Before we begin…About You CCSSM Webinar Part 3: 3/12/13 Wed like to know a little about who is out there. Time for a poll. 2

Before we begin…About You

CCSSM Webinar Part 3: 3/12/13

We’d like to know a little about who is out there.

Time for a poll.

2

Agenda

CCSS math shifts – digging in deep

Smarter Balanced Assessment

Resources and professional learning opportunities


OSPI CCSS Quarterly Webinar Series http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar


Year 2 Topics: 2012-13

CCSS Systems for District and Building Leaders

1. September 2012: Recap / State Context / Resources / Where to Start / Professional Learning Systems

2. December 2012: The Basics for School Boards3. March 2013: Focus on Instructional Materials /

Principal Leadership4. May 2013: Connecting CCSS Across Systems

(CTE, Special Ed, ELL, K-12/Higher Ed, etc....)

CCSS-M Content for Leaders and Cross-Content Teams

1. September 2012: Recap / Math Shifts and Resources

2. December 2012: Diving into the Math Shifts for Elementary

3. March 2013: Diving into the Math Shifts for Middle School

4. May 2013: Diving into the Math Shifts for High School

CCSS-ELA for Leaders and Cross-Content Teams

1. September 2012: Recap / ELA Shifts and Resources

2. December 2012: Diving into ELA and Text Selection / Implications for ELA in History/Social Studies

3. March 2013: Diving into the ELA: A Focus on Evidence in Reading/Writing/Speaking & Listening

4. May 2013: Diving into ELA: Academic Vocabulary and ELA across the Subjects (Science, the Arts, etc.)

Superintendent Dorn’s Priorities2011-2014

OSPI’s Mission: To provide funding, resources, tools, data and technical assistance to educators so that they can

help students to be successful in our public schools and in college and careers.

1)Meet our Constitutional Obligation to Fully-fund our Public Schools

2)Improve Achievement for ALL Students Reduce the opportunity gap Reduce the dropout rate Increase STEM opportunities Provide additional student supports

3)Improve our Student Assessment System 4)Expand Career and Technical Education

(CTE)5)Expand and Enhance Early Learning

OpportunitiesCCSSM Webinar Part 3: 3/12/135

WA CCSS Implementation Timeline

2010-11 2011-12 2012-13 2013-14 2014-15

Phase 1: CCSS Exploration

Phase 2: Build Awareness & Begin Building Statewide Capacity

Phase 3: Build State & District Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Statewide Coordination and Collaboration to Support Implementation


Theory of Practice for CCSS Implementation in WA


2-Prongs:

1.The What: Content Shifts (for students and educators)

Belief that past standards implementation efforts have provided a strong foundation on which to build for CCSS; HOWEVER there are shifts that need to be attended to in the content.

2.The How: System “Remodeling” Belief that successful CCSS implementation will not take

place top down or bottom up – it must be “both, and…” Belief that districts across the state have the conditions

and commitment present to engage wholly in this work. Professional learning systems are critical

7

“These standards are not intended to be new names for old ways of doing business.”

CCSSM, page 5


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


Shift One: Focus strongly where the Standards focus

• Move away from "mile wide, inch deep" curricula identified in TIMSS.

• Learn from international comparisons.

• 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.”

– Ginsburg et al., 2005


Focus in International Comparisons

TIMSS and other international comparisons suggest that the U.S. curriculum is ‘a mile wide and an inch deep.’“…On average, the U.S. curriculum omits only 17 percent of the TIMSS grade 4 topics compared with an average omission rate of 40 percent for the 11 comparison countries.The United States covers all but 2 percent of the TIMSS topics through grade 8 compared with a 25 percent noncoverage rate in the other countries. High-scoring Hong Kong’s curriculum omits 48 percent of the TIMSS items through grade 4, and 18 percent through grade 8.”

– Ginsburg et al., 2005CCSSM Webinar Part 3: 3/12/1311

Focus in Early GradesMaterials do not assess any of the following topics before the grade level indicated.

TopicGrade

Introduced

Probability, including chance, likely outcomes, probability models.

7

Statistical distributions, including center, variation, clumping, outliers, mean, median, mode, range, quartiles, and statistical association or trends, including two-way tables, bivariate measurement data, scatter plots, trend line, line of best fit, correlation.

6

Similarity, congruence, or geometric transformations.

8

Symmetry of shapes, including line/reflection symmetry, rotational symmetry.

4

12

Additionally, materials do not assess pattern problems in K-5 that do not support the focus on arithmetic, such as “find the next one” problems. CCSSM Webinar Part 3: 3/12/13

FOCUS


FOCUS


Common Core State Standards - Mathematics Content Emphases by Cluster

Grade 7 Key: Major Clusters; Supporting Clusters; Additional Clusters

Ratios and Proportional Reasoning Analyze proportional relationships and use them to solve real-world and mathematical problems.

The Number System Apply and extend previous understandings of operations with fractions to add, subtract, multiply and divide rational numbers.

Expressions and Equations Use properties of operations to generate equivalent expressions. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Geometry Draw, construct and describe geometrical figures and describe the relationships between them. Solve real-life and mathematical problems involving angle measure, area, surface area and volume.

