Template Analysis Introduction

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Introduction: Template for
Analysis of Mathematics Programs/Series
March 2005

The NYS Education Department in partnership with educators and leaders of mathematics is developing a Mathematics Toolkit of curriculum guidance materials and resources to assist schools in transitioning to the Regents adopted NYS Learning Standard in Mathematics, revised March 2005. As part of the Mathematics Toolkit, we are providing this template to assist schools in comparing their existing mathematics programs/series with the recently adopted mathematics standard, content strands, process strands, and grade-by-grade performance indicators. This analysis, once complete, will help guide districts as they plan further curriculum and professional development initiatives.

We are providing an analysis template for each grade level, with each template containing all the process and content performance indicators for that grade and a series of four key questions for teachers/administrators to consider for each performance indicator. By systematically reviewing each performance indicator in this way, schools can determine:

where gaps exist, and at what grade levels,

where supplements to the current program will be needed to ensure that all content at each grade level is taught;
and where a concept is emphasized at a particular grade level.

By doing this detailed analysis, districts will be able to use their current math series/program, providing realignment and/or supplements as needed to assure that students receive mathematics instruction appropriate to their grade level.

The four key questions to be considered for each performance indicator are described below:

Does the program/series support the development of the process/content in the performance indicator? Is the performance indicator included in the math series/program at that grade level and will it be fully developed? The district could answer yes, no, or partially.

Are additional resources needed? Here the district would note that supplemental materials will be needed because the concept within the performance indicator is not fully developed at this grade level. The district could also determine which supplemental materials to use.

At what grade level is the indicator addressed? Here the district would note that a particular performance indicator is not included in the math series/program at this grade level. They may also indicate the grade level at which the performance indicator is developed or indicate that it is not found in the math series/program.

Is the concept newly introduced this year? This column is for curriculum planning. In this column the district could indicate if a concept is first introduced at that grade level.