FAQ

Frequently Asked Questions 

1. Who is the target population for the Project SOL Resources?
2. Why was Project SOL developed?
3. Are the materials aligned to Common Core State Standards?
4. Where can I find the Common Core State Standards that you used? 
5. Besides Common Core, what other fundamental concepts guide the specialists who create the SOL modules?
6. What learning opportunities do you provide to the student? 
7. How does Project SOL make math relevant for the students?
What is the goal of connecting mathematics to students’ lives? 
8. Are the Project SOL resources designed for one type of use? 
9. Are the SOL materials stand-alone or should they be used with a particular textbook?
10. What other resources are utilized by Project SOL besides the CK12 textbook and interactive tools?
11. What is the lesson structure of each module? 
12. Do the materials follow a particular order? 
13. Is there an Instructional Guide that teachers can use to better understand the suggested use and timeline for the module?
14. What is included in the Instructional Guide?
15. How long does each module take to teach? 
16. Do teachers need to use technology in order to access the Project SOL materials?
17. Do teachers need to use the materials on-line during class? 
18. 
Do the lessons incorporate interactive technology? 
19. What kinds of assessments are used?
20. Does Project SOL focus on English language development? 
21. What is Project SOL’s philosophy about language development?
22. How important is classroom climate in supporting English language learners?
23. Do you suggest certain instructional strategies to use when supporting English Language Learners (Els)?
24. What research-based instructional strategies are embedded in Project SOL materials?
25. Have you piloted the materials and what do students say about using them? 
26. What is the cost to access the Project SOL materials? 
27. How can I find the SOL materials? 

Who is the target population for the Project SOL Resources? 

The Project SOL Mathematics modules are designed for students whose English is not yet strong enough to fully benefit from a class taught solely in English. Materials are designed for teachers to support these students either bilingually or in a context where some Spanish support can be provided (such as with a Spanish speaking aide or even peer support). 

Why was Project SOL developed? 

Project SOL was developed fundamentally as a means for students with limited English to access core college preparatory math and science courses, and to maintain their momentum towards high school graduation. It is a response to the heavy loss of immigrant students from the education pipeline due to the lack of appropriate courses presented in a language they can understand. It is also useful in a context in which students’ academic Spanish is limited and support is required in English. 

In addition to the regular academic year classroom, what additional types of programs would benefit from these materials?


Project SOL materials may be used for credit recovery and as a bridge curriculum to help get EL kids ready for an English-language classroom. The curriculum can also be used in IB and other secondary dual language programs where instruction is provided in Spanish. 

Are the materials aligned to Common Core State Standards? 

The SOL modules are aligned to the Common Core State Standards (CCSS), both in content and mathematical practice. The materials incorporated in the modules come from publicly accessible curriculum projects and teacher-created resources emphasizing the CCSS. 

Where can I find the Common Core State Standards that you used? 

Each Module Outline contains a list of the content standards utilized. The mathematics content for each module is aligned to the mathematics CCSS and specifically designed using proposed units of study found in Appendix A of the CCSS. 

Besides Common Core, what other fundamental concepts guide the specialists who create the SOL modules?


In addition to incorporating CCSS, the goal of each module is to provide students with learning opportunities envisioned best by the National Council of Teachers of Mathematics’ concept of Learning for Understanding: 

Students confidently engage in complex mathematical tasks chosen carefully by teachers. They draw on knowledge from a wide variety of mathematical topics, sometimes approaching the same problem from different mathematical perspectives or representing the mathematics in different ways until they find methods that enable them to make progress. Teachers help students make, refine, and explore conjectures on the basis of evidence and use a variety of reasoning and proof techniques to confirm or disprove those conjectures. Students are flexible and resourceful problem solvers. Alone or in groups and with access to technology, they work productively and reflectively, with the skilled guidance of their teachers. Orally and in writing, students communicate their ideas and results effectively. They value mathematics and engage actively in learning it. (NCTM, 2000) 

What learning opportunities do you provide to the student? 

A key element of these resources is to provide students with learning opportunities beyond procedural levels of engagement. The main objectives are to help students confront engaging problem situations, grapple with the mathematical ideas involved, and persevere in the process of seeking and finding an appropriate solution. These process-oriented goals are in sync with the CCSS mathematical practices. 

How does Project SOL make math relevant for the students? 

