What does the California Math Framework mean for High Schools?

How California high schools can align with the Math Framework without a state-approved materials list

All students deserve to see and experience the joy and beauty of mathematics across their K-12 schooling journey. As we’ve previously shared, California’s Revised Mathematics Framework calls for integrating teaching standards around the “Big Ideas,” and emphasizes learning through mathematical investigations.

While the state of California is anticipated to release an adoption list of K–8 materials this November based on the Criteria Map that aligns with the Framework, high school leaders won’t receive the same guidance from the state level. However, the Framework does specifically address high school instruction in Chapter 8, “Investigating and Connecting, High School.”

So what does the Framework mean for you if you’re a high school leader?

The Framework Outlines High School Instructional Shifts

Even though the state will not release an adoption list for high school materials, the Framework does still outline a vision for shifts in instruction at the high school level. In tandem with your district instructional vision and local priorities, this can guide your adoption of high-quality instructional materials that can support teachers in bringing this vision of instruction to life.

High school educators, including in math, are content experts and often view their roles more like college professors, which leads them to create much of their own content and material. Alternately, when they are able to utilize high-quality instructional materials (HQIM) aligned to the Framework guidance, this allows them to focus on what matters most: “motivation, coherence, students’ and teachers’ cultural and linguistic assets, access and equity” (Framework, Ch.8), instead of the creation of new materials.

Calls for Additional Focus on Data Science

High-quality instructional materials will also support high school educators with implementing the Framework’s call for additional focus on data science, moving beyond data literacy. This is an area of growth for many high school math educators who did not focus their learning in statistics, computer science, or working with large data. With HQIM that are educative, educators can focus on building their expertise in this area, making sure all statistics standards and topics as outlined in the CCSSM are covered in their full intention.

Next steps for leading high school adoptions

In addition to the recommended steps we’ve outlined in our Math Framework Hub as you prepare for upcoming adoptions, high school leaders can take the following action steps now:

• Lead a Materials Audit: Engage in a high school materials audit, surveying educators on how they currently use the purchased resource, and what will need to be in place if an adoption of new materials were to occur.
• Compare Your Current Materials Against Other Options: Just as K-8 materials have evolved significantly over the past decade, high school materials have as well. Consult independent reviews of your current materials as well as potential alternatives
• Dive into Chapter 8 with your Professional Learning Communities: Carve out time with your colleagues or in Professional Learning Community (PLC) time to read and engage with Chapter 8 of the Framework (“Mathematics: Investigating and Connecting, High School”) to deepen your knowledge and support TK–12 coherence.

As you and your adoption team begin to “Develop your Lens,” reviewing the Framework guidance on high schools can deepen your understanding of what you want to look for in materials and support your creation of rubric criteria for investigation. CalCurriculum is here to support as you jump in. Check out our Workshops page for upcoming opportunities!