CMC South Conference
November 1, 2013
Sacramento City Unified School District
Iris Taylor
Mikila Fetzer
Suzie Craig
SCUSD Common Core Framework
Curriculum
Equity
Math
Practices
Common
Core
Instructional
Shifts
Teaching & Learning
Assessment
Content
Standards
SCUSD Design Methodology Wheel
Standards
Interpretation
Revision of Task &
Instructional Plan
Expected Evidence
of Student Learning
Student Work
Examination
Text-based Discussion
(Research)
Task &
Instructional Plan
Model Construction
(Trying on the work)
Teacher Capacity Building
2012-2013
Our “Introduction” Year
2013-2014
Our “Transition” Year
Professional Learning Opportunities for
Teachers
•
Grades 3 – 8 only
•
Focus Schools (17) and Non-Focus
Schools
•
4 days at district office
•
2 days at school site
Professional Learning Opportunities for
Teachers
•
All grades (K – 12); All schools
•
4 Days at district office
•
2 days at school site
•
Identified “Teacher Leaders “ serve
as demonstration classrooms
On-Site Coaching from a Training
Specialist
•
Observations, Demo Lessons,
Planning, Resource Identification,
etc.
On-Site Coaching from a Training
Specialist
•
Observations, Demo Lessons,
Planning, Resource Identification,
etc.
Leadership Capacity Building
2012-2013
Our “Introduction” Year
2013-2014
Our “Transition” Year
Monthly Principals Meetings
• CCSS Math focus for principals from
the “focus” schools
• Examine components of the SCUSD
CCSS Framework: math practices,
instructional shifts, and content
standards.
• Introduction to the 5x8 Evidence
Gathering Card
Monthly Principals Meetings
• CCSS Math focus for all principals
• Continue to examine components of
the SCUSD CCSS Framework: math
practices, instructional shifts, and
content standards.
• Implement the 5x8 Evidence
Gathering Card
• Focus on Change Theory and
Change Management
Instructional Materials and Pedagogy
2012-2013
Our “Introduction” Year
Lesson Plans
• Lesson plans aligned to the CCSS
that elicit Math Practices
• Previously written lesson plans
revised to align them to the CCSS
Units of Study
• 2 grade-level Units of Study aligned
to the CCSS
• Includes lesson sequence and
pacing, completed lesson plans, and
assessments
2013-2014
Our “Transition” Year
Lesson Plans
• Lessons shared on a WikiSpace
Units of Study
• Teachers implement at least 1 Unit
of Study
Curriculum Maps
• District-wide curriculum maps by
grade level
Elementary School Report Cards
• Align report cards to CCSS-M
Electronic Resource Library
Assessment for Learning
2012-2013
Our “Introduction” Year
2013-2014
Our “Transition” Year
Gather and Analyze Student Work
• Teachers analyzed student work for
evidence of Math Practices
District-Wide Benchmark Assessments
• Common Core aligned benchmark
assessment items for every grade.
o 2 “Extended Response” Items
given in November and
February
o Includes directions for
administration, teacher cover
page, the math task, sample
top-score responses, and
scoring rubric
• Teachers will score and analyze
student work
SBAC Field Test in the Spring
Communications and Stakeholder Engagement
2012-2013
Our “Introduction” Year
2013-2014
Our “Transition” Year
Parent Workshops
• 3-session series at the district office
• Elementary and secondary
segments
• Focus on understanding of the CCSSM, experiencing a Math Common
Core lesson, and supporting children
in mathematics
• Provide Parent Guides by grade level
Parent Workshops
• 3-session series in three
geographical regions (East, West,
and Central)
• Elementary, Middle, and High
School segments
• Focus on understanding of the CCSSM, experiencing a Math Common
Core lesson, and supporting children
in mathematics
• Provide Parent Guides by grade level
Community Awareness Building
• Regional sessions about ELA and
Math Common Core, open to the
community
High School Pathway Decision
SCUSD has decided to follow an Integrated
Pathway of Math 1, Math 2, and Math 3.
• HS Pathways Committee Meetings
o MS and HS teachers, principals, and math training
specialists
• Math department meetings at comprehensive high schools
• County Office of Education meetings with surrounding
school districts
Transition to an Integrated Pathway
Transitioning to the Math Common Core
3-Year Roll-Out Plan of an Integrated Pathway
2013-2014
(Currently)
8th Grade (not in
Algebra or
Geometry)
2014-2015
2015-2016
2016-2017
Math 1
Math 2
Math 3
Algebra I
CC Geometry
CC Algebra II
Pre-Calculus
Geometry
CC Algebra II
Pre-Calculus
Higher-Level
Math
Algebra II
Pre-Calculus
Higher-Level
Math
2014-2015
Pre-Calculus or
Higher-Level
Math
Higher-Level
Math
Students who take Algebra 1 in 2013-2014 will be held to certain placement criteria
to determine whether they will continue on a Traditional Pathway (Algebra I,
Geometry, Algebra II) or whether they will start the Integrated Pathway with Math 1
in 2014-2015.
Sample Course Progression
Middle School
High School
Math 3
Math 2
8th grade
7th Grade
Pre
Calculus
AP
Calculus
Math 3+
Math 1
Math 2+
8th/Math 1
6th Grade
7th/8th Gr
Students can advance in middle school by compacting 3 yrs of math in 2 yrs.
Students can advance in high school by successfully completing Math 2+ and
Math 3+, which include additional standards that prepare students for
advanced courses in mathematics, like AP Calculus and AP Statistics.
Contact Us!
Visit our website: www.scusd.edu/common-core
Iris Taylor
Assistant Superintendent of Curriculum and Instruction
Iris-Taylor@scusd.edu
Mikila Fetzer, Math Project Lead
Mikila-Fetzer@scusd.edu
Suzie Craig, Math Training Specialist
Suzie-Craig@scusd.edu