A Couple Changes at OSPI

1

2013-14 WEBINAR SERIES PART 4:

CCSS MATH: INSTRUCTIONAL MATERIALS, SUPPORTS, AND ENGAGEMENT FOR THE HIGH SCHOOL

ANNE GALLAGHER KATY ABSTENDIRECTOR OF MATHEMATICS MATHEMATICS SPECIALIST

OSPI Math Webinar_Part 4_ 5-29-2014

OSPI Math Webinar_Part 4_ 5-29-2014 2

A Couple Changes at OSPI

• Anne Gallagher has assumed the role of Director of Mathematics. Greta Bornemann is now working with PSESD.

• Katy Absten has recently been hired as the Mathematics Specialist. She has been at ESD 114 for 12 years and served as the Regional Math Coordinator for the region.

3

Our Time Together• Classroom Impact of the CCSS

• Resources to Support Implementation

• Instructional Materials and CCSS

• Communication of CCSS

• Assessment System Updates

A recording of todays webinar and the power point will be posted on the OSPI website: https://www.k12.wa.us/CoreStandards/updatesevents.aspx

All resources that are referenced in the webinar will have a link to the resource in the power point.


https://www.k12.wa.us/CoreStandards/updatesevents.aspx

https://www.k12.wa.us/CoreStandards/updatesevents.aspx

Washington’s Vision for Education

Every Washington public school student will graduate from high school globally

competitive for work and postsecondary education and prepared for life in the 21st

century.

4Class of 2011: Bridgeport High SchoolOSPI Math Webinar_Part 4_ 5-29-2014


Content

Practices

Culture

Classroom Impact of CCSS


Power of the Shifts


Know them – both the what and the why

Apply them to decisions about Instruction Ongoing Assessment Resources Conversations with parents, students, colleagues, partners

Continue to Learn

.

CCSS Shifts


8


The 3 Shifts in CCSSM

• Focus strongly where the standards focus

• Coherence: Think across grades and link to major topics within grades

• Rigor: In major topics, pursue with equal intensity:– Conceptual understanding– Procedural skill and fluency– Application

9

Shift One: Focus Strongly where the Standards focus

Consider the major work within each course—this should guide your instruction for the year—not a textbook.


– Ginsburg et al., 2005

Teach less, learn more.

“Less topic coverage can be associated with higher scores on those topics covered because students have more time to master the content that is taught.”


Focus By Course

11


Focus by Course http://www.k12.wa.us/CoreStandards/Mathematics/default.aspx

12

http://www.k12.wa.us/CoreStandards/Mathematics/default.aspx

http://www.k12.wa.us/CoreStandards/Mathematics/default.aspx

Shift Two: Coherence Think across grades, and link to major topics within grades

• Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

• Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.



Coherence with Algebrahttp://achievethecore.org/page/774/focus-by-grade-level

http://achievethecore.org/page/774/focus-by-grade-level

http://achievethecore.org/page/774/focus-by-grade-level


8th Grade – Linear Functions• 8th Algebra is deep dive into Linear Functions

• Implications—– Collaborate with Middle School teachers– Alg 1 in 8th grade—what comes before?? All students need strong foundation in Linear Functions


Progression Documents High School, Algebra

Seeing Structure in ExpressionsSeeing structure in expressions entails a dynamic view of an algebraic expression, in which potential rearrangements and manipulations are ever present.

17

Progression Documents

http://ime.math.arizona.edu/progressions/




• The CCSSM require:– Solid conceptual understanding– Procedural skill and fluency– Application of mathematics in problem solving

situations

• In the major work of the grade, this requires equal intensity in time, activities, and resources in pursuit of all three


Shift Three: Rigor Equal intensity in conceptual understanding, procedural skill/fluency, and application


Consider the Math

Which aspects of rigor does this task support and why?


Standards for Mathematical PraticeDescribes mathematical “habits of mind” that students at ALL levels should develop.


