Publisher Bulletin 2006-07
February 9, 2007
2007 Mathematics Primary Adoption
Publisher Questions and Answers (Publisher Bulletin: 2006-07)
A second publisher briefing for the 2007 Mathematics Primary Adoption, kindergarten through grade eight, was held on December 1, 2006. At that briefing, Commissioners from the Curriculum Development and Supplemental Materials Commission (Curriculum Commission) and the California Department of Education (CDE) staff provided an overview of the adoption process and the standards maps for the three program types. Several questions were collected during the briefing. This document responds to those questions.
- What do you mean by “checklist” of California Math Standards in the Teacher’s Guide?
- Answer: The criteria do not specify the exact format for the checklist. Publishers may decide to include the standards maps in the teacher’s guide or they may include the required information in a different format. Category 1, criterion 7 states:
- A checklist of California Mathematics Standards is included in the teacher’s guide, together with citations for page numbers for the standards or lists of other references that demonstrate alignment with the California Mathematics Standards, and, to the extent possible, the Mathematics Framework. Material referenced to show alignment with a standard in the Mathematical Reasoning [MR] strand should also be aligned with one or more standards outside that strand.
- Can we deconstruct standards on the map to showcase various components of the standards?
- Answer: No, the text of each of the standards is provided in the standards maps and the text should not be changed in any way.
- How do you differentiate between the X.0 standards and the sub-standards in the standard map? Are we to provide citations for the “point 0” standards (i.e., 1.0, 2.0. 3.0)? These tend to be umbrella standards and are covered by the sub-standards below them.
- Answer: These are all standards. Programs are required to address all standards and standards maps should include citations for all standards (including the X.0 standards) as evidence that all required standards are addressed in the program.
- Are completed standards maps due by March 7, 2007?
- Answer: Yes, publishers must submit completed standards maps for each program submission on two separate dates: (1) standards maps must be part of the submission information sent to the CDE by March 7, 2007, and (2) standards maps must be included when materials are sent to the CDE and the reviewers by April 12, 2007.
- The problems in Chapter 2 and Appendix D seem to be more difficult (higher level) than what is suggested in the standard wording. In some cases, additional skills that are not part of the standards are required to correctly answer the problems. Is it expected that students should be able to answer these questions in the standard classroom? In the intervention classroom?
- Answer: The sample problems illustrate the standards and are written to help clarify them. Some problems are written in a form that can be used directly with students; others will need to be modified before they are used with students.
Contact with Publishers
- Can we make direct queries to panelists?
- Answer: No, publishers shall not contact Content Review Panel (CRP) or Instructional Materials Advisory Panel (IMAP) members to discuss anything related to the evaluation of the submissions or the potential inclusion of submissions on the list of adopted instructional materials. The exceptions are during the specified times that are part of training and deliberations. In addition, CRP and IMAP members may communicate with the person identified as the publisher’s technology contact to ask questions about accessing technology components of the program. CRP and IMAP members are required to report any inappropriate contact with publishers to the CDE. Such inappropriate contact may lead to disqualification of a publisher’s submission(s) from further consideration in the 2007 Mathematics Primary Adoption, legal action, or both. A public listing of the IMAP and CRP members will be posted on the CDE Web site in early 2007.
- Which components should or can be cited beyond the Student Edition (SE) and Teacher Edition (TE)?
- Answer: Citations in the standards maps should reference all components of the program. Primary citations are generally from the SE and TE or other components of the program where the standard is taught in depth. Supporting citations are generally from components used to reinforce the learning (e.g., CD-ROM, workbook, video, Web site, etc).
- How do we reference citations in an electronic program? By lesson number, section of lesson, or do we have to reference where in [a] lesson?
- Answer: The purpose of citations in the standards map is to indicate where in the program the standard is taught. Citations should direct the reviewer to the portion of the program where the standard is taught. Publishers may include references to specific portions of the program, such as relevant sections, lessons, topics, etc., as appropriate.
