Mt. Diablo Unified School District Elementary Mathematics Adoption Buy Back Day Thursday, August 27, 2009

Warm - UP  What do the numbers shown here all have in common, that the numbers missing between them do not?

Mathematics Instruction Goals of mathematics instruction today is to develop children’s ability to think and reason mathematically and help them learn the concepts and skills they need to do so.

Challenge for Teachers Help all students become successful math learners who can apply their understanding and skills in all of the content areas of mathematics to a range of problem-solving situations. - Marilyn Burns

Principles and Standards for School Mathematics  Published by the National Council of Teachers of Mathematics (NCTM) in 2000.

Guiding Principles for Mathematics Curriculum and Assessment  Published by the National Council of Teachers of Mathematics in June, 2009

California Mathematics Framework 2006 “Educators are challenged to expect more from students in mathematics, to raise the bar for student achievement through more rigorous curriculum and instruction, and to provide the support necessary for all students to meet or exceed California’s mathematics standards.”

Vision Presented in Principles and Standards for School Mathematics  Six Guiding Principles:  Equity  Curriculum  Teaching  Learning  Assessment  Technology

Content Standards  Content standards:  Number Sense  Algebra and Functions  Measurement and Geometry  Statistics, Data Analysis and Probability  Mathematical Reasoning

Process Standards  Problem Solving  Reasoning and Proof  Communication  Connections  Representation

A curriculum is more than a collection of activities  Focus and coherence  Topical strands highly interconnected  Important mathematics  In developing other math ideas  In linking different areas of mathematics  Articulation across grades  Learning mathematics involves accumulating ideas and building successively deeper and more refined understanding.

Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge. Learning mathematics with understanding is essential.

A mathematics curriculum must ensure that problem solving, reasoning, connections, communication, and conceptual understanding are all developed simultaneously along with procedural fluency.

Average Typical textbook problem: Find the average of 10, 8, 4, 5, 8. How would you explain the concept of average?

These guiding principles should be integral to the mathematics curriculum. Equally important is linking the curriculum to assessments based on standards.

A curriculum should provide a rich, connected learning experience for students while adding coherence to the standards, and standards must align with the curriculum rather than be separate, long lists of learning expectations.

Alignment and coherence of these three elements - curriculum, standards, and assessment - are critically important foundations of mathematics education.

Teaching for Understanding “You can’t teach what you don’t understand.” - Marilyn Burns

Why invert and multiply?

Mt. Diablo USD Adoption Process A clear data-driven process for reviewing instructional materials to help district personnel make informed, objective recommendations to our Board of Education to best meet student needs.

Six Tasks of Adoption Committee 1. Developing the District Lens - Develop a profile of district needs and resources 2. Standard Sampling - Evaluates program for quality, depth, and integrity 3. Program Component Review - Analyze and rate complete program

Six Tasks of Adoption Committee (continued) 4. Piloting - Field test two strongest programs 5. Making a Decision - Coming to Consensus - Group decision 6. Implementation - Provide input on staff development needs, upgrade benchmark assessments and pacing guides to be coherent with new adoption

Board Math  How does Board Math fit in?  On top of base program - Houghton Mifflin  Quick paced - 20 minutes per day  Preview and review  Standards based  Assessment driven  Daily exposure to strands  Choral response - engagement  Academic vocabulary

Guiding Questions  What do you want your students to know? (Content)  How will you know your students “know it”? (Assessments)  How will you make sure your students “know it”? (Instructional Strategies)  How will you make sure ALL students “know it”? (Universal Access)

“Fidelity”  What does “fidelity” mean? Fidelity to the Standards

Thank you!  Sandy Bruketta, Curriculum Specialist  Buy Back Day Planning Committee  Textbook Adoption Committee and pilot teachers  Teacher Leader Presenters and Trainers  Title 1 Math Leadership Cadre

Pacing Guides  The new Houghton Mifflin Pacing Guides were developed by district teachers involved in a multi-year project with the Alameda County Office of Education.

Pacing Guides  Every Grade Level has a new pacing guide that indentifies the content standards, the textbook lessons and recommended days of instruction.

Common Assessments  Review and Assessments Days are clearly indentified in the pacing guide at appropriate intervals.  Teachers may choose chapter and unit tests from the textbook as formative assessments or develop their own.

Common Assessments  New District Trimester assessments have been developed to align with the new pacing guides.

Common Assessments  It is expected that all schools participate in the administration of a common summative assessment in Edusoft such as a Trimester or Benchmark assessment to enable item analysis and sharing of results to improve student learning.