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Challenge

View the movie below and then proceed to the Initial Thoughts section (time: 3:03).

Transcript: Challenge

Over the last five years, the principals and teachers in the Lincoln School district focused their attention and resources on improving reading instruction. The result of those efforts was an increase in student reading scores. Given this success, the administrative personnel at the district level now wish to do the same for their students' mathematics performance.

To begin, the district superintendent hires a consultant to observe and to informally interview a representative sample of kindergarten through twelfth-grade teachers. The consultant collects information about the practices and activities the teachers implement during mathematics instruction. She also reviews the current curriculum for each grade level.

Finally, the consultant issues a report of her findings: The good news is that the curriculum aligns with their state's standards. However, many school personnel are not using all of the included materials or are not able to cover all the skills outlined in the scope and sequence of each grade level's curriculum. Additionally, some school personnel are not teaching the skills correctly or aligning their instruction with the curriculum materials. More, most are emphasizing teaching computational skills over real-world problem-solving skills. Because of this, the students do not develop a strong understanding of mathematics concepts. They also struggle to make connections between them.

Upper-level teachers must reteach topics covered in the earlier grades.

A majority of students across grade levels perform poorly on high-stakes standardized tests.

A large number of students have difficulty meeting high school graduation requirements related to mathematics.

A disproportionate number of students have to take remedial mathematics courses in college.

To address these issues, the consultant recommends that the teachers implement high-quality mathematics instruction. By doing so, school personnel should see an improvement in student performance. The district personnel reply that-as far as they knew-they were already using high-quality mathematics instruction and had been all along. Given this revelation, they are unsure of what they need to do differently.

Here is your Challenge:

What is high-quality mathematics instruction and why is it important?

What evidence-based mathematics instructional practices can teachers employ?

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View the movie below and then proceed to the Initial Thoughts section (time: 3:03). Transcript: Challenge Over the last five years, the principals and teachers in the Lincoln School district focused their attention and resources on improving reading instruction. The result of those efforts was an increase in student reading scores.

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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"All learners benefit from and should receive instruction that reflects clarity about purposes and priorities of content" (Tomlinson & McTighe, 2006, p. 6).

2. Curriculum Development Is A Process, Not A Product

Curriculum mapping is an ongoing process which asks teachers to develop curriculum goals, identify essential content, skills and concepts, and reflect on the taught curriculum. Some school districts make the mistake of diving into curriculum mapping and attempting to complete a product. When teacher teams become satisfied with the product, then the process is at risk. Curriculum development is "an ongoing process that asks teachers and administrators to think, act, and meet differently to improve their students' learning" (Hale, 2008, p. 8).

3. Communication Matters

Curriculum gaps create a barrier for student learning and have a detrimental effect on students' opportunity to learn. Gaps are created by a lack of communication among educators, varying implementation practices, available resources, and decisions about pacing. According to English (2000), "Curriculum design and delivery face one fundamental problem in schools. When the door is shut and nobody else is around, the classroom teacher can select and teach just about any curriculum he or she decides is appropriate"(p. 1).

John Maxwell (2008) wrote the statement, "It's lonely at the top was never made by a great leader. If you are leading others and you're lonely, then you're not doing it right. What kind of leader would leave everyone behind and take the journey alone? A selfish one. Taking people to the top is what good leaders do." Empowering others is one of the main roles of curriculum leaders. If you are feeling lonely, take a moment to reflect on why no one seems to be following.

5. What Gets Measured Gets Done

Developing curriculum is essential for any school district. However, educators need to know if the curriculum is meeting its intended outcomes. Teachers may indicate that they value 21 st century learning skills, but if the district's benchmark exams and the high-stakes state exam measure lower-order thinking skills and do not measure 21 st century skills, then there will be a temptation to teach to the test. Curriculum leaders understand that curriculum alignment consists of curriculum, instruction, and assessment. Without a method of measurement, then it is highly unlikely that the curriculum will be implemented across classrooms.

6. Alignment is Critical

Curriculum Developers can spend so much time developing curriculum documents that they forget to take time to analyze alignment and have conversations with multiple groups. "Poorly aligned curriculum results in our underestimating the effect of instruction on learning. Simply stated, teachers may be "teaching up a storm," but if what they are teaching is neither aligned with the state standards or the state assessments, then their teaching is in vain" (Anderson, 2002, p. 260). If alignment is important for your vehicle, it is even more critical when dealing with children's lives and their future aspirations.

