CEEMM - Vertical Teaming and the South Carolina Mathematics Standards

“CEEMM” is an acronym for “Creating Excellence in Elementary and Middle Mathematics”. In brief, it is a framework for mathematics team building and planning at grades K-8. The framework is based on research that suggests one of the common factors in more successful schools is teachers coming together and planning within and across grade levels. In other words, the entire school is aware of where the children are headed mathematically and what needs to be done at each grade level in order to achieve that outcome.

CEEMM is a “framework” because it is not a step-by-step, prescriptive, add-on program. Rather, it is an ongoing, flexible guide that builds on and improves the planning and teaching processes that already occur in schools. CEEMM has three components – Curriculum, Teaming, and Bridging to Practice.

The Teaming component requires that teachers in a school meet as a grade level once a week to plan for mathematics. Also, they must meet as a whole school once a month to discuss how certain mathematics concepts build across grade levels.

In the second component, Curriculum, major mathematics concepts have been identified and the South Carolina mathematics standards have been grouped under those “big ideas”. Next, clear and precise explanations are provided as to what children should understand and be able to do with regard to those concepts. In addition, new vocabulary and introductory lessons are included. So, when grade level teams plan together, they use the curriculum component to gain a clear understanding of the mathematics that should be taught at their grade level. Finally, when monthly school-wide meetings are held, a major concept becomes the focus of discussion with each grade level contributing what is expected at their grade level. Thus, everyone has a clear picture as to how the mathematics builds from one year to the next.

The Bridging to Practice component provides strategies for on-going team development support.

When using the CEEMM framework, teaching is centered around major concepts – the “big ideas” of mathematics - rather than individual standards. This provides time for more in-depth coverage. In addition, there is an emphasis on grade-level expectations rather than re-teaching the same mathematics year after year. When remediation is necessary the curriculum component may be used by teachers to gain insight into the level at which remediation should begin.

CEEMM fits well with all instructional programs. Teachers have the flexibility to use the major concepts in the curriculum component in any order that best supports current instructional programs.  Also, teachers have the option to use the introductory lessons or select their own lessons. These team decisions should be made during grade level planning. The narrative that explains each major concept affords teachers a clear understanding of grade level expectations as set forth in the South Carolina Mathematics Curriculum Standards. Most importantly, CEEMM was developed by SC teachers for SC teachers. As a result, participants begin to realize that student gains are made by focusing on the expectations of the South Carolina Standards rather than following a packaged instructional program developed for a variety of states.

Participation requires a full day of training for all mathematics teachers. While there is no fee for the training, copies of extensive materials for participants is required.

For more information contact Mary L. Ruzga at mruzga@sde.state.sc.us