A Guide to the K-8 and High School Publishers’ Criteria for the CCSSM

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A Guide to the K-8 and High School Publishers’ Criteria for the CCSSM. Heather Brown ISBE Math Content Specialist Illinois Center for School Improvement Slides adapted from the K-8 Publishers’ Criteria. 3.OA.9 Task #1. Fill in the blank below and explain. 2, 4, 6, ____. 3.OA.9 Task #2.

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### A Guide to the K-8 and High School Publishers’ Criteria for the CCSSM

Heather Brown

ISBE Math Content Specialist

Illinois Center for School Improvement

Slides adapted from the K-8 Publishers’ Criteria

Fill in the blank below and explain.

2, 4, 6, ____

• In each column and each row of the table even and odd numbers alternate. Explain why.
• Explain why the diagonal, from top left to bottom right, contains the even numbers 2,4,6,8, and 10.

What were the similarities and differences of the previous tasks?

Objectives

What is the Publishers’ Criteria?

Supports faithful implementation of

the CCSSM

Developed by the three lead authors

Phil Daro, Bill McCallum, Jason

Zimba

Two different documents- similiar

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.

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.

How Can We Use This Tool

Work with previously purchased materials

Review and guide teacher-developed materials

Plan professional development

Part I: Major Shifts

Focus

Coherence

Rigor

Focus

Consider what is not said

Math “needs to lose a

few pounds” (p.3)

Differentiation

“Cannot add “just one more thing”

Extensions

Grade-level work begins during the first two to four weeks of instruction

Math should make sense

Coherence

Practice-content coherence

A progression of learning

Coherence supports focus

Use supporting material to teach major work

Rigor

Balance with equal intensity

• Conceptual understanding
• Procedural skill and fluency
• Application

Conceptual Understanding

“Understand”

High-quality conceptual problems

Elicit conversation

Identify relationships

Multiple representations

A physics professor says that it is easy to see that

When v = c.

• Give a possible explanation in terms of the structure of the expression on the left why the professor might say that.

Fluency

“Fluently”

Methods are based on mathematical principles, not mnemonics or tricks

Quickly and accurate, to work with flow.

It isn’t halting, stumbling, or reversing

oneself.

Fluency

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

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 don’t know what he was thinking, how can I fit all of the VIPs in this section?“

What is the mathematical question?

### K-8 Publishers’ Criteria

Part II: Criteria for Materials and Tools Aligned to the K-8 Standards

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

5th Grade PARCC Model Content Framework

Don’t covermaterial early

Don’t assess material early

Patterns only within arithmetic

3. Focus and Coherence through Supporting Work

Supporting work enhances major work

Supporting work does not detract from focus

4. Rigor and Balance

Conceptual Understanding

Fluency

Application

Three aspects are not always together.

Three aspects are not always separate.

5. Consistent Progressions

Relating to prior knowledge

6. Coherent Connections

Curricular material makes connections between clusters and domains

CCSSM are more than a

sum of their parts

7. Practice-Content Connections

Not separate

Present throughout

Grounded in the content standards

Accompanying teacher-support

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)

9. Careful Attention to Each Practice Standard

Full meaning and spirit of the entire practice standard

10. Emphasis on Mathematical Reasoning

Construct viable arguments

Problem-solving as argument

Specialized language

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

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

### High School Publishers’ Criteria

Part II: Criteria for Materials and Tools Aligned to the High School Standards

1. Focus on Widely Applicable Prerequisites

a majority of the time devoted to building the particular knowledge and skills that are most applicable to a wide range of postsecondary programs

2. Rigor and Balance

Conceptual Understanding

Fluency

Application

Three aspects are not always together.

Three aspects are not always separate.

3. Consistent Content
• Base course on content
• Give students extensive work with course-level problems
• Explicitly relate course content to prior knowledge

4. Coherent Connections

Curricular material makes connections between clusters and domains

CCSSM are more than a

sum of their parts

5. Practice-Content Connections

Not separate

Present throughout

Grounded in the content standards

Accompanying teacher-support

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)

7. Careful Attention to Each Practice Standard

Full meaning and spirit of the entire practice standard

8. Emphasis on Mathematical Reasoning

Construct viable arguments

Problem-solving as argument

Specialized language

Connecting Criterion:Consistency with CCSSM

Materials for science and technical subjects are consistent with CCSSM

Grade-level appropriate mathematics in other disciplines

Indicators of Quality

Problems are worth doing

Separate teacher material

Support for diverse learners

Variety in the pacing of each standard

Best practices with manipulatives

Variety of student products

Visual design is clear

Avoid crosswalks

Align to the letter and spirit of the standards

Don’t take the common

out of COMMON core