- Some citations are long, how do they fit into the given “boxes” in the standards maps? Is there an on-line version?
- Answer: Yes, the standards maps are available on the CDE Web site and final edited versions of the standards maps and instructions will be provided on CD-ROM at the Invitation to Submit meeting on January 9, 2007. In the electronic version, the “boxes” in the standards maps will expand.
- Will the training provided to IMAPs and CRPs suggest that supporting citations are a component necessary to meet Category 1 requirements or a permissible additional method?
- Answer: The training for IMAPs and CRPs will explain that the standards map is the tool the IMAPs and CRPs will use to help them evaluate whether or not a program meets all of the required California Mathematics Standards. There are two types of citations identified in the standards maps for each standard:
- Primary citations are the places where a specific standard is emphasized and taught in depth;
- Supporting citations are the places where a standard is also taught, but it is not the primary place of instruction. This could be where a standard is reinforced or recalled.
Mathematical Reasoning Standards
- For MR standards, how many citations from each of the other strands are ideal?
- Answer: Category 1, criterion 7 requires alignment with one or more standards outside the MR strand.
- Can you give us an example of how we should correlate to a MR standard, i.e., precisely how we should indicate that MR standards are embedded in the content strands (Number Sense [NS], Algebra and Functions [AF], Measurement and Geometry [MG], Statistics, Data Analysis, and Probability [SDAP])?
- Answer: The instructions for completing the standards maps include examples for citations for the MR standards for all three program types. For example, in the basic grade-level program, citations for the standards in the MR strand must also indicate the relevant content standards from the NS, AF, MG, and/or SDAP strands to indicate where in the program the MR standards are embedded in the teaching of the standards from the other four content strands. The abbreviations used in the citation (e.g., Pupil Edition [PE] or Student Edition [SE]) should also be included in the header of the standards map for the program. An example of a citation for grade 1, MR 2.2 in a basic grade-level program is Gr. 1, NS 1.1, PE, p. 60.
- Does the standards map for the Mathematics Intervention-Part B, MR standards, require that for grade X, citations need to include the volumes where the grade X standards from the four content standards in Part A are addressed?
- Answer: Yes, citations for Part B must reference the program volume and also the relevant content standard from NS, AF, MG, and/or SDAP in Part A to indicate where in the program the MR standards are embedded in the teaching of the subset of standards from Part A. An example of a citation for grade 1, MR 2.2 is: Vol. I, Gr. 1, NS 1.1 SE, p. 60.
- What MR standards should be covered in each level of the programs? Should a fourth grade program cover the MR standards for grades kindergarten through grade four (K-4) and algebra readiness cover the MR standards for grades 2-7?
- Answer: For a basic grade-level program, the grade four MR standards should be covered in the problems included as part of the grade 4 instructional materials. For an algebra readiness program, all of the grade seven MR standards should be covered in the problems that address grade seven standards from the content strands (these are included in the standards maps for Part A). The standards for an algebra readiness program in Part B (grades 2-6) are not all required and the publisher selects the standards to be addressed in the program.
- Algebra readiness: Do the MR citations need to reference one of the 16 content standards in Part A, or should they reference any of the standards in Part B?
- Answer: Citations for the grade seven MR standards in Part A should reference one of more of the standards in the four content strands from grade seven in Part A. The standards for algebra 1 do not include MR standards.
- For algebra readiness programs, the grade seven MR standards in Part A are all required; however, the MR standards for grades two through six in Part B are not all required—publishers select which standards to include. Correct?
- Answer: Yes.
- For the intervention program, do all the MR standards need to be cited along with a grade-level content standard? For example, there are many kindergarten (K) MR standards but only one grade K content standard. Since grade K and grade one MR standards are identical, can a grade K MR standard be cited with a grade one content standard?
- Answer: Yes, if the program addresses a grade K MR standard in the portion of the program that focuses on grade one content standards, then a publisher could reference a grade one content standard in the citation for the grade K MR standard.
