Suggested Steps in the Curricular Materials Adoption Process
1. Decision Making
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2. Timelines
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3. Understanding the Vision of the Iowa Core
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Iowa Core Standards for Mathematics - The introduction, Standards for Mathematical Practice and Content are all here
Principles to Action: Ensuring Mathematical Success for All (pages 9-12) - Productive Teaching Practices and Beliefs about Teaching and Learning Mathematics
Staff Survey on Beliefs about Teaching and Learning Mathematics from Principles to Action
NCSM's Position Paper supporting the Common Core State Standards for Mathematics
The Big Picture: Examine the structure of CCSSM and consider major ideas that will influence their implementation. (This article does require purchase if you are not a NCTM member.)
Principles to Action: Ensuring Mathematical Success for All (pages 9-12) - Productive Teaching Practices and Beliefs about Teaching and Learning Mathematics
Staff Survey on Beliefs about Teaching and Learning Mathematics from Principles to Action
NCSM's Position Paper supporting the Common Core State Standards for Mathematics
The Big Picture: Examine the structure of CCSSM and consider major ideas that will influence their implementation. (This article does require purchase if you are not a NCTM member.)
4. Selection Criteria & Process
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According to Jason Zimba, a Common Core author, there are three major types of alignment to the Core:
Fake Alignment - there is a claim by the publisher that there is alignment to the standards, however, there is no evidence for this claim. For example, if you find probability, symmetry, and measures of central tendency at early grades, this is an indication of fake alignment (misalignment).
Mere Alignment - the content match is fine, but there is no spark, not engagement in the Mathematical Practices, no attention to the shifts. This has the necessary content but is likely to be focused on procedural work and not conceptual understanding.
Real Alignment - legitimate alignment to the content, Mathematical Practices, and major shifts. This is the full package.
Fake Alignment - there is a claim by the publisher that there is alignment to the standards, however, there is no evidence for this claim. For example, if you find probability, symmetry, and measures of central tendency at early grades, this is an indication of fake alignment (misalignment).
Mere Alignment - the content match is fine, but there is no spark, not engagement in the Mathematical Practices, no attention to the shifts. This has the necessary content but is likely to be focused on procedural work and not conceptual understanding.
Real Alignment - legitimate alignment to the content, Mathematical Practices, and major shifts. This is the full package.
A good starting place to review curricular materials is with the content itself, but Real Alignment includes the Mathematical Practices and major shifts. To make a complete assessment, the review must continue past the content. If there is not a content match, consider stopping review of a particular set of materials. If there is not Real Alignment, think carefully whether the purchase is worth the expense.
These resources can help you evaluate the content alignment. Compare the content to the scope and sequence from the publisher or table of contents as a starting point.
Common Core Content Emphasis Chart (Major work of the grade)
Progression to Algebra in Grades K-8
Progressions of the Common Core
Opportunities for student engagement in the 8 Standards for Mathematical Practice should be explicit within the curricular materials. If it is not, certainly sound instructional practices can be used to engage students in this type of work. However, with the support of high quality curricular materials, student engagement in the Mathematical Practices is much more likely to occur frequently and consistently.
To evaluate the alignment of the materials to the Mathematical Practices, choose a chapter which is aligned with the major work of the grade. Review, lesson by lesson, locating where and how students engage in the 8 Standards for Mathematical Practice as non-optional activities.
Elaboration on K-5 Standards for Mathematical Practice
Elaboration on 6-8 Standards for Mathematical Practice
There are additional characteristics to consider when reviewing curricular materials; coherence of the content, level of rigor, a balance of conceptual understanding and procedural skill, and more. To judge alignment to the major shifts, again review the chapter for evidence of the major shifts.
Major Shifts to Common Core
There are options to consider for organizing and recording the judgment on the qualities above, consider these. Included within these tables are additional indicators of quality.
K-8 Publisher's Criteria
High School Publisher's Criteria
Instructional Materials Evaluation Tool - Achieve the Core Site
EQuIP Rubric - Achieve
These resources can help you evaluate the content alignment. Compare the content to the scope and sequence from the publisher or table of contents as a starting point.
Common Core Content Emphasis Chart (Major work of the grade)
Progression to Algebra in Grades K-8
Progressions of the Common Core
Opportunities for student engagement in the 8 Standards for Mathematical Practice should be explicit within the curricular materials. If it is not, certainly sound instructional practices can be used to engage students in this type of work. However, with the support of high quality curricular materials, student engagement in the Mathematical Practices is much more likely to occur frequently and consistently.
To evaluate the alignment of the materials to the Mathematical Practices, choose a chapter which is aligned with the major work of the grade. Review, lesson by lesson, locating where and how students engage in the 8 Standards for Mathematical Practice as non-optional activities.
Elaboration on K-5 Standards for Mathematical Practice
Elaboration on 6-8 Standards for Mathematical Practice
There are additional characteristics to consider when reviewing curricular materials; coherence of the content, level of rigor, a balance of conceptual understanding and procedural skill, and more. To judge alignment to the major shifts, again review the chapter for evidence of the major shifts.
Major Shifts to Common Core
There are options to consider for organizing and recording the judgment on the qualities above, consider these. Included within these tables are additional indicators of quality.
K-8 Publisher's Criteria
High School Publisher's Criteria
Instructional Materials Evaluation Tool - Achieve the Core Site
EQuIP Rubric - Achieve
5. Choose and Evaluate Materials
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Here are a few curricular materials we would suggest including in your process.