Connecting math to the real world should deepen students’ content knowledge as well as provide them the opportunity to apply mathematics in a real world setting. This should include the traditional connections to science, technology and engineering. Making math relevant connects mathematics to students’ experiences. It recognizes that students whose home language is not primarily English may have experiences that are vastly different than most of their teachers. For example, students may be first-generation U.S. students, have interrupted schooling, or face other challenges. Culturally relevant pedagogy encompasses more than the connection to students community/home/culture. Culturally relevant teaching emphasizes academic success for all students (High Expectations); assists students in the formation of a positive cultural identity (Cultural Competence); guides students in developing a critical consciousness that they can use to critique or interrupt current and historical social inequities (Critical Consciousness). 

What is the goal of connecting mathematics to students’ lives? 

The goal is to have students begin to see mathematics as a powerful and relevant tool for understanding complicated, real-world phenomena rather than a series of disconnected, rote rules to be memorized and regurgitated. Students can learn that mathematics is an essential analytical tool to understand and potentially change the world (Gutstein and Peterson, 2005). Suggestions for real world connections can be found in the Teacher Resources section of each module’s instructional guide. 

Are the Project SOL resources designed for one type of use? 

The collected materials may be used in various ways: as exploratory and introductory tasks, as concept builders allowing students to explore, conjecture, and solidify their mathematical understandings, or as formative and summative assessments. The rigor and content of the mathematics materials maps onto the CCSS content standards and CCSS mathematical practices. 

Are the SOL materials stand-alone or should they be used with a particular textbook?

The modules are linked to the CK12 on-line textbook, which is an optional resource for teachers. When sequenced appropriately, the modules may be used as a sole resource for a course. The modules may also be slotted within an existing course to substitute for a classroom textbook/materials. Also, teachers using the modules may pick and choose from the bilingual resources to supplement their current mathematics program. 

What other resources are utilized by Project SOL besides the CK12 textbook and interactive tools?


Additional CCSS resources were translated professionally and range from the following: 

•  Illustrative Mathematics
• engageNY
• Mathematics Vision Project
• Kahn Academy
• Miscellaneous materials compiled from current and former classroom 
teachers of English Language Learners.


What is the lesson structure of each module?

 The structure within each lesson is an amalgamation of Problem-Based Learning, Guided Inquiry, and direct instruction. These choices are predicated on our goals of students developing mathematical proficiency: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition (Kilpatrick, et al., 2001).  These are general instructional strategies that researchers identify as effective for supporting academic development of English Language Learners. See Kilpatrick, J., Swaford, J., Findell, B. (Eds.). (2001). Adding It Up: Helping Children Learn 
Mathematics. Washington, D.C.: National Academy Press.

Do the materials follow a particular order?

 The structure of each module provides teachers with a coherent sequence of lessons engaging students with learning opportunities to develop their mathematical proficiency in conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition (Kilpatrick, et al., 2001). However, modules have been designed to be free standing, so that depending on the course content selected by the teacher, modules may be used in the sequence most appropriate for the course, and teachers can select particular modules as needed. 

Is there an Instructional Guide that teachers can use to better understand the suggested use and timeline for the module?


A teacher using these resources will find an online instructional guide outlining suggested use of the materials for each module and an approximate instructional timeline for traditional and block schedules. The online instructional guide contains a detailed outline with guidance for a teacher who chooses to use the materials as a stand-alone course for their students. 

What is included in the Instructional Guide?


The guidance includes instructions for a Lesson Opening, Lesson Body, Lesson Closing, and a Teacher Resources section with links to bilingual instructional videos and interactive resources. 

How long does each module take to teach? 

Each module contains a coherent sequence of lessons spanning multiple days (each lesson within a module may span 1-4 days). 

Do teachers need to use technology in order to access the Project SOL materials?

Yes, in order to access the materials, which are open educational resources (OER), teachers will need to use an electronic device, such as a computer or tablet. The materials are housed on-line. All materials are available as downloadable documents, except for interactive webpages created by outside developers. Schools interested in utilizing OER should seek information (we suggest www.projectred.org) about what to consider when rolling out technology- based initiatives.

Do teachers need to use the materials on-line during class? 

Once obtained, the majority of resources can be utilized off-line or on-line and be used by teachers in various ways and for an array of instructional purposes. Teachers can project the materials to the entire class, assign their students individual laptops/tablets or have them share resources to access the materials, or materials can become the basis for a group or individual activity that is conducted off-line in the classroom. 

