This section is divided into three categories: professional resources for teacher development, teaching resources for curriculum enhancement, and family resources for students and parents. Each include resources our members have found helpful, but are not meant to be comprehensive.
Resources for Common Core State Standards (CCSS)
The Math Framework was adopted in November 2013. Until the Mathematics Framework has been edited for publication, the draft version will be posted at http://www.cde.ca.gov/ci/ma/cf/draft2mathfwchapters.asp Publication is anticipated during the summer of 2014.
Smarter Balanced Assessment Consortium (SBAC) has practice tests for students, teachers, and parents to investigate: http://ireflect.sccoe.org/view/view.php?id=5668. Schools in California will be field testing English and Math tests this spring.
This translated and linguistically augmented version of the CCSS is important because it establishes a guide for equitable assessment and curriculum development.
The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children’s cognitive development and by the logical structure of mathematics.
This project is organizing the writing of final versions of the progressions documents for the K–12 Common Core State Standards. The work will be undertaken by members of the original work team of the progressions and also by mathematicians and educators not involved in the initial writing.
Student Achievement Partners has launched a major new initiative to help with the implementation of the Common Core State Standards in both Mathematics and English Language Arts. Student Achievement Partners is a non-profit founded by David Coleman and Sue Pimental, two of the lead writers for the ELA standards, and Jason Zimba, one of the lead writers for Mathematics.
This site is a resource designed to support districts working to meet the challenge and the opportunity of the new standards. Here you will find tools and instructional materials that help you to better understand and to implement the CCSSM.
This site has been created through a collaboration of the Charles A. Dana Center at the University of Texas at Austin and Agile Mind with partial funding from the Bill & Melinda Gates Foundation. Some of the included materials have been adapted from the efforts of researchers and practitioners. Other materials on the site have been contributed by the Dana Center or Agile Mind — or the organizations jointly — and were developed with the collaboration of educators throughout the United States as part of a system of programs intended to enable every student to have the opportunity to succeed in learning a challenging mathematics curriculum, supported by a teacher who has access to the most promising practices in instruction and formative assessment.
The Illustrative Mathematics Project will provide guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students will experience in a faithful implementation of the Common Core State Standards, and by publishing other tools that support implementation of the standards.
Welcome to Inside Mathematics, a professional resource for educators passionate about improving students’ mathematics learning and performance. This site features classroom examples of innovative teaching methods and insights into student learning, tools for mathematics instruction that teachers can use immediately, and video tours of the ideas and materials on the site.
–authored by Phil Daro, Frederic A. Mosher, and Tom Corcoran; with Jeffrey Barrett, Michael Battista, Douglas Clements, Jere Confrey, Vinci Daro, Alan Maloney, Wakasa Nagakura, Marge Petit, and Julie Sarama–aims to provide:
–a useful introduction to current work and thinking about learning trajectories for mathematics education,
–why we should care about these questions, and
–how to think about what is being attempted in the field, casting some light on the varying, and perhaps confusing, ways in which the terms trajectory, progression, learning, teaching, and so on, are being used by the education community.
Specifically, the report builds on arguments published elsewhere to offer a working definition of the concept of learning trajectories in mathematics and to reflect on the intellectual status of the concept and its usefulness for policy and practice. It considers the potential of trajectories and progressions for informing the development of more useful assessments and supporting more effective formative assessment practices, for informing the on-going redesign of mathematics content and performance standards, and for supporting teachers.
SERP stimulates innovation in education through sustained collaborations among distinguished researchers, educators, and designers. SERP partnerships expand the capacity for continuous improvement while remaining mindful of what teachers do, how schools operate, and how students learn.
Recommendations on how to support implementation of the CCSS.