Elementary
EVERYDAY MATH
Published by McGraw Hill
http://www.everydaymath.com/
http://everydaymath.uchicago.edu/
EM4 changes to Common Core alignment
Teacher and Student Demo Site
EM4 Demo Site
Iowa Users List (2014-2015)
EUREKA MATH
Published by Great Minds
Phone: 202-223-1854
http://greatminds.net/maps/math/home
ENVISION
Published by Scott Foresman Addisyn Wessley
Phone: 800-848-9500
www.envisionmath.com/
EXPRESSIONS
Published by Houghton Mifflin Harcort
http://www.hmhco.com/shop/education-curriculum/math/elementary-mathematics/math-expressions
You can view an overview presentation of Math Expressions 2013. Just hold down the CTRL button and click on Watch Now
To learn more please go to: http://www.hmheducation.com/mathexpressions/.
120-day ThinkCentral.com Evaluation Site:
http://www-k6.thinkcentral.com/ePC/start.do
2013 National key word: mathexpressions13
INVESTIGATION IN NUMBER, DATA, & SPACE
Published by Pearsono Scott Foresman
http://investigations.terc.edu/
MATH TRAILBLAZERS
Published by Kendall Hunt
Phone: 800.542.6657
http://www.kendallhunt.com/
Middle School
BIG IDEAS
Published by Houghton Mifflin Harcourt
http://www.hmhco.com/shop/education-curriculum/math/secondary-mathematics/big-ideas-math
EUREKA MATH
Published by Great Minds
Phone: 202-223-1854
http://greatminds.net/maps/math/home
CONNECTED MATH PROJECT (CMP3)
Published by Pearson
http://www.pearsonschool.com/index.cfm?locator=PS1yJe&PMDbProgramId=110081
High School
BIG IDEAS
Published by Houghton Mifflin Harcourt
http://www.hmhco.com/shop/education-curriculum/math/secondary-mathematics/big-ideas-math
EUREKA MATH
Published by Great Minds
Phone: 202-223-1854
http://greatminds.net/maps/math/home
CORE PLUS
Published by McGraw Hill
http://wmich.edu/cpmp/
https://www.mheonline.com/programMHID/view/0076657940
TRANSITIONS TO ALGEBRA
Published by Hieneman
http://www.heinemann.com/transitiontoalgebra/
http://www.heinemann.com/products/E05750.aspx
http://ttalgebra.edc.org/
INTERACTIVE MATHEMATICS PROGRAM
Published by It's About Time
Phone: 888.698.TIME
http://mathimp.org/
Elementary
EVERYDAY MATH
Published by McGraw Hill
http://www.everydaymath.com/
http://everydaymath.uchicago.edu/
EM4 changes to Common Core alignment
Teacher and Student Demo Site
EM4 Demo Site
Iowa Users List (2014-2015)
EUREKA MATH
Published by Great Minds
Phone: 202-223-1854
http://greatminds.net/maps/math/home
ENVISION
Published by Scott Foresman Addisyn Wessley
Phone: 800-848-9500
www.envisionmath.com/
EXPRESSIONS
Published by Houghton Mifflin Harcort
http://www.hmhco.com/shop/education-curriculum/math/elementary-mathematics/math-expressions
You can view an overview presentation of Math Expressions 2013. Just hold down the CTRL button and click on Watch Now
To learn more please go to: http://www.hmheducation.com/mathexpressions/.
120-day ThinkCentral.com Evaluation Site:
http://www-k6.thinkcentral.com/ePC/start.do
2013 National key word: mathexpressions13
INVESTIGATION IN NUMBER, DATA, & SPACE
Published by Pearsono Scott Foresman
http://investigations.terc.edu/
MATH TRAILBLAZERS
Published by Kendall Hunt
Phone: 800.542.6657
http://www.kendallhunt.com/
Middle School
BIG IDEAS
Published by Houghton Mifflin Harcourt
http://www.hmhco.com/shop/education-curriculum/math/secondary-mathematics/big-ideas-math
EUREKA MATH
Published by Great Minds
Phone: 202-223-1854
http://greatminds.net/maps/math/home
CONNECTED MATH PROJECT (CMP3)
Published by Pearson
http://www.pearsonschool.com/index.cfm?locator=PS1yJe&PMDbProgramId=110081
High School
BIG IDEAS
Published by Houghton Mifflin Harcourt
http://www.hmhco.com/shop/education-curriculum/math/secondary-mathematics/big-ideas-math
EUREKA MATH
Published by Great Minds
Phone: 202-223-1854
http://greatminds.net/maps/math/home
CORE PLUS
Published by McGraw Hill
http://wmich.edu/cpmp/
https://www.mheonline.com/programMHID/view/0076657940
TRANSITIONS TO ALGEBRA
Published by Hieneman
http://www.heinemann.com/transitiontoalgebra/
http://www.heinemann.com/products/E05750.aspx
http://ttalgebra.edc.org/
INTERACTIVE MATHEMATICS PROGRAM
Published by It's About Time
Phone: 888.698.TIME
http://mathimp.org/
6. Ordering
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CONTACTS FOR ORDERING SAMPLES AND PLACING A FINAL ORDER:
EVERYDAY MATH
BILL KEARNEY
[email protected]
319-333-8627
Accounts Over 1,000 Students
MEGAN ESTEP
[email protected]
614-704-7209
Accounts Under 1,000 Students
EXPRESSIONS
DENA SANDERSON
[email protected]
DAVID VAN GORP
(641) 230-0598
[email protected]
EVERYDAY MATH
BILL KEARNEY
[email protected]
319-333-8627
Accounts Over 1,000 Students
MEGAN ESTEP
[email protected]
614-704-7209
Accounts Under 1,000 Students
EXPRESSIONS
DENA SANDERSON
[email protected]
DAVID VAN GORP
(641) 230-0598
[email protected]
7. Implementation
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