Illustration of SMP

http://mathpractices.edc.org/



Instructional Materials and CCSS

We are ALL in the same boat

24OSPI Math Webinar_Part 4_ 5-29-2014

25

What We Have

http://www.colourbox.com/image/person-with-magnifier-investigates-empty-box-isolated-3d-image-image-2217292http://learning.blogs.nytimes.com/2010/12/17/new-understanding-of-ancientmath/?_php=true&_type=blogs&_r=0


http://www.colourbox.com/image/person-with-magnifier-investigates-empty-box-isolated-3d-image-image-2217292

http://www.colourbox.com/image/person-with-magnifier-investigates-empty-box-isolated-3d-image-image-2217292

http://learning.blogs.nytimes.com/2010/12/17/new-understanding-of-ancientmath/?_php=true&_type=blogs&_r=0





Rich Tasks

What opportunities are we giving students to make sense of the

mathematics?


Consider the following questions:• How do these tasks build on prior knowledge from earlier

grades and support later concepts?

• How do these tasks provide access for ALL students (consider those who often do not have access to rigorous math and HC students)

• Why are these tasks “worth doing”? Are they “thought provoking”?

• How are these tasks designed to help students make sense of the math?

Revisiting the Delivery Trucks Task


https://www.illustrativemathematics.org/illustrations/1343

• Search tasks by grade /course and by cluster

• Tasks with commentary and public comments

• Task Talks - Nationally• Tasks – SBAC format




Dan MeyersDesmos


https://teacher.desmos.com



Dana Center


http://www.ccsstoolbox.org/standards_content_mathematics.html


Lessons

Formative Assessment


http://map.mathshell.org/materials/index.php


CURRICULUM


Engage NY

http://www.engageny.org/mathematics


OSPI OER Reviews

https://digitallearning.k12.wa.us/oer/review/2014/report/math_findings.php


Tools to Help Align Instructional Materials to the CCSS

38


Instructional Materials and CCSS

• How do we identify to what degree our current materials or materials we are considering for adoption are aligned to the CCSS?

• How do we adapt materials so they are more aligned to the CCSS?


• What resources do we need to help us in identifying if the lesson/unit is aligned to the CCSS?


Rubrics help to:• Identify degree of CCSS alignment to existing curriculum

• Identify gaps in the curriculum

• Clarify supports/materials, etc. needed to fill in the gaps

• Help in our own learning of the CCSS and implications for my own instruction.

42

Toolkit

Materials Alignment Toolkit was developed by the Student Achievement Partners, founded by David Coleman, Susan Pimentel and Jason Zimba, lead writers of the Common Core State Standards. They are a non-profit organization with one purpose: to help all students and teachers see their hard work lead to greater student achievement. Achieve the Core is the name of their website.

Materials Alignment ToolkitA complete set of tools to aid in the design and procurement of CCSS aligned instructional materials, including assessments.


http://www.achievethecore.org/about-us



http://www.achievethecore.org/page/285/toolkit-content-list-page


Instructional Materials Evaluation Tool (IMET)

IMET ToolA tool for evaluating a comprehensive textbook or textbook series for alignment to the CCSS. For use with ELA/literacy materials for grades K-2 or 3-12 and for mathematics materials K-8 or high school.

Use the Instructional Materials Evaluation Tool to:• Inform decisions about purchasing• Evaluate previously purchased materials to identify neces

sary modifications• Build understanding of what CCSS-aligned materials look like




Equip Rubric

Equip Rubric was developed by the Educators Evaluating the Quality of Instructional Practice, an Achieve initiative. The mission of EQuIP is to build the capacity of educators to evaluate and improve instructional materials and increase the number of high-quality lessons and units aligned to the CCSS.

Equip RubricThe Equip Rubric is designed to evaluate the degree to which lessons and units are aligned to the CCSS.

http://www.achieve.org/files/About%20EQuIP_Final.pdf

http://www.achieve.org/about-us

http://www.achieve.org/EQuIP


Benefits of Using These Tools

• Deepens your own understanding of the CCSS and instructional practice

• Begin small—choose one tool and one dimension to assess a lesson or unit

• Helps develop a deeper understanding of the CCSS shifts, the CCSS standards and what instruction aligned to CCSS looks like in a classroom

• Helps in creating your own tasks and lessons• And---more aligned curriculum


Watch Math Webinar from March for more in depth information on using these rubrics

Resources to Support Implementation


47

48

CCSS Implementation Resources


Top Resources – Big PictureAchieve The Core www.achievethecore.orgResources included annotated tasks and lessons, professional development resources, instructional practice guides, and the Materials Alignment Toolkit.

