TUSD’s Commitment to Aligning Mathematics Curriculum to the California State Content and Practice Standards
Tracy Unified School District’s (TUSD) mission is to ensure our diverse student population is prepared for college and/or a career in the 21st Century. We are fully committed to providing a core guaranteed, viable curriculum to ensure that all of our students graduate college and career ready. A core guaranteed, viable curriculum ensures that every student in TUSD receives an equitable experience and an opportunity to learn challenging and rigorous content. The TUSD adopted instructional materials and common formative assessments, high-leveraging instructional strategies, and collaborative teacher teams, PLC’s, are the three essential components of ensuring ALL students in TUSD learn at high levels.
TUSD is committed to the multi-year process of building an integrated system to ensure all students learn at high-levels. This means that the three essential components –1. curriculum & assessment, 2. instruction, and 3. PLC’s –must be refined and integrated into our way of doing business over time.
2017-2018 Mathematics Units of Study Implementation TK-12
Over the past three years, teacher teams have engaged in the Rigorous Curriculum Design, RCD, process (Larry Ainsworth, 2010) to develop a rigorous curriculum framework broken into Units of Study, consisting of common formative pre- and post- assessments, and a core suggested pacing guide for each unit. All TK-6th grade mathematics teachers began implementing the units of study last year, and will continue to refine their practice. Beginning in the 2017-2018 school year, all 7th-12th grade core mathematics courses (7th, 8th, Algebra I, Geometry, Algebra II) will implement these Units of Study. Teachers have access to these units through the TUSD Common Core Math Portal Page.
The California Department of Education's Mathematics Framework <- Click here
cssmathstandardaug2013.pdfState Standards for Math .pdf <- Click here
Guide for Parents about Higher Learning Standards.pdf <-Click here
TUSD Mandatory Core Curriculum Components
California Mathematics Content and Practice Standards Implementation
All mathematics courses will teach the California Content and Mathematical Practice Standards in the sequence laid out in the Year-at-a-Glance and will administer both the pre- and post- assessments. This data will support each teacher in planning lessons to meet their students’ needs based on what those students already know and are able to do.
Year-at-a-Glance: Teachers will implement the units (grouping of priority and supporting standards) in the sequence laid out in year/course-long schedule. By implementing common units teachers will be able to plan together, share success and challenges, and make informed decisions based on common assessments.
Units of Study: Each unit is a grouping of standards (priority and supporting) that has a topical, skills-based, or thematic focus and may last anywhere from two to eight weeks.
Suggested Pacing and Core Instruction Guide: The design teams developed this Guide –found at the end of each Unit of Study –to help teachers understand the thinking of the design team.
· Sequencing: This document shows how the standards within the unit might be grouped together and sequenced throughout the unit.
· Resources: Suggested resources and lessons are provided for teachers to see the rigor (conceptual, procedural, and application) required of the standards. There are more resources listed in the Units than needed, allowing teachers to be critical consumers and have the ability to choose what will BEST meet the needs of their students in the classroom.
· Adopted Materials: The adopted materials, (My Math, Digits, HMH) when in alignment with the identified standards, are the core of the resource suggestions available to support students’ conceptual understanding of the skill being taught.
· Lesson Plans: Units do not have daily lesson plans. Teachers will design lessons to support the student learning needs in their classroom, using the Unit of Study (priority and supporting standards), ensuring the level of rigor through scaffolding to higher level questioning, engaging scenarios, and real-world applications. There are sample lessons and suggested resources provided for teachers to examine in the rigor required by the standards.
District Assessments. Pre and Post assessments are the required benchmark assessments.
· Pre-Assessments These assessments, given at the start of the unit, assist teachers in determining students’ prerequisite skills and content ready skills. This allows teachers to best scaffold to support the learning needs of all students to meet the standards.
· Post-Assessments These formative assessments are given at the end of each unit. They assess students’ mastery of new skills taught and provide evidence regarding which skills students have not yet mastered. Teachers will then use this information to enrich for students who are proficient and reengage (teach differently), to students who need more support.
· EADMS Reporting: Post-assessment data raw scores must be entered into EADMS within the assessment window. Pre-assessments do not need to be entered.
K-5 Report-Card Grade: The Unit Post Assessments are only one measure that is used to show student mastery. Teachers have flexibility to enter a different report-card score if they have other evidence that supports that score. For instance, a student might perform poorly on a particular assessment but demonstrate mastery in class assignments. Conversely, a student could perform well on an assessment but not demonstrate mastery on class assignments. For most students, the assessment are an accurate reflection of achievement so that is what should be used the majority of the time.
6-12 Report Card Grade: The Unit Post Assessments are only one measure that is used to show student mastery as reported in the course grade.