7. Gaps Exist In Every School District...Seek Solutions

Jacobs (1997) wrote, "If there are gaps among teachers within buildings, there are virtual Grand Canyons among buildings in a district" (p. 3). Curriculum Leaders can conduct a Gap Analysis. Another method is to have ongoing conversations with teams of teachers to analyze common student misunderstandings. Data analysis has become more prominent in public schools over the past ten years. The use of quality data can help schools identify gaps. Curriculum gaps create a disjointed curriculum. In Toward a Coherent Curriculum: The 1985 ASCD Yearbook , Stellar wrote, "The curriculum in numerous schools lacks clarity and, more important, coherence. Students move from teacher to teacher and subject to subject along a curriculum continuum that may or may not exhibit planned articulation" (p. v).

8. Curriculum Development Is Never Neutral

If you have ever worked with a team of teachers to develop curriculum maps, align the school district's curriculum, or evaluate curriculum, you understand that curriculum development is a political act. Fenwick English (2000) wrote, "Knowledge is never neutral. The selection of knowledge is fundamentally a political act of deciding who benefits from selecting what in the school's curriculum and who is excluded or diminished" (p. 30).

"Curriculum is always a means to somebody's end.....No selection of curriculum content can be considered politically neutral" (English, 2000, p. 53). If you are asked to review curriculum or develop curriculum, then you should be careful to avoid bias. What is good for your own child may not be good for every child. Politics are unavoidable when it comes to curriculum development, but educators can improve the curriculum development process by seeking multiple perspectives.

9. Leadership Is Not A Title

This statement has been made in business leadership books and it holds true in any organization. You may be the chief academic officer or the department chair, but titles don't matter. People matter. Maxwell (1995) wrote, "If you really want to be a successful leader, you must develop other leaders around you. You must establish a team" (p. 2). If curriculum development becomes a matter of pleasing the person with the title, there will be little buy-in and that will have a negative impact on students. "A good leader has the ability to instill within his people confidence in himself. A great leader has the ability to instill within his people confidence in themselves" (Maxwell, 1995, p. 55).

10. The Ultimate Goal Is Student Achievement

According to Wiggins and McTighe (2007), "The job is not to hope that optimal learning will occur, based on our curriculum and initial teaching. The job is to ensure that learning occurs, and when it doesn't, to intervene in altering the syllabus and instruction decisively, quickly, and often" (p. 55). School districts must confront the brutal facts of their current reality in order to improve (Collins, 2001).

One of my favorite quotes on the topic of curriculum leadership is from Allan Glatthorn (1987):

" One of the tasks of curriculum leadership is to use the right methods to bring the written, the taught, the supported, and the tested curriculums into closer alignment, so that the learned curriculum is maximized" (p. 4).

Curriculum development plays a significant role in teaching and learning. Most educators will admit that planning is an essential part of their profession. If curriculum development drives the work of teacher teams, then schools must create time for teachers to collaborate, engage in conflict and provide a process for reflection and revision. Curriculum development should be a priority in schools, rather than something that is handed to teachers as a top-down product. When teachers collaborate to develop the curriculum, they will have co-workers who support them when they come to a fork in the road in instruction. Curriculum leadership is important to the success of a school district and these ten truths can help a leader develop multiple leaders. Curriculum leadership is about empowering those around you to be successful.

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Principal's Playbook - Curriculum Analysis & Alignment

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Elementary Math Textbook Adoption Digital info one pager

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2024 Elementary Math Textbook Rubric for Union

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Welcome to the launch pad for Mathematics information and support for Oklahoma educators and students!

This page is devoted to supporting Oklahoma teachers and school districts with the successful implementation of the Oklahoma Academic Standards for Mathematics.

The Oklahoma State Department of Education collaborates with Oklahoma educators to develop and identify high-quality resources for teachers and districts. Oklahoma resources include the OK Math Curriculum Framework, virtual professional development modules, and access to instructional communities for professional growth.

If you are a Math Educator in Oklahoma, explore all of the resources available to you using this OKMath Toolkit.

Oklahoma Math Tutoring Corps Information

The Oklahoma Math Tutoring Corps will provide students in grade 7-9 with real-time, virtual tutoring support from live tutors, three days a week for nine weeks starting in January 2022. Read more about this initiative on the Oklahoma Math Tutoring Corps webpage.

For questions, contact Anthony Purcell, Director of High School and College Math Readiness, Anthony.Purcell@sde.ok.gov or 405.522.6575.