- For an intervention program, if a given volume contains multiple student books, would this be an acceptable citation: SE (Book 1)/ TE 1-42 to 1-44? In this example the page numbers contain the 1-prefix to indicate the book.
- Answer: The purpose of citations in the standards map is to direct the reviewer to the portion of the program where the standard is taught. The example provided would be one way to cite a program with multiple students books; however, the header at the top of the standards maps should also list any abbreviations used in the citations (e.g., Teacher Edition [TE]; Book 1, page 42 [1-42]).
- Does the program need six volumes or can it include the material from six volumes?
- Answer: Category 2, criterion 1 states:
- For the intervention programs, materials must be organized around the six volumes and the subset of standards specified in Appendix E. No specific order of topics within these volumes is required, and volumes may be split into smaller units for publication.
- Please clarify that MR standards are in Part B for intervention programs but in Part A for algebra readiness?
- Answer: The standards maps for the Intervention program include the MR standards for grades K-7 in Part B. It was necessary to separate the maps into two parts because Part A is organized by the required six volumes and the MR standards in Part B are listed by grade level, not by volume, to shorten the length of the standards maps and still include the required MR standards. The standards maps for Algebra Readiness include the MR standards for grade 7 in Part A and the MR standards for grades 2-6 in Part B. The MR standards are separated because all standards in Part A must be addressed (including all of the grade 7 MR standards); however, publishers select the standards to address in Part B (including the MR standards from grades 2-6).
- For the intervention or algebra readiness programs, how can publishers list lower grade standards without insulting their audience?
- Answer: The criteria does not specify where in the student materials to list the standards; however one approach might be to include a complete list of the standards at the back of the student text, not at the point of instruction, and to abbreviate the grade reference at the beginning of the standard (e.g., Gr. 2 NS 1.1). Then standards-based goals could be included at the point of instruction without identifying the specific grade level of the standard addressed in the lesson.
- For intervention programs, Category 3 (Assessment), criterion 1 requires that entry-level assessments should identify which students need the program and their strengths and weaknesses. Does this mean publishers should provide an assessment that will identify strategic and intensive students?
- Answer: No, identifying students as strategic and intensive is not required as part of Category 3 (Assessment); however, an initial assessment should determine the students’ placement in the intervention program. Category 3, criterion 6 provides a detailed example of the assessment required for adoption. It states:
- In the intervention program frequent diagnostic assessments are provided to tailor instruction to the standards with which students are having difficulty. The program should include an initial assessment to determine students’ placement in a program (e.g., referenced to the six volumes or sections within each volume to be used or both), diagnostic assessments to identify areas of strengths and weaknesses, formative assessments to demonstrate students’ progress toward meeting identified benchmarks, and a summative assessment to determine whether a student has mastered the materials. For example, Grade 2 Number Sense Standard 2.2 (Find the sum or difference of two whole numbers up to three digits long) involves both addition and subtraction and covers a range of component concepts and skills. Assessments on this standard should identify whether students have difficulty because they do not understand place value, lack knowledge of basic facts, or make errors in regrouping (carrying or borrowing) or in keeping the digits in place-value columns, and so forth. In this and other cases, diagnostic assessment should be informed by the types of errors students are apt to make in each content area. Teachers’ editions should help educators select and use assessment tools that provide student data to help educators meet the instructional needs of students. All materials should include information and strategies for making the lessons accessible to all categories of special needs students.
- There are 20 bullets under Category 5 (Instructional Planning and Support). Are all 20 of these necessary parts of the Intervention Program? When a requirement does not include qualifiers such as basic program, intervention program or algebra readiness, is it presumed to be applicable to all three?
- Answer: If the criteria do not identify a specific program type, then the criteria language applies to all three program types. Mathematics Framework, Chapter 10 (page 5) states, “Materials that fail to meet the criteria for mathematics content/alignment with the standards will not be considered satisfactory for adoption. Only those programs that meet all criteria in category 1 and that have strengths in each of categories 2 through 5 will be deemed worthy of adoption. Unless otherwise noted, the following information in categories 1 through 5 applies to all three types of programs.”
