Common Core Math Presentation - Tustin Unified School District

Report
Course Sequence and Placement
Options for TUSD Middle Schools

Rigor

Depth of Knowledge Taxonomy
1.
2.
3.
4.
5.
6.

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Remember
Understand
Apply
Analyze
Evaluate
Create
Relevance
Perseverance
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CCSS did not begin with President Obama.
The shift began as a result of the first American
comparative study by two educational
researchers; Harold W. Stevenson and James
Stigler.
By,
Harold W. Stevenson
&
James W. Stigler
1992


1970’s: concern that Math scores of
American children were far below their
Asian peers.
What can we learn from the Asian cultures
that will help the United States improve its
educational system?
UNITED STATES

Cities used for study:


Minneapolis
Chicago
ASIA
Cities used for study:



Sendai, Japan
Taipei, Taiwan
Beijing, China

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
Harold W. Stevenson & James W. Stigler
No prior comparative studies completed.
Spent over a decade studying the development of
children in the United States, China, and Japan.
Based on findings, they conclude that changes must
be made to educational system in America. America
was the only nation to not have common national
standards.
“Studying other cultures can help us discover
characteristics we fail to notice because we are so
familiar with them” (p.16).


Under the Bush Administration in 2001, the
legislation for No Child Left Behind Act (NCLB) in
2001 was enacted.
California’s State Board of Education (SBE)
adopted five Performance Goals:
1.
2.
3.
4.
5.
All students will reach high standards, at a minimum
attaining proficiency or better in reading and mathematics,
by 2013-14
All LEP students will become proficient in English and
reach high academic standards in ELA and mathematics.
By 2005-2006, all students will be taught by highly qualified
teachers.
All students will be educated in learning environments that
are safe, drug free, and conducive to learning.
All students will graduate from high school.
Hence…AYP, API & AMO’s:
Mathematics
All Elementary and Middle Schools in the Tustin Unified
School District must reach these Goals!
100.0%
100%
89.5%
79.0%
68.5%
58.0%
47.5%
37.0%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
26.5%
16.0%
2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012- 20132002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014


To provide information on California’s
Common Core State Standards for
Mathematics and our plans to adjust courses to
align them with the new standards.
To provide parents the opportunity to learn
about our recommendations for course
placement in mathematics, opportunities for
acceleration, and what to do if you have
concerns with your student’s placement
recommendation.



The implementation of the Common Core
State Standards in Mathematics (CCSSM)
requires rethinking not only course content,
but also course sequencing.
The CCSS-Mathematics are greatly
accelerated, more rigorous, and contain more
content than the 1997 Content Standards.
In addition, the CCSS add an additional
course (Grade 8 Math) at the Middle School
level.
Video…

Common Core State Standards for Math


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
The CCSS – Mathematics were published by the CA
Department of Education in final format in August 2013.
The ELA and Math components of the STAR program
(CSTs, CMA, CAPA) were suspended by the Governor
and State Board of Education on October 2, 2013.
Our students will take the new CalMAPP tests in Spring
2015
Therefore, we have the opportunity this year to align our
mathematics curriculum to the CCSS and fill the content
and depth of complexity gaps created by the more
rigorous standards.
Progression of Mathematics Courses
K-5
6–8
Higher Math
(9 – 12)
Advanced
Math
• Kindergarten
• Grade 6
• Algebra I
AP Probability & Statistics
• Grade 1
• Grade 7
• Geometry
Calculus
• Grade 2
• Grade 8
• Algebra II
TUSD Additional Offerings:
• Grade 3
Intermediate Algebra II
Pre-Calculus
• Grade 4
AP Calculus AB
• Grade 5
AP Calculus BC
Applied Calculus
IB Math SL
1997 Framework
2013 CCSS Framework
• On Grade Level:
• Grade 6 - Math
• Grade 7 - Pre-Algebra
• Grade 8 - Algebra I
• On Grade Level:
• Grade 6 Math
• Grade 7 Math
• Grade 8 Math
• Not On Grade Level:
• Grade 8 - General Math
• Algebra I moved to high
(for students not enrolled in
Algebra I, penalty on API for
General Math test)
school
• Grade 8 students in
Algebra I take the Grade 8
Math CalMAPP test
Two Course Pathways for Students
Accelerated
Traditional
Course Pathway
• Grade 6 Math
• Grade 7 Math
Course Pathway
• Grade 6
• Grade 6 Math
• First 1/2 of Grade 7 Math
• Grade 8 Math
• Grade 7
Packs Algebraic skills over 3 years
to build strong conceptual skills.
• Grade 8 - Algebra I
• Second 1/2 of Grade 7 Math
• Grade 8 Math
Why take this path?
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

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Teacher representatives from all schools, grade levels,
and math courses participated
Examined the CCSS standards and compared them to
the 1997 standards
Found great differences in the CCSS, particularly in
middle school grades
Differences were noted in an expanded curriculum,
greater depth and complexity, significant content
shifts, emphasis on literacy, and first instances of
spiral curriculum for high school Geometry (6th grade)
1997 Algebra I – 2.0

Students understand and use such operations as
taking the opposite, finding the reciprocal, taking a
root, and raising to a fractional power. They
understand and use the rules of exponents.


