Math Track 2: Complete and Submit: Submit: TBD Submit: TBD Submit: TBD For programs A scope & sequence for Complete: Complete: Complete: that did not one level of instruction ** A curriculum for one level, A curriculum for the second A curriculum for the third submit in 2015 A 20-25 hour instructional developed from the 2016 scope level, developed from the 2017 level, from the a Math scope unit or sequence of units & sequence** scope & sequence** 2018 scope & sequence** and sequence from the above A scope & sequence for a A & sequence for a third scope & sequence, second level of instruction** level of instruction** including three A 20-25 hour instructional unit A 20-25 hour instructional unit lessons* or sequence of units or sequence of units from the second level scope & from the third level scope & sequence, including three sequence, including three lessons* lessons* *See Appendix A for more information. Teachers are required to develop lesson plans based on the units. Teachers may modify lessons to accommodate class needs and it is understood that those submitted are representative lessons. **Templates, resources, & PD will be available. APPENDIX A (Math) With regard to the curriculum requirement in math calling for 20-25 hour Instructional Unit or sequence of Units from the... “a Scope and Sequence, including three fully-developed lessons,” and mindful of the three Key Shifts elucidated in the College and Career please submit the following: Readiness Standards for Adult Education, The required Instructional Unit sequence(s), following the of the approved Templates. For information on how to access the Templates, see below. Reflective of the three components of the Key Shift “Rigor”: One lesson designed to develop the skills, knowledge, and/or habits of mind in a Standard addressing Conceptual Understanding; One lesson designed to develop the skills, knowledge, and/or habits of mind in a Standard addressing Procedural Fluency; and One lesson designed to develop the skills, knowledge, and/or habits of mind in a Standard addressing Application. In addition, one of the above lessons should explicitly incorporate one Standard of Mathematical Practice of the program’s choosing.
Math Track 2: For programs that did not submit in 2015 a Math scope and sequence Complete and Submit: A scope & sequence for one level of instruction ** A 20-25 hour instructional unit or sequence of units from the above scope & sequence, including three lessons* Submit: TBD Complete: A curriculum for one level, developed from the 2016 scope & sequence** A scope & sequence for a second level of instruction** A 20-25 hour instructional unit or sequence of units from the second level scope & sequence, including three lessons* Submit: TBD Complete: A curriculum for the second level, developed from the 2017 scope & sequence** A & sequence for a third level of instruction** A 20-25 hour instructional unit or sequence of units from the third level scope & sequence, including three lessons* Submit: TBD Complete: A curriculum for the third level, from the 2018 scope & sequence** *See Appendix A for more information. Teachers are required to develop lesson plans based on the units. Teachers may modify lessons to accommodate class needs and it is understood that those submitted are representative lessons. **Templates, resources, & PD will be available. APPENDIX A (Math) With regard to the curriculum requirement in math calling for “a 20-25 hour Instructional Unit or sequence of Units from the... Scope and Sequence, including three fully-developed lessons,” and mindful of the three Key Shifts elucidated in the College and Career Readiness Standards for Adult Education, please submit the following: The required Instructional Unit sequence(s), following the of the approved Templates. For information on how to access the Templates, see below. Reflective of the three components of the Key Shift “Rigor”: One lesson designed to develop the skills, knowledge, and/or habits of mind in a Standard addressing Conceptual Understanding; One lesson designed to develop the skills, knowledge, and/or habits of mind in a Standard addressing Procedural Fluency; and One lesson designed to develop the skills, knowledge, and/or habits of mind in a Standard addressing Application. In addition, one of the above lessons should explicitly incorporate one Standard of Mathematical Practice of the program’s choosing.
CurriculumPathways.docx