This video clip provides a bit of comic relief to illustrate the confusion and frustration with teaching math as well as how you might feel about the changing of standards over the last few years. As a former middle and high school math and science teacher, principal, and a current research associate with The BERC Group, I understand the stresses and concerns which many districts around the nation are facing in adopting the Common Core State Standards (CCSS) for Mathematics and understanding and implementing the eight mathematical practices. District leaders, school administrators, and math teachers are asking themselves: “How will the CCSS integrate with state and district frameworks, how will our current instructional materials and instructional practices assimilate with current instructional materials that we have, and if adopting new curricular materials how can we assure ourselves the new materials will align with CCSS in Mathematics and the eight Mathematical Practices?”
We assisted the Hawai'i Department of Education (HIDOE) with reviewing math curricular materials for a K-12 statewide adoption using resources from The Charles A. Dana Center at the University of Texas. This process involved a full evaluation of mathematics materials - from standard hard copy student and teacher edition textbooks to entirely digital materials - from 23 different publishers. The purpose of our evaluation was to narrow the number of programs that would move on to the next level of analysis by determining the extent to which the programs aligned with CCSS and pedagogical (instructional) standards. After we conducted a full evaluation of materials, we ranked the programs and recommended them for review by the Hawaii Curriculum Review Committee (HCRC).
We then led the HCRC, which was comprised of 48 K-12 mathematics teachers, coaches, principals, and other math experts, through the process of scoring and ranking the materials in order to identify the top two (K-12) programs for recommendation to the HIDOE for adoption.
The HCRC evaluation process focused on the extent to which materials aligned with:
I observed several successful practices that align with the CCSS and the eight mathematical practices which can be applied by a district considering adoption of new materials. We followed the following four phases based on The Charles A. Dana Center materials for analysis and selection of curricular materials. As an educator, I believe following this process and applying the practices outlined within them to be most instrumental in determining the correct materials for your district and school.
We assisted the Hawai'i Department of Education (HIDOE) with reviewing math curricular materials for a K-12 statewide adoption using resources from The Charles A. Dana Center at the University of Texas. This process involved a full evaluation of mathematics materials - from standard hard copy student and teacher edition textbooks to entirely digital materials - from 23 different publishers. The purpose of our evaluation was to narrow the number of programs that would move on to the next level of analysis by determining the extent to which the programs aligned with CCSS and pedagogical (instructional) standards. After we conducted a full evaluation of materials, we ranked the programs and recommended them for review by the Hawaii Curriculum Review Committee (HCRC).
We then led the HCRC, which was comprised of 48 K-12 mathematics teachers, coaches, principals, and other math experts, through the process of scoring and ranking the materials in order to identify the top two (K-12) programs for recommendation to the HIDOE for adoption.
The HCRC evaluation process focused on the extent to which materials aligned with:
- Eight Standards for Mathematical Practice (Instructional Standards)
- Common Core State Standards (Content Standards)
- Digital Materials Requirement and Support (Textbook Overview)
- Overall Usability and Impression of the Program (Overall Impression)
I observed several successful practices that align with the CCSS and the eight mathematical practices which can be applied by a district considering adoption of new materials. We followed the following four phases based on The Charles A. Dana Center materials for analysis and selection of curricular materials. As an educator, I believe following this process and applying the practices outlined within them to be most instrumental in determining the correct materials for your district and school.
Phase 1: Study the Standards and Eight Mathematical Practices
The focus of this activity is to develop a common understanding of the standards, eight mathematical practices, and the essential ideas relayed in the CCSS for horizontal and vertical alignment. All individuals influencing the selection of instructional materials should be required to participate in this prior to examining any materials.
Phase 2: Narrow the Field of Instructional Materials
The goal of this activity is to help the selection committee take an expansive and universal view of the materials submitted for adoption and reduce the number to a manageable size by investigating how the curricular materials address the standards for the eight mathematical practices. In order to achieve this, the selection committees will need to use a rubric derived from the eight mathematical practices to help generate data on Presence of Standard and Treatment of Standard. In addressing Presence of Standard, committee members determine whether the standard is addressed and well developed. In regards to scoring Treatment of Standard, members are evaluating if the problems and samples presented in the materials are discrete or treated as individual components within the area of instruction being evaluated or are these skills integrated throughout the lesson and content in order to develop all ideas in the area of content. It is not important to analyze every page, section, chapter, or resource, but rather select one or two major ideas regarding the CCSS in relation to the grade level or course and determine how they address the eight mathematical practices. This activity should be done in small groups like grade-level bands (i.e. 3rd grade) or those who teach a particular course or subject area (i.e. Algebra). The data from this should help narrow down the viable options to three or four which will go under a deeper and greater analysis.
Phase 3: Assess Subject-Area Horizontal Alignment
Based on the data collected in Phase 2, selection committee members will then begin determining the degree to which the remaining options are aligned with the standards. This step in the process requires committee members to use a set of measurable criteria in order to document the standards, which of them are present, and which are missing or are not well developed, and to cite examples to justify their score for each criterion. Committee members will have the opportunity to work independently to score the materials under review. Following that, committee members will then work in small groups to discuss their findings and justifications. This smaller group then discusses their findings with the selection committee.
Phase 4: Assess Vertical Alignment
The purpose of this phase of the process is to determine to what degree the materials address content, instruction, and rigor and depth across multiple grade levels from the two highest-rated materials from Phase 3. Committee members will need to rely on their common understanding of the standards developed in previous activities and should consider how well the materials present concepts and develop ideas across grade levels and courses. Similar to Phase 3, committee members should first individually evaluate materials a grade level/course above and below, then discuss their findings in small groups, and culminate with a large group discussion.
Objectivity and Materials Gallery Walk
Two other important criterions which we incorporated into the selection process were to (1) remind participants to remain unbiased on all materials submitted and (2) have a pre- and post-gallery walk of the materials. Many times when adopting new curricular materials, we have pre-conceived ideas on materials because our districts have used this publisher in the past. It is very important to put these ideas aside. The gallery walks provides an opportunity for committee members to look specifically at response-to-intervention and pedagogical suggestions, digital compatibility and use, ease of use of the materials, labeling of the CCSS and eight Mathematical practices within the materials, and for gathering an overall impression.
Kevin Kemp, M.A. Research Associate
Kevin Kemp brings a wealth of experience from the education arena to the BERC Group, Inc. from the small, rural school and community perspective. Kevin has over 14 years of experience in living and working in small, rural communities. Kevin’s first position was as a middle school science teacher at St. Labre Indian School in Ashland, MT, where his main populations of students were members of the Crow and Northern Cheyenne Indian Reservations. From St. Labre he moved on to Camas High School where he taught high school science and earned his administrative credential. In 2006, Kevin moved to Challis, ID for two years where he served as the 7-12 Principal, Special Education Director, and Professional Technical Education Director. While at Challis, Kevin helped lead his school out of School Improvement status. From Challis, Kevin had a one year stint in Wilson Creek as the P-12 Principal before moving on to the 6-12 Principal and Athletic Director at Soap Lake Middle/High School. While at Soap Lake, Kevin implemented the RAD/MERIT Grant for his building and assisted in leading them with the school improvement process and requirements. Kevin earned his Bachelor's of Science from the University of Florida in Exercise and Sport Sciences and his Master’s Degree from Boise State University in Curriculum and Instruction. Kevin is currently working on earning his Doctorate in Educational Leadership.
When not at work Kevin enjoys spending time with his wife Crystal, his son Tyrus, and daughter Kendall.
When not at work Kevin enjoys spending time with his wife Crystal, his son Tyrus, and daughter Kendall.