CCSS Algebra I - N-RN.1

Explain how the definition of the meaning of rational
exponents follows from extending the properties of
integer exponents to those values, allowing for a notation
for radicals in terms of rational exponents. For example,
we define 51/3 to be the cube root of 5 because we want
(51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.
New CCSS Standard
Corresponding 1997 Standard
• Algebra I – IF-F.4 For a
function that models a
relationship between two
quantities, interpret key
features of graphs and tables in
terms of the quantities, and
sketch graphs showing key
features given a verbal
description of the relationship.
Key features include: intercepts;
intervals where the function is
increasing, decreasing, positive, or
negative; relative maximums and
minimums; symmetries; end
behavior; and periodicity.
• Trigonometry - 2.0 Students
know the definition of sine and
cosine as y-and x-coordinates of
points on the unit circle and are
familiar with the graphs of the
sine and cosine functions.
• Calculus - 9.0 Students use
differentiation to sketch, by
hand, graphs of functions. They
can identify maxima, minima,
inflection points, and intervals
in which the function is
increasing and decreasing.

The Grade 8 CCSS Math contain a large
number of accelerated 1997 Content Standards:




Algebra I (26)
Geometry (11)
Statistics, Data Analysis, and Probability (5)
Plus 6 Completely New Math Standards

The CCSS for Algebra I contain a large number of
accelerated 1997 Content Standards and Substandards:

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
Algebra II (15)
AP Probability and Statistics (6)
Probability and Statistics (5)
Pre-Calculus (1)
Calculus (2)
Trigonometry (3)
Algebra I (60)
Plus 19 Completely New Algebra I Standards
Addressing acceleration


Increase the number of students taking four
years of high school mathematics.
Maintain or increase the number of students
taking Advanced Placement and other
advanced high school mathematics courses.
Any acceleration should take into
consideration a commitment of four years
of high school mathematics.
• Successful transitions beyond high school, without the need for
remediation, are in part dependent on students’ consistent math
enrollment throughout high school. (WestEd, 2013)
• Irrespective of students’ math performance, taking four years of
high-school math strengthens their postsecondary and employment
opportunities in STEM-related fields. (WestEd, 2013)
57%
of TUSD’s 2013-14 students in Grade 12 are currently enrolled in
their 4th year of high school math.
42%
of TUSD’s 2013-14 students in Grade 12 are currently enrolled in
an advanced math course in their 4th year of high school math.
(AP Calculus AB/BC, IB Math SL, Applied Calculus, AP Statistics, Pre-Calculus)
Two Pathways – Four Years of High School Math
5th Grade
Year
6th Grade
Year
7th Grade
Year
8th Grade
Year
Freshmen
Year
Sophomore
Year
Junior
Year
Senior
Year
IB Math
SL
Accelerated Path
Math 6A*
Math 7A*
Honors Option Courses
Algebra 1*
Geometry
Algebra 2
Pre-Calc
AP Calc
AB
AP Calc
BC
Applied
Calculus
Math 5*
AP
Statistics
Math 6
Math 7
Math 8
Algebra 1
Traditional Path
*
Signifies a course with an end of year mastery exam.
Geometry
Algebra 2
Finite
Math
Pre-Calc
1
2
3
• Advancing students through the sequence requires
compacted courses without omitting content.
• Skipping standards is not recommended, as
students will miss foundational skills.
• The creation of compacted courses must include all
standards (i.e. covering and mastering content for
more than one grade level in one school year).



42-minute class periods in middle school
equate to one lost class period per week as
compared to high school length periods.
More content needs to be covered in these 42
minutes.
Acceleration may require a two-period math
structure, before or after school tutorials, or
summer school to accommodate the sheer
amount of content involved with compacting
1.5 years of content into one school year.
 Although accelerated Grade 8 students may take Algebra I, at this time
Grade 8 students will take the Grade 8 Mathematics CalMAPP Assessment.
Decisions to accelerate students,
especially in middle school,
should be carefully considered.
• Solid evidence of mastery of prerequisite standards
should be required; diagnostic testing can help identify
strengths and challenges in particular areas of math
content (WestEd, 2013).
Three Pathways – Four Years of High School Math
5th Grade
Year
6th Grade
Year
7th Grade
Year
8th Grade
Year
Enrichment
Summer
School
9th Grade
Year
10th
Grade
Year
11th Grade
Year
12th Grade
Year
IB Math SL
Super Accelerated Path
AP Calc BC
Math 6A*
Math 7A*
Algebra 1*
Geometry
Algebra 2
Pre-Calc
AP Calc AB
Accelerated Path
AP Calc BC
Honors Option Courses
AP Calc AB
Math 6A*
Math 7A*
Algebra 1*
Geometry
Algebra 2
Pre-Calc
AP
Statistics
Math 5*
Math 6
Math 7
Math 8
Traditional Path
*
Applied
Calculus
Signifies a course with an end of year mastery exam.
Algebra 1
Geometry
Algebra 2
Finite
Math
Pre-Calc
Two Course Pathways for Students
Traditional
Accelerated
Course Pathway
Course Pathway
• Grade 6 Math
• Grade 7 Math
• Grade 6
• Grade 6 Math
• First 1/2 of Grade 7 Math
• Grade 8 Math
• Grade 7
Packs Algebraic skills over 3 years
to build strong conceptual skills.
• Grade 8 - Algebra I
• Second 1/2 of Grade 7 Math
• Grade 8 Math


Please pass your cards to the outside of your
rows.
Pioneer teachers will look for patterns of
frequently asked questions and we will address
them tonight.

Teachers will be making recommendations based
upon multiple measures:
1.
2.
3.
4.


CCSS Math 8 End of Year Assessment
Current performance and grades
Teacher observation
Results of current common assessments
Student’s recommendations will be submitted to
parent portal no later than Wednesday, November
13 at 4:30 p.m.
In the event your family does not agree with the
recommendation please complete the placement
letter that will be going home next week and we
will schedule a meeting with either Mrs. Koski or
Mrs. Miranda.


Please complete a card with your question(s).
We will have them posted on the Pioneer
website within the next 48 hours on a FAQ
sheet titled “CCSS Math”.
Thank you very much for attending and please
know that your Wildcat is our number one
priority at Pioneer Middle School!

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