Imagine Math, a comprehensive, supplemental, skills-based online math program, will be free access to all fifth-grade and eighth-grade Oklahoma students during the 2021-22 school year. If districts register all 5th and 8th grade students, Imagine Math will also enroll all of the district's 6th and 7th grade students at no cost to the district. Additionally, individual PK-4th grade student licenses are available at a discount.

The platform works with the classroom teacher to tailor online instruction to the needs of individual students. Students can also access live 1:1 support from certified math teachers in English and Spanish after school hours. Imagine Math is fully aligned to the Oklahoma Academic Standards for Mathematics, including authentic assessments, adaptive learning pathways, embedded scaffolds and actionable data.

For questions, contact Brigit Minden, Director of Secondary Mathematics, Brigit.Minden@sde.ok.gov.

Upcoming Webinars and Workshops for Professional Learning

Please be patient as the calendar loads below. This calendar lists the latest state- and national-level professional learning webinars for math education and distance learning. Click on the title you are interested in to see registration information.

Additional, Ongoing Professional Learning Opportunities

Please be patient as the database loads below. This database includes past presentation slides, previously recorded webinars, and current online learning modules.

OSDE Mathematics Contacts:

Christine Koerner, Executive Director of STEM Education
Email: Christine.Koerner@sde.ok.gov
Phone: 405-522-5628

Gena Barnhill, Director of Elementary Mathematics
Email: Gena.Barnhill@sde.ok.gov

Brigit Minden, Director of Secondary Mathematics
Email: Brigit.Minden@sde.ok.gov

Anthony Purcell, Director of High School and College Math Readiness
Email: Anthony.Purcell@sde.ok.gov

Johnny Bray, Coordinator
Email: Johnny.Bray@sde.ok.gov

Shanda Finnell, Coordinator
Email: Shanda.Finnell@sde.ok.gov

Additional Website Resources:

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Welcome to the launch pad for Mathematics information and support for Oklahoma educators and students! This page is devoted to supporting Oklahoma teachers and school districts with the successful implementation of the Oklahoma Academic Standards for Mathematics.

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The Pros and Cons of Pacing Guides - The Edvocate

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Spread the loveDuring the Covid-19 pandemic, pacing guides are becoming a surety of educators’ professional lives. Will the pressure to teach everything before the next test ruin the teaching and learning process? What are Pacing Guides? School district leaders develop pacing guides to help educators remain on track and ensure curricular continuity across schools. These guides work similarly to traditional scope-and-sequence documents, which layout expectations of the content to be covered in each subject at each grade level. But today’s pacing guides are distinct because they plan out the subjects and topics that will be on the yearly state test […]

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With the adoption of the Oklahoma Academic Standards for Mathematics (OAS-M) in the spring of 2016, it has been the priority of the Oklahoma State Department of Education (OSDE) to ensure all Oklahoma educators are provided with the opportunity to deeply understand the instructional shifts needed to fully meet the intent of the standards while also supporting educators with a vision and resources that promote implementing the standards with fidelity.

For this Framework, educators have analyzed the standards and objectives and have provided guidance for learning progressions, unit design, and instructional task selection. For each and every objective in the new OAS-M, the OKMath Framework provides a rephrasing of the objective, referred to as "in a nutshell." This is followed by related Teacher Actions and Student Actions, inspired by NCTM's Effective Teaching Practices and the OAS-M Mathematical Actions and Processes, respectively. Beyond helping teachers understand what students and teachers are doing when learning the standards, each objective also has a list of Key Understandings and Common Misconceptions.
Click on your grade level(s) below to see objective analyses, suggested learning progressions, and Oklahoma Mathematical Actions and Processes (MAPs).

Learn About the Framework Writers

The Math Framework Writers are all Oklahoma educators who were selected from a large pool of applicants. The process for selection included responding to open-ended questions about their experience with the content and processes of the new Oklahoma Academic Standards for Mathematics and a sample lesson with an accompanying narrative.

The arduous process of selecting the very best three educators led us to have a brilliant group of teachers with a diverse range of experiences and expertise.

Meet Phase 1 and Phase 2 Framework Writers.

This work is licensed under a Creative Commons Attribution 4.0 International License.

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With the adoption of the Oklahoma Academic Standards for Mathematics (OAS-M) in the spring of 2016, it has been the priority of the Oklahoma State Department of Education (OSDE) to ensure all Oklahoma educators are provided with the opportunity to deeply understand the instructional shifts needed to fully meet the intent of the standards while also supporting educators with a vision and resources that promote implementing the standards with fidelity.

