Content Standards and Framework
The knowledge, concepts, and skills students should acquire at either grade or course level are described in the Mathematics content standards (1997) and Common Core State Standards for Mathematics (CCSSM) (2010) (DOC), which were adopted by the State Board of Education (SBE). Appendix A (PDF) focuses on organizing the Standards for Mathematical Content into model pathways to college and career readiness. Furthermore, it lays out model courses for high school mathematics.
To align with the Common Core State Standards for Mathematics, Assembly Bill 250 (Chapter 608, Statues of 2011) calls for the revision of the Mathematics Framework (2013) which is still in progress. Frameworks are developed by the Instructional Quality Commission (IQC), formerly known as the Curriculum Development and Supplemental Materials Commission. Guidelines for the implementation of the standards (1997) are described in the Mathematics Framework for California Public Schools: Kindergarten Through Grade Twelve (2005) (PDF), which does not include the CCSSM or support implementation of the CCSSM. Included is the solution set for Appendix D for grades five, six, seven, Algebra I, and Geometry. The 2005 Framework does not include or support implementation of the CCSSM.
Grade-level curriculum documents are organized include information about transitioning to the Common Core State Standards.
To align with Common Core State Standards, supplemental instructional materials were approved in 2013.
Assembly Bill 1246 (Chapter 668 of the Statues of 2012), signed on September 27, 2012 authorized the State Board of Education (SBE) to conduct a primary adoption of kindergarten through grade eight instructional materials in mathematics aligned to the Common Core State Standards. The SBE adopted mathematics programs on January 15, 2014.
Assembly Bill (AB) 250 (Brownley): Instructional Materials: Pupil Assessment
AB 250 required the State Superintendent of Public Instruction (SSPI) to consult with specific stakeholder groups in developing recommendations for the reauthorization of the statewide pupil assessment system, which includes a plan for transitioning to a system of high-quality assessments.
AB 484 (Bonilla): Pupil Assessments: Measurement of Academic Performance and Progress (MAPP)
AB 484 was signed into law on October 2, 2013. It establishes California’s new student assessment system, now known as the California Assessment of Student Performance and Progress (CAASPP).
AB 1246 (Brownley): Instructional Materials
AB 1246 authorizes the adoption of instructional materials for mathematics aligned to the Common Core State Standards by 2014 and provides districts flexibility in the selection of instructional materials.
Senate Bill (SB) 472 (Alquist): Mathematics and Reading Professional Development Program
SB 472 provided funding for professional development in mathematics and reading/language arts. SB 472 is currently under full categorical flexibility due to SBX3 4 . More information about SBX 3_4 can be found under Attachment B for action on the 2008 and 2009 Budget Acts.
SB 1200 (Hancock): Recommended Modifications to the California Additions to the Common Core State Standards for Mathematics and Model Courses for Higher Mathematics
SB 1200 (DOC) authorizes the State Superintendent of Public Instruction (SSPI) to recommend and the SBE to revise or modify the mathematics academic content standards as adopted by the SBE on August 2, 2010. SB 1200 calls for an advisory group of experts to be formed to provide recommendations to the SSPI and the SBE on modifying the mathematics standards. The SBE adopted the modifications to the CCCSSM and Model Courses for Higher Mathematics on January 16, 2013, pursuant to SB 1200.
SB 1458 (Chapter 3, Statutes of 2012)(Steinberg): School Accountability: Academic Performance Index
SB 1458 requires that beginning in 2013-16 (i.e., 2015 Base API and 2016 Growth API), state assessments results may only constitute 60 percent of a high school’s API and the remaining 40 percent must be from indicators other than assessments, such as college and career readiness indicators and graduation rate.