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CCSSO Mathematics Curriculum Analysis Project. William S. Bush PARCC Transition & Implementation Institute Washington, DC June 6, 2011. Development Team. William S. Bush (chair), Mathematics Educator, University of Louisville, KY
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CCSSO Mathematics Curriculum Analysis Project William S. BushPARCC Transition & Implementation InstituteWashington, DCJune 6, 2011
Development Team William S. Bush (chair), Mathematics Educator, University of Louisville, KY Diane Briars, President, National Council of Supervisors of Mathematics, PA JereConfrey, Mathematics Educator, North Carolina State University, NC Kathy Cramer, Mathematics Educator, University of Minnesota. MN Donna Simpson Leak, Superintendent, Rich Township HS District 227, IL Carl Lee, Mathematician, University of Kentucky, KY Gary Martin, Mathematics Educator, Auburn University, AL Michael Mays, Mathematician, West Virginia University, WV Valerie Mills, Administrator, Oakland Schools, MI Fabio Milner, Mathematician, Arizona State University, AZ Suzanne Mitchell, Executive Director of the Arkansas STEM Coalition. AK Thomas Post, Mathematics Educator, University of Minnesota. MN Robert Ronau, Mathematics Educator, University of Louisville, KY Marilyn Strutchens, Mathematics Educator, Auburn University, AL
Products • Three curriculum analysis tools designed to assist groups in selecting mathematics curriculum materials that align with CCSS • A User’s Guide to provide guidelines for using the tools • A professional development session to prepare teachers and administrators in using the tools
Dissemination The tools, User’s Guide, and professional development session were distributed to state departments of education (and ultimately teachers and administrators) across the country by the Council of Chief State School Officers (CCSSO).
Funding Funding for this project has been provided by: • The Brookhill Foundation (Kathy Stumpf) • Texas Instruments (through the CCSSO)
Tool 1 (Mathematics Content) Purpose: To assist reviewers in selecting instructional materials that have the greatest potential to support student attainment of the mathematics content in CCSS • To what extent is the mathematics content of the CCSSM located in the curriculum materials? • To what extent is the mathematics content sequenced in the in curriculum materials according the content trajectories implied by the CCSSM?
Tool 2 (Mathematical Practices) Purpose: To assist reviewers in determining the extent to which the CCSS Mathematical Practices are embedded in and integrated throughout the curriculum materials • What examples of Mathematics Practices can be found in student exercises? • To what extent do the curriculum materials provide teacher support for implementing the Mathematical Practices?
Tool 3 (Overarching Issues) • Equity (Do the materials provide support for teachers with regard to equity?) • Formative Assessment (Do the materials provide support for teachers with regard to formative assessment?) • Technology (Do the materials provide support for teachers with regard to the use of quality technology?)
How Tools Will Be Used Reviewers will: • Look for standards in curriculum materials under review • Note the grade level(s) at which the standard is introduced and addressed • Compare with grade level in CCSS • Analyze the student tasks and activities and indicate which Mathematical Practices are addressed (if at all) where standards are found • Use Tool 3 to find evidence of support for equity, formative assessment, and quality use of technology