- For the intervention program we are planning to submit the six volumes in the form of 17 separately-bound booklets at a set, per student price. (All volumes will be organized and sequenced per the Framework.) If we are adopted, and thereafter a district asks us to deliver the program as a blackline master, or a series of electronic files, may we adjust the pricing accordingly? For example, rather than charging a per-student fee, could we charge a lump sum fee for a perpetual license (or annual license) to the blackline masters or electronic files?
- Answer: Pricing is an important aspect of the adoption process and price quotes are due to the CDE by June 13, 2007, for the initial submissions. This would be an alternate format of the initial submission and the publisher would be required to submit to CDE a price quote form indicating the price of the alternate format item. CDE will review the price to determine if it is consistent with the price of the adopted product.
- For an electronic program, please describe the kind of technology support publishers should provide during the review process.
- Answer: The publisher will be required to identify a representative for technology-related matters. This will be the person reviewers or CDE will contact if there are problems accessing any technology components of the program. The technology contact person is only to discuss problems with technology and should not discuss anything related to the evaluation of the submissions or the potential inclusion of submissions on the list of adopted instructional materials.
- In the student edition of the Spanish math program, is it okay to print the California standards in English?
- Answer: Yes, it is acceptable to include the standards in English; however, alternate formats submitted in languages other than English are submitted for review following the adoption of the English edition.
- Are paper based systems held to different criteria than computer based systems?
- Answer: No, the evaluation criteria are format neutral and apply to all programs submitted, both electronic and paper based submissions.
- For publishers who will be submitting electronic programs and who want to provide laptops with pre-loaded curriculum—how many laptops are required?
- Answer: Publishers should plan on providing one laptop for each reviewer on the panel assigned to review the program (approximately 8-10 laptops); however, laptop computers are not required as part of the submission.
Short Program Narrative
- Where does a short narrative appear on the standards map form?
- Answer: The short program narrative does not appear on the standards map form. Publishers must prepare a separate short program description, not to exceed six pages, single spaced, and submit it as part of the Submission Information (by March 7, 2007), along with the completed standards maps and with the distributed materials (to be received by April 12, 2007). This short description of the program should explain how the program works and the purpose of program components. Additional information about the program description will be provided at the Invitation to Submit meeting on January 9, 2007.
Edits and Corrections
- When do edits and corrections take place in the process?
- Answer: A meeting with publishers to discuss edits and corrections is generally held in November, after the State Board of Education takes final action on the adoption. Publishers must submit their final print materials to the CDE for review and approval of edits and corrections by January 2008 (date to be announced).
- May we have a copy of the PowerPoint that includes the “talking points” from the Publisher Briefing on December 1, 2006?
- Answer: The PowerPoint file is available upon request. Please submit requests via e-mail to Math@cde.ca.gov.
If you have any questions regarding the 2007 Mathematics Primary Adoption, you may email your question to Math@cde.ca.gov; or contact Mary Sprague, Lead Consultant for the 2007 Mathematics Adoption, Curriculum Frameworks Office, at
916-319-0510 or firstname.lastname@example.org [Note, the preceding phone number and e-mail address are no longer valid. Please contact the Curriculum Frameworks and Instructional Resources Division at 916-319-0881 for further information.]; or contact Suzanne Rios, Administrator, Instructional Resources Office, at 916-319-0665. [Note, the preceding phone number is no longer valid.]
Thomas Adams, Director
Curriculum Frameworks and Instructional Resources Division
Kenneth Noonan, State Board President
Mary-Alicia McRae, Chair, Curriculum Development and Supplemental Materials Commission
Gavin Payne, Chief Deputy Superintendent, California Department of Education
Curriculum Development and Supplemental Materials Commission Members
Dale Shimasaki, Association of American Publishers