1. 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

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

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

4. Compare the Tasks What were the similarities and differences of the previous tasks? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

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

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

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

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

10. Focus Coherence Rigor Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

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

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

14. Conceptual Understanding “Understand” High-quality conceptual problems Elicit conversation Identify relationships Multiple representations

15. 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 It isn’t halting, stumbling, or reversing oneself. oneself.

16. Fluency Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

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

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 don’t 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

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.

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

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

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

24. 5 th Grade PARCC Model Content Framework Content contained is licensed under a Creative Commons Attribution- ShareAlike 3.0 Unported License

25. 2. Focus in Early Grades Don’t cover material early Don’t assess material early Patterns only within arithmetic Content contained is licensed under a Creative Commons Attribution- ShareAlike 3.0 Unported License

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

28. 2 nd Grade Example from Measurement and Data Progression

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.

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

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

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

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

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

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

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

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

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

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

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.

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

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

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

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

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

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

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

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

50. Avoid crosswalks Align to the letter and spirit of the standards Don’t take the common out of COMMON core Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

51. Dana Cartier ISBE Content Area Specialist Area 5&6 dcartier@stclair.k12.il.us Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License