CMC South ConferenceNovember 1, 2013

Sacramento City Unified School District

Iris TaylorMikila FetzerSuzie Craig

SCUSD Common Core FrameworkCurriculum

Equi

tyAssessm

ent

Teaching & Learning

Common Core

Content Standards

Instructional Shifts

Math Practices

SCUSD Design Methodology WheelStandards

Interpretation

Expected Evidence of Student Learning

Text-based Discussion (Research)

Model Construction (Trying on the work)

Task & Instructional Plan

Student Work Examination

Revision of Task &

Instructional Plan

Teacher Capacity Building2012-2013

Our “Introduction” Year2013-2014

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

On-Site Coaching from a Training Specialist• Observations, Demo Lessons,

Planning, Resource Identification, etc.

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.

Leadership Capacity Building2012-2013

Our “Introduction” Year2013-2014

Our “Transition” YearMonthly 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 Pedagogy2012-2013

Our “Introduction” Year2013-2014

Our “Transition” YearLesson Plans • Lesson plans aligned to the CCSS

that elicit Math Practices• Previously written lesson plans

revised to align them to the CCSSUnits of Study• 2 grade-level Units of Study aligned

to the CCSS • Includes lesson sequence and

pacing, completed lesson plans, and assessments

Lesson Plans• Lessons shared on a WikiSpaceUnits of Study• Teachers implement at least 1 Unit

of Study Curriculum Maps• District-wide curriculum maps by

grade levelElementary School Report Cards• Align report cards to CCSS-MElectronic Resource Library

Assessment for Learning2012-2013

Our “Introduction” Year2013-2014

Our “Transition” YearGather 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 Engagement2012-2013

Our “Introduction” Year2013-2014

Our “Transition” YearParent Workshops• 3-session series at the district office • Elementary and secondary

segments• Focus on understanding of the CCSS-

M, 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

Parent Workshops• 3-session series in three

geographical regions (East, West, and Central)

• Elementary, Middle, and High School segments

• Focus on understanding of the CCSS-M, experiencing a Math Common Core lesson, and supporting children in mathematics

• Provide Parent Guides by grade level

• HS Pathways Committee MeetingsoMS and HS teachers, principals, and math training

specialists• Math department meetings at comprehensive high schools• County Office of Education meetings with surrounding

school districts

SCUSD has decided to follow an Integrated Pathway of Math 1, Math 2, and Math 3.

High School Pathway Decision

Transition to an Integrated PathwayTransitioning to the Math Common Core

3-Year Roll-Out Plan of an Integrated Pathway2013-2014(Currently)

2014-2015 2015-2016 2016-2017 2014-2015

8th Grade (not in Algebra or Geometry)

Math 1 Math 2 Math 3Pre-Calculus or

Higher-Level Math

Algebra I CC Geometry CC Algebra II Pre-Calculus Higher-Level Math

Geometry CC Algebra II Pre-Calculus Higher-Level Math

Algebra II Pre-Calculus 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

6th Grade7th Grade

8th grade Math 1Math 2

Math 3 Pre Calculus

AP Calculus

Math 3+

Math 2+

8th/Math 17th/8th Gr

Middle School High School

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 TaylorAssistant Superintendent of Curriculum and InstructionIris-Taylor@scusd.edu

Mikila Fetzer, Math Project Lead Mikila-Fetzer@scusd.edu

Suzie Craig, Math Training SpecialistSuzie-Craig@scusd.edu