(CPM) Parent Night Novato Unified School District Monday, August - - PowerPoint PPT Presentation

College Preparatory Mathematics (CPM) Parent Night

Novato Unified School District Monday, August 25th 6:30pm

Housekeeping

• Please sign in with your email to receive a

copy of this presentation and a survey for your feedback

• This presentation is being filmed so we can

provide copies for PTAs and other venues

• We have set aside plenty of time for questions

so please hold them until the end as many of may be answered through our presentation

Introductions and Welcome

• Site representatives- stand up and be

recognized!

• CPM Regional Coordinator- Gail

Standiford

• Our audience- high school or middle

school?

Objectives of this Meeting

• Overview of the adoption of Common Core State Standards for Mathematics

and the changes to curriculum and instruction

• Familiarize parents with the College Preparatory Mathematics Curriculum

and the tools available to support students from home

• Provide research about the effectiveness of the curriculum in preparing

students to develop the skills and content higher levels of math

• Provide examples of classroom activities and practices associated with CPM

as well as CCSS

• Question and Answer session at the end

Common Core State Standards

Former California State Standards (CST)

• Kindergarten through

7th grade standards

• Start with Algebra at the

8th grade

• Kindergarten through

8th grade standards

• Starts with Algebra 1 at

the 9th grade

New Common Core State Standards (CCSS)

Middle School High School

Middle School Math Sequence

Standard Sequence Compacted Sequence

High School Math Sequence

9th Grade 10th Grade 11th Grade 12th Grade

Common Core Paradigm Shift

Depth of Knowledge (DOK)

Level 1: Recall Level 2: Skill/Concept Level 3: Strategic Thinking Level 4: Extended Thinking

Recall facts, information,

• r procedures

Use information or conceptual knowledge, two or more steps, etc. Reasoning, developing plan

• r a sequence of steps,

some complexity, more than one possible answer Investigations, process multiple conditions of a problem

*

Depth of Knowledge

Mathematics ELA/Literacy

DOK3 DOK4 DOK3 DOK4

Current Assessments

<2% 0% 20% 2%

New SBAC Assessments

49% 21% 43% 25%

Yuan & Le (2012); Herman & Linn (2013); Darling- Hammond (2013)

Curriculum Adoption Process

Summer 2013- Teachers review and prepare to pilot early adopted curriculum

Winter 2013- Review of piloted curriculum which was rejected for a variety of reasons Spring 2014- Representatives from each secondary school attend curriculum workshop to assist in reviewing available state adopted curriculum and decision to initiate second pilot of CPM curriculum May 2014- Full team of NUSD secondary math teachers discuss CPM pilot and decision to adopt is finalized June 2014- CPM is presented to the board and adopted.

Adoption Details

• Adoption for 6th grade

through Algebra 2 materials

• Includes seven full days of

professional development for teachers with CPM certified trainers

• Parent guides available online

as well as for purchase- samples out front

Background of Core Connections

CPM has been developing conceptually based mathematics curriculum for 25 years.

• Used by 6 million students, 10,000 teachers.
• Supported by research

in methodology.

• Supported by

student results.

• Written by

classroom teachers with the collaboration

• f college professors.

Students learn best when they are:

• actively engaging in

a wide array of structured inquiry.

• discussing mathematical thinking

and ideas with others.

• using mixed, spaced practice.

Methodology Research

A Balanced Program

• procedural fluency (algorithms and basic skills).
• deep understanding of important mathematical ideas.
• strategic competence

(problem solving).

• adaptive reasoning

(application and extension).

• positive disposition

toward mathematics.

CPM promotes:

Fully Aligns with California’s New Content Standards

CCSSM

Standards for Mathematical Practice

• Make sense of problems and persevere in solving them.
• Reason abstractly and quantitatively.
• Construct viable arguments and critique

the reasoning of others.

• Model with mathematics.
• Use appropriate tools strategically.
• Attend to precision.
• Look for and express regularity in

repeated reasoning.

• Lookforandmakeuseof structure.

Standards for Mathematical Practice

• CCSS Mathematical Practices are deeply

and seamlessly interwoven into the fabric of the daily lessons.

• CPM’s philosophy predates the

Mathematical Practices by more than 25 years.

• Very similar practices have always been

a core and integral part of CPM curriculum materials.

• CPM has a broad experience and long

history with these practices.

What Core Connections Does Best!

The Standards for Mathematical Practice are deeply embedded.

• Balance: conceptual understanding, skill fluency, problem solving
• Rigor: emphasis on reasoning and communication
• Coherence: connections and progressions
• Focus: fewer problems, less distractions
• Structured learning in collaborative teams
• Mixed, spaced practice key to success for all

How does CPM’s CORE CONNECTION SERIES have the Standards for Mathematical Practice embedded throughout the curriculum?

• Problem-Based Lessons
• Multiple Representations
• Embedded use of Technology
• Concept Maps
• Graphic Organizers
• Participation Quizzes
• Study Team and Teaching Strategies

Core Connections

Mathematics is presented as understanding connections among concepts to explain the world around them, rather than a course on computation and rote memorization of algorithms. Students gain a positive attitude toward mathematics and problem-solving.

Inquiry-Based Learning

• Students are active participants in their learning.
• Students solve rich, meaningful problems that lead to deep conceptual

understanding of the mathematics.

• Problems have a definite mathematical purpose.
• Problems often connect strands of mathematics.
• Students think critically, analyze, evaluate, conclude.
• Procedures are taught when needed.

Big Ideas Develop Over Time

Let’s try a 6th Grade Problem

What kind of mathematical thinking did you see evidence of in this problem?

Homework

Homework includes:

Fewer problems allow for more concentration and perseverance.

• processing of current lessons.
• distributed practice of previous

work.

• fluency with skills.
• extensions and applications of

problem solving.

Online Homework Help

Students have access to free online help, hints, and solutions to homework.

Parent Guide with Extra Practice

Topic introduction identifies placement in the scope of the course content. Examples provide complete and detailed explanations.

Web Resources www.cpm.org

For teachers, parents and students

Resources

Questions? Gail Standiford 707-688-8559 Julia Kempkey jkempkey@nusd.org