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The Assessment Materials page provides information and resources for the Grades 3-8 Oklahoma School Testing Program (OSTP) and the College- and Career-Readiness Assessments (CCRAs). The resources include test blueprints, test and item specifications, and performance level descriptors (PLDs).

High School Assessments

For high school assessment resources visit: College and Career Ready Assessment (11th grade)

Grades 3-8 Assessments

Blueprints
Describes the content and structure of an assessment and defines the ideal number of items by reporting category.

English Language Arts

Mathematics

Test and Items Specifications

Defines the content and format of the assessment and the assessment items for item writers/reviewers and indicates the alignment of items with the Oklahoma Academic Standards.

Science: Grade 5 | Grade 8 Updates available soon

DOK Definitions: ELA | Math

Performance Level Descriptors (PLD)

A statement of knowledge and skills a test taker must have to be classified at a particular performance level, such as: advanced, proficient, basic or below basic.

English Language Arts

Mathematics

Writing Resources

Writing/Constructed Response Exemplars:

Writing Rubrics

Writer's Checklist

Formula Sheets

For Grades 6-8 Math assessments, formula sheets will be provided during the test administration. Online tests will provide a formula sheet within the interactive toolbox. Paper based tests will have a copy of the formula sheet provided by the testing vendor.

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The Assessment Materials page provides information and resources for the Grades 3-8 Oklahoma School Testing Program (OSTP) and the College- and Career-Readiness Assessments (CCRAs). The resources include test blueprints, test and item specifications, and performance level descriptors (PLDs). High School Assessments For high school assessment resources visit: College and

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Elementary Math Philosophy for Union Public Schools

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Members

Chairpersons

State Superintendent Ryan Walters, Chairperson

Kathryn Szallar, Congressional District 5, Vice-Chairperson

Members

Jay Rotert: Congressional District 1

Kathryn Yarbrough: Congressional District 2

Jessica Lynn Thompson: Congressional District 2

Sonya Covalt: Congressional District 3

Holly Helm: Congressional District 3

Terry Brandenburg: Congressional District 4

Allison Kidney: Congressional District 5

Teresa Gerber: At-Large

Melissa Pearce: At-Large

Angela Kwok: Secretary

Refer to 70 O.S. § 16-101 for more information related to State Textbook Committee membership and qualifications.

Subject Cycle

The Textbook Committee annually prepares a list of available textbooks that meet the academic criteria for Oklahoma's public schools. Due to the time and attention this process requires, the Committee reviews one or more subjects each year.

Instructional Material Subject Cycle 2023-24

Meeting Calendars

Agendas

2023-24

November 17, 2023 (Materials) (Recommendations) Savvas statement

Early Childhood: Frog Street 3s, Frog Street PreK, Teaching Strategies Preschool, Teaching Strategies PreK

Math PK-2nd: Alpha Plus, Big Ideas, Curriculum Associates, McGraw Hill, Open Up, Savvas

Math 3rd-5th: Alpha Plus, Big Ideas, Curriculum Associates, McGraw Hill, Open Up, Savvas

Math 6th-8th: Alpha Plus, Big Ideas, Curriculum Associates, McGraw Hill, Open Up, Savvas

Math Algebra I, Geometry, Algebra II: Big Ideas, Cengage, McGraw Hill, Open Up, Savvas

Math Calculus: Bedford, Freeman & Worth, Cengage, McGraw Hill, Savvas

Math Statistics: Bedford, Freeman & Worth, Cengage, McGraw Hill, Savvas

Math Trigonometry: Cengage, Savvas

2022-23

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Contact Information Shanda Finnell Administrative Assistant, Standards and Learning Shanda.Finnell@sde.ok.gov Members Chairpersons State Superintendent Ryan Walters, Chairperson Kathryn Szallar, Congressional District 5, Vice-Chairperson Members Jay Rotert: Congressional District 1 Kathryn Yarbrough: Congressional District 2 Jessica Lynn Thompson: Congressional District 2

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Math K-2

The materials reviewed for Eureka Math² Grades K-2 meet expectations for Alignment to the CCSSM. In Gateway 1, the materials meet expectations for focus and coherence. In Gateway 2, the materials meet expectations for rigor and practice-content connections. In Gateway 3, the materials meet expectations for usability including Teacher Supports and Student Supports; the materials partially meet expectations for Assessment.

