Mathematics
TCSD Comprehensive Math Program
Tulare City School District’s math program focuses on the California Common Core State
Standards in Mathematics and reflects the importance of focus, coherence, and rigor. We are committed
to providing mathematics education for all students that support college and career readiness and the
knowledge of skills necessary to fully participate in the twenty-first-century global economy.
Standards in Mathematics and reflects the importance of focus, coherence, and rigor. We are committed
to providing mathematics education for all students that support college and career readiness and the
knowledge of skills necessary to fully participate in the twenty-first-century global economy.
Concept Development
The instructional part of a math lesson is designed to explore, develop, and teach the
mathematics concept that is the learning goal for the lesson. Several resources may be used for this
component (e.g. textbooks, manipulatives, Thinking Maps, student math journals, etc). Instruction
should follow the Launch, Explore, Summarize Instructional Model. Every concept development
lesson should include a formative assessment to monitor student progress. Formative assessments can be
formal or informal, stand-alone, or embedded in the lesson. The results should inform future
instructional decisions.
Math Routines
Routines are based on mental math and student thinking. They are used to introduce a new
skill, review learned skills, or address prerequisite skills necessary to address key grade-level standards.
When students discuss math concepts and strategies they develop a much deeper understanding.
Formative assessments and diagnostic results should be used to determine the content of Math Routine
skills.
Facts Practice
The mastery of “basic facts” is essential for developing number sense and problem-solving skills
including accuracy, efficiency, and flexibility. We build fluency with purposeful instruction, consistent
practice opportunities, and balanced assessments. Fact mastery is based on teaching increasingly
sophisticated strategies to students so they move beyond counting strategies to automatic recall.
Intervention
The purpose of intervention in a balanced math program is to fill the conceptual/procedural
gaps in understanding some students may have developed. An effective intervention component has a
process in place to identify gaps in need of remediation; determine the nature of the remedy
(conceptual or procedural); isolate the specific skill or knowledge piece and address it; and evaluate the
results. The intervention component should provide support for students in meeting grade-level
standards and should not be the math program by itself.
New Math Adoption
The Tulare City Schools Math Adoption Committee, composed of Curriculum Specialists and classroom teachers, spent several months previewing a variety of math curriculum. After a thorough analysis of each program, Houghton Mifflin Harcourt Into Math was selected as the core curriculum for grades K-8. The Curriculum Department will present the curriculum to the Board for review at the April 25, 2023 Board meeting. The Board will then be asked to adopt these materials at the May 9, 2023 Board meeting. Both meetings will begin at 5:30 PM in the Tulare City School District Board Room, 600 N. Cherry Avenue, Tulare, CA.
Sample math materials will be available for public review at the Tulare City School Districts Professional Development Center from April 26-May 9 between the hours of 3:00 PM to 5:00 PM. Materials may also be viewed online. You can find information on accessing the online materials here.
Contact
Ginger Miller
Curriculum Specialist (Literacy Integration - Math)
(559) 685-7207
B.A. Economics, Occidental College
Multiple Subject Teaching Credential, Chapman University
Single-subject Mathematics Supplemental Credential
M.A. Education, National University
An educator since 2008
Kim Schoenau
Math/Tech Curriculum Specialist
(559) 685-6506
B.A. Liberal Studies CSU, Chico
Multiple Subject Teaching Credential CSU, Fresno
M.A. Curriculum and Teaching, Fresno Pacific University
An educator since 1991
