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It further specifies evidence-based numeracy instruction across six components, differentiation supports, authentic problem solving, assessment guidance, and implementation supports such as professional development and use of assessment data for screening and 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Evaluation Addendum is designed to be used in conjunction with the broader ISBE Curriculum Evaluation Tool. While the Curriculum Evaluation Tool provides a comprehensive review of overall curriculum quality and alignment, this addendum offers a deeper analysis of mathematics-specific content and standards alignment. Evaluators should use the Curriculum Evaluation Tool in tandem with the Numeracy Curriculum Evaluation Addendum to assess the unique components of mathematics instruction, ensuring a thorough evaluation of the curriculum.  \n\n| Curriculum |  |  |  |\n| --- | --- | --- | --- |\n| Curriculum Components | Yes | No | Evidence |\n| A.1.Math The curriculum provides a coherent plan for mathematics learning from early grades through high school. The curriculum demonstrates instructional coherence by aligning grade-level standards, learning progressions, instructional materials, assessments, and interventions to support a connected continuum of mathematical learning. Consider the grade bands for the curriculum; if multiple curriculum components will be utilized, ensure vertical alignment and cohesion for the curriculum utilized. |  |  |  |\n\n[isbe](isbe.net)[.net](isbe.net)  \nILLINOIS  \nSTATE BOARD OF  \nEDUCATION  \n| Curriculum |  |  |  |\n| --- | --- | --- | --- |\n| Curriculum Components | Yes | No | Evidence |\n| A.1.a.Math The curriculum intentionally incorporates cumulative review and opportunities for students to revisit and apply previously learned mathematical concepts and procedures to strengthen retention and make connections. |  |  |  |\n| A.3.a.Math The curriculum aligns with the Illinois Learning Standards for Mathematics. |  |  |  |\n| A.3.b.Math The curriculum aligns with the Illinois Comprehensive Numeracy Plan framework. |  |  |  |\n| A.3.c.Math The curriculum intentionally embeds the Standards for Mathematical Practice throughout instruction, providing students regular opportunities to:\u003Cbr>􀂉 Make sense of problems and persevere in solving them\u003Cbr>􀂉 Reason abstractly and quantitatively\u003Cbr>􀂉 Construct viable arguments and critique the reasoning of others\u003Cbr>􀂉 Model with mathematics\u003Cbr>􀂉 Use appropriate tools strategically\u003Cbr>􀂉 Attend to precision\u003Cbr>􀂉 Look for and make use of structure\u003Cbr>􀂉 Look for and express regularity in repeated reasoning |  |  |  |\n| A.3.d.Math The curriculum intentionally develops mathematical vocabulary and provides opportunities for students to use precise mathematical language when speaking, writing, reading, and representing mathematical ideas. |  |  |  |\n\nIllinois Comprehensive Numeracy Plan Implementation Process Overview | 2  \n| Curriculum |  |  |  |\n| --- | --- | --- | --- |\n| Curriculum Components | Yes | No | Evidence |\n| A.4.Math The curriculum incorporates evidence-based instructional practices for the Six Components of Numeracy:\u003Cbr>􀂉 Conceptual Understanding\u003Cbr>􀂉 Procedural Fluency\u003Cbr>􀂉 Strategic Competence\u003Cbr>􀂉 Adaptive Reasoning\u003Cbr>􀂉 Productive Disposition\u003Cbr>􀂉 Discourse |  |  |  |\n| A.5.Math The curriculum provides resources and strategies for differentiating mathematics instruction to meet the diverse needs of students. |  |  |  |\n| A.6.Math The curriculum incorporates a variety of instructional resources, mathematical representations, manipulatives, technology, and interactive tools to support numeracy and provide multiple ways for students with varying abilities and skill levels to engage. |  |  |  |\n| A.8.a.Math The curriculum provides meaningful opportunities for students to solve authentic problems, apply mathematics in real-world contexts, make connections across mathematical ideas, and develop mathematical modeling skills. |  |  |  |\n| A.11.Math External reviews of the mathematics curriculum have been considered and reviewed for additional information and alignment. |  |  |  |\n| Notes |  |  |  |\n|  |  |  |  |\n| Illinois Comprehensive Numeracy Plan Implementation Process ","cbCaicSRavaZAPES","https://ap.wps.com/l/cbCaicSRavaZAPES","pdf",9096907,"English","# Curriculum Components\n## A.1 Math\n## A.1.a Math\n## A.3.a Math\n## A.3.b Math\n## A.3.c Math\n## A.3.d Math\n## A.4 Math\n## A.5 Math\n## A.6 Math\n## A.8.a Math\n## A.11 Math\n# Assessment and Impact\n## B.3 Math\n## B.4 Math\n# Implementation and Support\n## C.1 Math\n## C.6 Math","[{\"question\":\"How should evaluators use this addendum with the ISBE Curriculum Evaluation Tool?\",\"answer\":\"Evaluators should use the ISBE Curriculum Evaluation Tool to review overall curriculum quality, and use this addendum to conduct a deeper analysis of mathematics-specific content and standards alignment.\"},{\"question\":\"Which standards and practice elements are evaluated in the mathematics curriculum?\",\"answer\":\"The rubric checks alignment to Illinois Learning Standards for Mathematics and the Illinois Comprehensive Numeracy Plan framework, and it evaluates embedding the Standards for Mathematical Practice throughout instruction.\"},{\"question\":\"What guidance does the rubric provide for assessment and implementation?\",\"answer\":\"It requires integrated, aligned assessments tied to the six numeracy components and guidance for using assessment data to adjust instruction, including professional development and use of screening and benchmark/state/local assessment data to determine curriculum impact.\"}]","Illinois Comprehensive Numeracy Plan - Curriculum Evaluation Addendum Rubric | PDF",1791602086,13]