrollment in Calculus AB, Calculus BC, and AP Statistics

Current Enrollment Concurrently Enrolled in AP Statistic

Calculus AB 102 12

Calculus BC 40 6

AP Statistics 135 *

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Content for Courses I, II and III• Number and Quantity• Algebra and Functions• Geometry• Statistics and Probability

– covered throughout all three years• Modeling

– Students apply mathematical skills and understanding to solve problems relating to everyday life, work and decision making

• Enhanced Courses (STEM High School Course 1, 2, 3 will include the advanced CCSS(+) and pre-calculus standards

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Tentative Middle School Pathway2013-2014 Grade 6

Level 2014-2015Grade 7

2015-2016Grade 8

Advanced CC8 Math 1

Enhanced Honors CC 7+ Honors CC8+

Benchmark CC7 CC8

Strategic Math 180 CC7

Intervention CC7Aw/intervention materials

CC7Bw/intervention materials

2013-2014Grade 6

Placement: All 6th grade students are assessed on the math inventory for 7th grade placement.

Advanced: Math Inventory Performance level of advanced – quantile of 1030 or betterHonors: Math Inventory Performance level of proficient with quantile level of 900 to 1029Benchmark: Math Inventory Performance level of Basic with quantile level of 701 to 899Strategic: Math Inventory Performance level of Basic with quantile level of 300 to 700Intervention: Math Inventory Performance level of Below Basic with quantile level of 299 or below

Current 7th graders with SMI level of ____ will be in Math 1

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TentativeCommon Core High School Pathway

Level 2014-15Grade 9

Current 8th grade students

2015-16Grade 10

2016-17Grade 11

2017-18Grade 12

Advanced Math 2 Math 3 AP Calculus A/B orAP Statistics orPre-Calculus

AP Statistics orAP Calculus B/C

Enhanced Enhanced Math 1Pre-Calculus included

Enhanced Math 2Pre-Calculus included

Enhanced Math 3Pre-Calculus included

AP Calculus A/B orAP Statistics

Benchmark Math 1 Math 2 Math 3 AP Calculus A/B orAP Statistics orPre-Calculus

Strategic CC 8 Math 1 Math 2 Math 3

Intervention CC 8 A w/Intervention

CC 8 Bw/Intervention

Math 1 Math 2

Requires Additional FTE in Math: 2 concurrent pathways for 3 years 5 pathways for Common Core

Placement based on: • Previous grade• Benchmark• Assessment tool (TBD)

*Current 8th grade students in Geometry will be placed in traditional pathway of Algebra II in 9th grade.

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NEXT STEPSCompleted by March 14, 2014

• Presentation to Curriculum Council, April 3• Board Approval, April 15• Purchase Materials• Professional Development– June 3 & 4, K-6– July 23 or 24, 7-12– October, 7-12