Do the lessons incorporate interactive technology? 

Yes, not only are the materials housed on-line, but there are also suggested links to varied on-line resources in each module that support and enhance student learning. These include interactive webpages and instructional videos. Teachers are able to pick and choose which on-line resources to pursue. 

What kinds of assessments are used?

Given our belief that teaching and learning is highly dependent on the context of each individual classroom, our assessments should be considered as a suggestion for the skills and problem types students can navigate as a result of experiencing the content of each module. As result, we do expect individual teachers to design their own summative assessments using knowledge of their own students and the content and emphasis of their instruction.  

Does Project SOL focus on English language development? 

Project SOL’s primary goal is not English language development, but its bilingual format can contribute to language development in both English and Spanish. The curriculum introduces English (and Spanish) vocabulary throughout. As students work through the content and gain more confidence in English, they can focus more on the lessons in English, at their own pace. The curriculum can also be used in IB and other secondary dual language programs where instruction is provided in Spanish. 

What is Project SOL’s philosophy about language development? 

Our philosophy is based on the linguistic transference principle: anything that a student learns in one language will be transferred to any other language that student acquires. Thus, as students’ English is developing, their math knowledge acquired in Spanish will also transfer to English, and vice versa. Language development depends a great deal on the skills of the teacher and his/her command of both languages. A bilingual teacher is best able to support the transference of material from one language to another, but, in all cases, the availability of a curriculum developed fully in both English and Spanish provides critical access to key content in both languages. This meets the needs of students where they are academically and linguistically. 

How important is classroom climate in supporting English language learners?

Our goal is to provide instructional strategies and resources helping teachers establish a classroom climate that welcomes and supports the mathematics and language development of English language learners. This is done through the quality of bilingual resources available to teacher and student, and with our lesson structure in each module. 

Do you suggest certain instructional strategies to use when supporting English Language Learners (ELs)?

In the compilation and creation of the materials for each module, every attempt was made to suggest to teachers when to employ specific strategies. However, because all students bring different experiences and levels of proficiency to the classroom, teachers are encouraged and expected to use their professional judgment to implement strategies that meet their own students’ needs. 

What research-based instructional strategies are embedded in Project SOL materials?

Project SOL relies on the strategies outlined in Teaching English Language Learners—What the research does-and does not say, by Claude Goldenberg.3 These strategies include: 

1. Predictable and consistent classroom management routines, aided by diagrams, lists, and easy-to-read schedules on the board or 
on charts, to which the teacher refers frequently.
2. Graphic organizers that make content and the relationships among concepts and different lesson elements visually explicit. 
3. Additional time and opportunities for practice,either during the 
school day, after school, or for homework.
4. Redundant key information, e.g., visual cues, pictures, and physical 
gestures about lesson content and classroom procedures.
5. Identifying,highlighting, and clarifying difficult words and passages within texts to facilitate comprehension, and more generally greatly 
emphasizing vocabulary development.
6. Helping students consolidate text knowledge by having the teacher, 
other students, and even ELLs summarize and paraphrase.
7. Giving students extra practice in reading words,sentences,and 
stories in order to build automaticity and fluency.
8. Providing opportunities for extended interactions with teacher and 
peers.
9. Adjusting instruction (teacher vocabulary, rate of speech, sentence 
complexity, and expectations for student language production) 
according to students’ oral English proficiency.
10. Targeting both content and English language objectives in every lesson. 

Have you piloted the materials and what do students say about using them? 

The materials were piloted during the 2014-15 academic year and during a summer credit recovery program. EL students who were surveyed after the summer program reported liking the course a lot, feeling more prepared for future math classes, and most were able to successfully pass the course content provided. 

What is the cost to access the Project SOL materials? 

There is no cost. Choosing CK12 as a main multilingual resource provides free access to "high-quality, customizable educational content. Because it is already aligned with CCSS, CK12 helps reduce the need for additional CCSS-aligned resources by schools and teachers. 

How can I find the SOL materials? 

The SOL materials are housed at http://www.ck12.org/. Each module’s core instructional content and textbook-like features (examples, exercises, and videos) come from multi-lingual, open-source math content and technology tools. To access the materials, contact crp@ucla.edu and we will send you instructions and provide an orientation. 

Project SOL Bilingual Math Resources FAQ, December 7, 2015