Math 3-5

The materials reviewed for Eureka Math² Grades 3-5 meet expectations for Alignment to the CCSSM. In Gateway 1, the materials meet expectations for focus and coherence. In Gateway 2, the materials meet expectations for rigor and practice-content connections. In Gateway 3, the materials meet expectations for usability including Teacher Supports and Student Supports; the materials partially meet expectations for Assessment.

Math 6-8

The materials reviewed for Eureka Math² Grades 6-8 meet expectations for Alignment to the CCSSM. In Gateway 1, the materials meet expectations for focus and coherence. In Gateway 2, the materials meet expectations for rigor and practice-content connections. In Gateway 3, the materials meet expectations for usability including Teacher Supports and Student Supports; the materials partially meet expectations for Assessment.

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Math K-2 The materials reviewed for Eureka Math² Grades K-2 meet expectations for Alignment to the CCSSM. In Gateway 1, the materials meet expectations for focus and coherence. In Gateway 2, the materials meet expectations for rigor and practice-content connections.

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Product Notes

The materials reviewed for Reveal Math Grades K-5 meet expectations for Alignment to the CCSSM. In Gateway 1, the materials meet expectations for focus and coherence. In Gateway 2, the materials meet expectations for rigor and practice-content connections. In Gateway 3, the materials meet expectations for Usability. Within Gateway 3, the materials meet expectations for Teacher Supports (Criterion 1), Assessment (Criterion 2), and Student Supports (Criterion 3).

Math K-2

The materials reviewed for Reveal Math Grades K-2 meet expectations for Alignment to the CCSSM. In Gateway 1, the materials meet expectations for focus and coherence. In Gateway 2, the materials meet expectations for rigor and practice-content connections. In Gateway 3, the materials meet expectations for Usability. Within Gateway 3, the materials meet expectations for Teacher Supports (Criterion 1), Assessment (Criterion 2), and Student Supports (Criterion 3).

Math 3-5

The materials reviewed for Reveal Math Grades 3-5 meet expectations for Alignment to the CCSSM. In Gateway 1, the materials meet expectations for focus and coherence. In Gateway 2, the materials meet expectations for rigor and practice-content connections. In Gateway 3, the materials meet expectations for Usability. Within Gateway 3, the materials meet expectations for Teacher Supports (Criterion 1), Assessment (Criterion 2), and Student Supports (Criterion 3).

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Product Notes The materials reviewed for Reveal Math Grades K-5 meet expectations for Alignment to the CCSSM. In Gateway 1, the materials meet expectations for focus and coherence. In Gateway 2, the materials meet expectations for rigor and practice-content connections. In Gateway 3, the materials meet expectations for Usability.

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Math K-2

The instructional materials reviewed for K-2 meet the expectations for alignment and usability in each grade. The materials spend the majority of the time on the major work of the grade, and the assessments are focused on grade-level standards. Content is aligned to the standards and progresses coherently through the grades. There is also coherence within modules of each grade. The lessons include conceptual understanding, fluency and procedures, and application. There is a balance of these aspects of rigor. The Standards for Mathematical Practice (MPs) are used to enrich the learning, but the materials do not always attend to the full meaning of each MP and additional teacher assistance is needed in engaging students in constructing viable arguments and analyzing the arguments of others. The K-2 materials also meet the criterion for usability which includes the following areas: use and design, planning support for teachers, assessment, differentiation, and technology.

Math 3-5

The instructional materials reviewed for grades 3-5 meet the expectations for alignment and usability in each grade. The materials spend the majority of the time on the major work of the grade, and the assessments are focused on grade-level standards. Content is aligned to the standards and progresses coherently through the grades. There is also coherence within modules of each grade. The lessons include conceptual understanding, fluency and procedures, and application. There is a balance of these aspects of rigor. The Standards for Mathematical Practice (MPs) are used to enrich the learning, but the materials do not always attend to the full meaning of each MP and additional teacher assistance is needed in engaging students in constructing viable arguments and analyzing the arguments of others. The 3-5 materials also meet the criterion for usability which includes the following areas: use and design, planning support for teachers, assessment, differentiation, and technology.

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Math K-2 The instructional materials reviewed for K-2 meet the expectations for alignment and usability in each grade. The materials spend the majority of the time on the major work of the grade, and the assessments are focused on grade-level standards. Content is aligned to the standards and progresses coherently through the grades.

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enVision Mathematics Common Core (2020-2021)

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Report Overview Summary of Alignment & Usability: enVision Mathematics Common Core | Math

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email: teacherdemo15@greatmindsdemo.org

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