Illustrative Mathematics Project www.illustrativemathematics.org

Takes available aligned to the CCSS that illustrate the standards. These tasks have been vetted by leaders in the nation for alignment and quality.

Achieve www.achieve.orgMultiple array of resources to support implementation of CCSS including exemplar lessons and Equip Rubric and resources to implement the Equip rubric.Assessment System Resources www.smarterbalanced.orgSmarter Balanced Practice Test and Released Sample Items & Performance Tasks.

http://www.achievethecore.org/

http://www.illustrativemathematics.org/

http://www.achieve.org/

http://www.smarterbalanced.org/


CCSS Implementation ResourcesTop Resources - Math

Progression Documents http://ime.math.arizona.edu/progressions/

These documents give the narrative or story of how the domains progress both in a particular grade and through several grades.

Engage NY http://www.engageny.org/

Engage NY is building out units in ELA and mathematics that are aligned to the CCSS.

Inside Mathematics http://www.insidemathematics.org/index.php/home

Classroom examples and tools for innovative instruction, and videos of instructional practices aligned to the CCSS.

Mathematics Assessment Project http://map.mathshell.org/materials/index.php

The Mathematics Assessment Program (MAP) aims to bring to life the Common Core State Standards (CCSSM and exemplify CCSSM in engaging tasks, performance assessments and lessons grounded in formative assessment.


http://www.engageny.org/

http://www.insidemathematics.org/index.php/home

http://map.mathshell.org/materials/index.php


WA CCR Implementation

10 page document that gives an overview of CCSS-Math, CCSS-ELA, NGSS and key resources. Document is posted on the following page: http://www.k12.wa.us/corestandards/updatesevents.aspx

http://www.k12.wa.us/corestandards/updatesevents.aspx

http://www.k12.wa.us/corestandards/updatesevents.aspx

Communication and the CCSS


51

CCSS Communications Summit - 4-21-2014

52


53

Find the answer to this problem.

42 – 18

Consider a different way to solve the problem.


54

Mathematical Strategies Thinking Flexibly

Standard algorithm

Decomposing & Composing, for example: Round 42 to 40 (2 left over), round 18 to 20 (two left over), 40 – 20 = 20, add the 4 left over (2 + 2) to 20 +4 = 24

Number Line 10

10

2


55

Place Value – 2nd Grade

We have a sophisticated number system that is based on place value.

Can you add Roman Numerals? VII + XVII = ?

Fundamental concept at 2nd grade


56

Find the Answer to this Problem: 32 x 24 Standard Algorithm

Arrays


57

3rd GradePlace Value, Operations


58

Building Understanding for Algebra

(2x + 2) (x + 4)

2x2 + 10x + 8


59


60

How do we respond?

What is the root of this parent’s frustration?

What are other reasons parents might be frustrated with the math?

Resources for Communication


App: Core Talk

Communications Campaign


• Ready Washington is a coalition of state and local education agencies, associations and advocacy organizations that support college- and career-ready learning standards. Their audience is public (parents, community, educators, lawmakers) to build awareness and support for CCSS, prepare for initial decline in test scores in transition to more rigorous assessments and counter misinformation/myths.

