Jayhawkville

Unified School
District

Plan for Mathematics Curriculum

Development

C&T 802 Alexis Bollman

University of Kansas Lori Heatherly
Fall 2016 Caitlin Young
How will Common Core improve students
math skills?
Require greater focus by teachers and deeper knowledge
by students than many previous state standards
Students will need to understand concepts not just memorize
answers
Students learn to accurately select the best mathematical
concept or equation to solve real-world problems, while
demonstrating why the method or equation they
selected is accurate.
Make sure students are learning and absorbing the
critical information they need to succeed at higher
levels.
http://www.excelined.org
Common Core is not.
Common Core is.
Elementary School Example

Previous Math
CCSS Math Question
Question
Each shirt has 6 buttons.
Each shirt costs $4. How
How many buttons are
much do 3 shirts cost?
needed to make 7 shirts?

This question can be answered

by a count-all strategy, in This question requires
which you dont need to know automatic recall of multiplication
your multiplication tables by tables to get at the right answer.
memory to get the right answer.

http://www.excelined.org
Middle School Example
Previous Math
CCSS Math Question
Question
Donna buys some apples at
Donna buys 40 apples at 35
35 cents each. She eats 2
cents each. She eats 2
apples and sells the rest for
apples and sells the rest for
45 cents each. She makes
45 cents each. How much
$4.40. How many apples did
money does she make?
she buy?

This question only requires This question requires use of

use of simple arithmetic. an algebraic equation.

http://www.excelined.org
Middle School Example
Previous Math
CCSS Math Question
Question
A bird flew 20 miles in 100 minutes
at constant speed. At that speed:
A bird flew 20 miles in 100 minutes (a) how long would it take the bird
at constant speed. At that speed, to fly 6 miles? (b) How far would
how long would it take the bird to the bird fly in 15 minutes? (c) How
fly 6 miles? fast is the bird flying in miles per
hour? (d) What is the birds pace in
minutes per mile?
This question requires a series of
This question requires one calculations and reasoning. It
calculation, using a formula. measures if students understand
why the formula works.

http://www.excelined.org
High School Example
Previous Math
CCSS Math Question
Question

What are two different

If 3(y-1) = 8, then what is y? equations with the same
solution as 3(y-1) = 8?

This question is an example This question is an example

of solving equations as a of solving equations as a
series of mechanical steps process of reasoning.
 Jayhawkville Unified School District

Strengths Challenges

5 Board members have Decrease in state

children in the district funding
9 schools are high Free and reduced lunch
performing is on the rise
Overall low teacher Disparities between the
turnover percentage schools
 Jayhawkville Elementary Schools
Strengths Challenges

14 out of 16 schools are 2 non-proficient schools

either proficient or high Large achievement gap
performing between schools in
Parents are involved in the district that have
most schools and similar student
principals welcome this populations
parental involvement Inequity in resources
Low teacher turnover rate provided to schools
 Jayhawkville Middle Schools

Strengths Challenges
Continuous growing Decrease of funding
population Uneven population
Administration and growth
teacher experience Lack of academic-
Inclusive environment specific goals
Lack of Professional
Development
Opportunities
 Jayhawkville High Schools
Strengths Weaknesses
Strong veteran math Not all high schools
teachers at several of proficient
the high schools academically
Two high schools have High Schools with
math or test higher minority
comprehension in populations have
their improvement lower academic
plans scores
Lack of improvement
plans
The A.D.D.I.E. Model of Instructional
Design
 Analysis

Teachers will complete a training module on

the new Common Core State Standards.

Webinar through Associatio

n for Supervision and Curr
iculum Development (ASCD)
 Design
A task force will be developed to look for
develop resources and assessment that align
with the new standards.
Task force will include:
Fred Goings: Principal of Central High
School and Former Math Teacher
Carla Garcia: Board Member
2-4 Veteran Teachers From Each Grade
Level
 Design:
Responsibilities of the Task Force
Find free, online resources that align with the
standards using the EQuIP rubric
Create pacing guides for each grade level
Design effective methods for collecting data

Create common assessments

Meet once a month to review implementation
and progress and publish meeting minutes
on school websites
Review teacher feedback through surveys
 Design
Involving stakeholders is a key to success,especially in that
communities often support a curriculum they help create.
pg 196

What characteristics should the members of the task force have

in order to be successful in their assignment?

You can either go to this website to enter your answer:

https://pollev.com/loriheatherl540

Or you can text: LORIHEATHERL540 to 22333

then enter your answer.
Results
 Design:
Importance of Technology
Use of technology will be of major emphasis
in the new curriculum.
Task Force will find online resources that align
with the standards such as:

Achieve the Brown Bag Le Chaim Illustrative Primary

Core Teacher on the Mathematics Chalkboard
Right
 Development
Sharing common goals is key to making curriculum changes
in a classroom, school or district. (Glatthorn, 2015, pg.193)

One goal for the Task Force is to implement

vertical PLCs (in departments across grade
levels - Middle and High schools) or PLCs
across schools in the same grade at the
elementary schools.
The strength of a professional learning community model relies on
its flexible implementation. Professional learning communities are
the engine of high-quality work (Lovely, 2010, p. 210)
 Professional Development
Grade Span Professional Developments put on by content
specialist from a district level

National Council of Teachers of Mathematics

Association of Mathematics Teacher Educators

Kansas Association of Teachers of Mathematics

Ongoing professional development

will be offered based on each
schools needs.
 Implementation
Teachers will follow the pacing guide.
Teachers can choose from a list of resources
that align with the standards.
Teachers will also be responsible for giving
common assessments.
Administration will be responsible for
providing teachers with the support and
resources necessary to teach the new
curriculum.
 Evaluation
Teachers will give common formative assessments to
see what standards are not being effectively
addressed by the curriculum.
The task force will then look for new or additional
resources for that standard.
Teacher feedback will also be reviewed through
teacher surveys.
 Process for Improvement

Schools will create 2020 visions in

relationship to mathematics. All schools must
have a school improvement plan to address
this unmet requirement. Also schools will pull
data every quarter to track progress.
Data will be used by the task force to address
academic deficiencies.
References
Gatthorn, A, Boschee, F., Whitehead, B., & Boschee, B. (2015) Curriculum leadership:
Strategies for development and implementation. Thousand Oaks, Ca: Sage Publications.

Martin-Kniep, Giselle O. (2000) Becoming a Better Teacher. Retrieved from

http://www.ascd.org/publications/books/100043/chapters/Standards-Based_Curriculum_an
d_Assessment_Design.aspx

Old Standards v. Common Core: A Side-by-Side Comparison of Math Expectations -

Foundation for Excellence in Education. (n.d.). Retrieved October 03, 2016, from
http://www.excelined.org/common-core-toolkit/old-standards-v-common-core-a-side-by-side-
comparison-of-math-expectations/