*

www.ReadyWA.org

http://www.readywa.org/


http://thecommoncore.com/#/

http://thecommoncore.com/#/


Council of Greater City Schools

Supporting Your Child in High School Mathematics

http://www.cgcs.org/site/default.aspx?PageType=3&ModuleInstanceID=292&ViewID=7b97f7ed-8e5e-4120-848f-a8b4987d588f&RenderLoc=0&FlexDataID=854&PageID=244

http://www.cgcs.org/site/default.aspx?PageType=3&ModuleInstanceID=292&ViewID=7b97f7ed-8e5e-4120-848f-a8b4987d588f&RenderLoc=0&FlexDataID=854&PageID=244


Opportunities To Learn More

65

Statewide Collaboration to Support CCSS Implementation

66 OSPI Math Webinar_Part 4_ 5-29-2014

Regional Math Coordinators

PD Offered through all 9 ESDs

Visit your ESD region’s Website


Washington State Fellows

• The Fellows collaborate with state, regional, district, and local structures to build coherence and effective implementation of the CCSS, supporting shifts in instructional practices and impacts on student learning. Each ESD region has a cadre of Fellow leaders who meet 4 times a year to engage in shared CCSS learning. The Fellows work helps to build capacity for CCSS implementation within schools and districts.

• Applications for new Fellows will be open in late August—sign up for Movers & Shakers to receive the notification.

For more information visit:https://www.k12.wa.us/CoreStandards/Fellows.aspx

https://www.k12.wa.us/CoreStandards/Fellows.aspx



68

Informational OpportunitiesMovers and Shakers http://k12.wa.us/Mathematics/default.aspx

OSPI CCSS Webinar Serieshttp://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar


http://k12.wa.us/Mathematics/default.aspx

http://k12.wa.us/Mathematics/default.aspx

http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar

http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar

Transitional 4th Year Course


69

70

Bridge to College MathematicsA Core to College Project

Goal: Develop transition curricula in English and Math, co-designed by higher education faculty and high school teachers and curriculum specialists, that could be offered to high school seniors by any interested school district in Washington state.

• Students successfully completing the curricula and the end-of-course assessments would be guaranteed placement into college-level coursework if they go directly into a Washington higher education institution.

Non-Calculus/STEM pathways



Target Students:1. Seniors who have taken Algebra 2 but have not passed.2. Seniors who have passed Algebra 2 (or a 3rd credit of math

aligned to their post-high school goals) but need/want additional math skills.

3. Seniors who have not taken Algebra 2 or a 3rd math credit.

Course Emphases:• Modeling with Mathematics• Standards for Mathematical Practice• Agreement on key subset of CCSS-M high school

content standards


Recruiting Pilot Schools for 2014-2015• Teams should include high school teacher/s planning to teach

the course and one or more higher education faculty partners.• Commit to sending key members of the team to the summer

course development/training sessions [June 25-26 in Seattle and August 4-7 in Leavenworth].

• Find space in the school schedule in the fall and/or spring terms to “test drive” the courses OR incorporate relevant modules into the existing course curriculum in a related course.

• Communicate regularly with C2C project staff, attend quarterly teacher training sessions, and participate in project-related pilot evaluation efforts.

Email [email protected] for more information

mailto:[email protected]


Timeline• May-June 2014: Design team creates draft

course: 8 units• Summer 2014: Pilot teams vet & refine units,

develop common vision for course culture• 2014-2015: Cycle of implementation &

refinement of pilot course materials, deepen focus on course culture. Quarterly meetings

• 2015 and beyond: Potential funding for continued implementation support scaling up statewide

Assessment System Updates


74

Matrix of Graduation Requirements



Improving Teaching & Learning

Common Core State Standards specify

K-12 expectatio

ns for college and

career readiness

All students

leave high

school college

and career ready

Teachers and schools have information and tools

they need to improve

teaching and learning

Summative: College and career

readiness assessments for

accountability

Interim: Flexible and open

assessments, used for actionable

feedback

Formative resources:

Digital Library with instructional and

professional learning resources for

educators to improve instruction

Page 76

Balanced Assessment • Coverage of full breadth/depth of Common

Core• Computer Adaptive Testing (CAT)

• Precise assessment of all students• More engaging assessment experience

• Performance Tasks – real world problems

Summative Assessments

for Accountability

• Optional for district, school or classroom use• Fully aligned with Common Core – same item

pool• Focus on set of standards or mirror

summative test• Teachers can review and score responses

Interim Assessments

to Signal Improvement • Digital library gives access to high-quality

resources • Tools/materials for classroom-based

assessments• Professional social networking (Web-based

PLCs)• Useful for in-service and pre-service

development

Formative Tools and

Resources for Improved

Instruction

✔

✔ ✔



Interim AssessmentTwo Types:

Interim Comprehensive Assessments (ICA)• Fixed form in fall 2014 for all grades• Adaptive (as pool allows)• Will be taken online in same form as summative• Some level of hand-scoringInterim Assessment Blocks (IAB)• Fixed form for most blocks in all grades• Adaptive for certain blocks (as pool allows)• Adaptive for all blocks – later• Will be taken online in same form as summative• Some level of hand-scoring

IABs for math: Current Thinking on CoverageProposed Interim Assessment Blocks (IAB)

High SchoolAlgebra and Functions

1 Linear Functions2 Quadratics3 Exponentials4 Polynomials5 Radicals6 Rationals7 Trigonometric

Geometry8 Transformations9 Right Triangle Ratios

10 Three-Dimensional Geometry11 Proofs12 Circles13 Applications

Other14 Statistics and Probability15 Mathematics Performance Task

Page 79OSPI Math Webinar_Part 4_ 5-29-2014


Digital Library

• Soft launch first week in June 3rd – Teachers will have access to Digital Library– Can search and download resources and access

modules

• Fully operation in September– Ability to upload your own resources to be

considered for the Digital Library


Resources in the Digital Library

* Resources include the following file types: Video, HTML5, Audio, PPT, Excel, Word, and PDF.

• Commissioned professional development modules• Resources for students and families

• Frame formative assessment within a balanced assessment system• Articulate the formative assessment process• Highlight formative assessment practices and tools

• Commissioned professional development modules• Instructional materials for educators • Instructional materials for students

• Demonstrate/support effective implementation of the formative process• Focus on key content and practice from the Common Core State

Standards for Mathematics and English Language Arts

• High-quality vetted instructional resources and tools for educators• High-quality vetted resources and tools for students and families

• Reflect and support the formative process• Reflect and support the Common Core State Standards for Mathematics

and English Language Arts• Create Professional Learning Communities

Assessment Literacy Modules

Exemplar Instructional Modules

Education Resources

Page 81


Digital Library Functionality

82

Enable trained educators (SNEs and SLTs) to submit, review, and publish resources Allow educators to view, download, and rate resourcesUse state-of-the-art tagging and search to quickly find resources by CCSS and other topicsEnable educators from across the Consortium to collaborate and share their knowledge


Grounded in this Definition of Formative Assessment Process

• Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals.

~ Compiled by the Digital Library National Advisory Panel

Page 83


Vetting Process for Resources

SNE1

Submit Resource

withCover Profile

SNE1

SNE

Choose Resource to Review in SNE’s Queue

SNE

Initial Review of Resource with Gate-Keeping Criteria

SNE

Review of Resource with Quality Criteria

RubricReviewed by 3 SNEs

Resource Passes Gate-Keeping

Resource Fails Gate-Keeping—Return to

SNE to Revise

SNE SNE

SNE 1:The SNE who reviews the resource with the Gate-Keeping Criteria will also be one of the

3 SNE reviewers.


Digital LibraryIt WILL NOT be a “bank” of formative assessment items alone. All resources will have the formative assessment process embedded within them.

All submitted materials are vetted through a Quality Criteria Review Process by State Network Educators across the nation.

Digital Library will be available for all schools throughout Washington free of charge

Page 85

86

Implications for Instruction and Student Achievement

• Critical to spend time learning the standards, understanding the shifts and knowing the progression of learning the standards attend to.

• We must transform how we present math ideas/concepts. Our learning around the shifts should guide our instruction and teaching—not the instructional materials.

• Ensure ALL students have opportunities to engage in meaningful mathematics.


Questions?

OSPI Math Webinar_Part 4_ 5-29-2014Page 87


Thank YOU!Common Core Supports:

Anne [email protected]

Katy [email protected]