Statistics and Probability Use random sampling to draw inferences about a population. Draw informal comparative inferences about two populations. Investigate chance processes and develop, use, and evaluate probability models.

FOCUS


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.


How do students perceive mathematics?• Doing mathematics means following the rules laid down by the teacher.

• Knowing mathematics means remembering and applying the correct rule when the teacher asks a question.

• Mathematical truth is determined when the answer is ratified by the teacher.

-Mathematical Education of Teachers report (2012)


How do students perceive mathematics? Students who have understood the

mathematics they have studied will be able to solve any assigned problem in five minutes or less.

Ordinary students cannot expect to understand mathematics: they expect simply to memorize it and apply what they have learned mechanically and without understanding.

-Mathematical Education of Teachers report (2012)


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

The CCSSM require: Solid conceptual understanding Procedural skill and fluency Application of skills 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


It starts with Focus The current U.S. curriculum is ‘a mile wide

and an inch deep.’ Focus is necessary in order to achieve the

rigor set forth in the standards More in-depth mastery of a smaller set of

things pays off


Standards for Mathematical Practice

Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of

others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

21 CCSSM Webinar Part 3: 3/12/13

Standards for Mathematical Practices

Graphic


Some Old Ways of Doing Business

• A different topic every day

• Every topic treated as equally important

• Infinitesimal advance in each grade; endless review

• Incoherence and illogic – bizarre associations, or lacking a thread

23CCSSM Webinar Part 3: 3/12/13

Some Old Ways of Doing Business • Lack of rigor

Reliance on rote learning at expense of concepts

Severe restriction to stereotyped problems lending themselves to mnemonics or tricks

Lack of quality applied problems and real-world contexts

Lack of variety in what students produce E.g., overwhelmingly only answers are produced, not

arguments, diagrams, models, etc.

24CCSSM Webinar Part 3: 3/12/13

A deeper look at the standards:7.NS.A

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

1.Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.

a. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.

b. Understand p+q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.

c. Understand subtraction of rational numbers as adding the additive inverse, p−q=p+(−q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.

d. Apply properties of operations as strategies to add and subtract rational numbers.


The thread of coherence:


2.MD.B Relate addition and subtraction to length.

6.Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.

Progression Document: 3–5 Number and Operations—Fractions

Adding and subtracting fractions (4th grade)The meaning of addition is the same for both fractions and whole numbers, even though algorithms for calculating their sums can be different. Just as the sum of 4 and 7 can be seen as the length of the segment obtained by joining together two segments of lengths 4 and 7, so the sum of 2/3 and 8/5 can be seen as the length of the segment obtained joining together two segments of length 2/3 and 8/5. It is not necessary to know how much 2/3 + 8/5 is exactly in order to know what the sum means. This is analogous to understanding 51times 78 as 51 groups of 78 without knowing the exact value.

A deeper look at the standards:

7.NS.A

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

1.Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.


Some New Ways of Doing Business7.NS Distances on the Number Line

On the number line above, the numbers a and b are the same distance from 0. What is a+b? Explain how you know.


Some New Ways of Doing BusinessA number line is shown below. The numbers 0 and 1 are marked on the line, as are two other numbers a and b. (This task assumes that the number line is drawn to scale.)

Which of the following numbers is negative? Choose all that apply. Explain your reasoning.a−1 a−2 −b a+b a−b ab+1


Some Traditional Ways of Doing Business How is the previous example different from

this?

Use counters to determine 12 + (-8).


Some Traditional Ways of Doing Business How is the previous examples different from

this?

Use rules to determine 12 + (-8).


A Look at Assessment


Smarter Balanced Assessment System Components

Common Core State Standards specify

K-12 expectatio

ns for college and

career readiness

Common Core State Standards specify

K-12 expectatio

ns for college and

career readiness

All students

leave high

school college

and career ready

All students

leave high

school college

and career ready

Teachers and schools have information and tools

they need to improve

teaching and learning

Interim assessments Flexible, open,

used for actionable feedback

Summative assessments

Benchmarked to college and career

readiness

Teacher resources for

formative assessment

practicesto improve instruction


System Highlights

Re-take option

Optional Interim assessment system—

Summative assessment for accountability

Last 12 weeks of year*

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.

Scope, sequence, number, and timing of interim assessments locally determined

PERFORMANCETASKS

• Reading• Writing• Math

END OF YEARADAPTIVE

ASSESSMENT

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

English Language Arts and Mathematics, Grades 3–8 and High School

Computer AdaptiveAssessment andPerformance Tasks

BEGINNING OF YEAR

END OF YEAR

Source: http://www.ets.org

INTERIM ASSESSMENT

Computer AdaptiveAssessment andPerformance Tasks

INTERIM ASSESSMENT


Overall Claim for Grades 3-8

Overall Claim for Grade 11

Claim #1 - Concepts & Procedures

Claim #2 - Problem Solving

Claim #3 - Communicating Reasoning

Claim #4 - Modeling and Data Analysis

Claims for the Mathematics Summative Assessment


Smarter Balanced Timeline – Washington’s Involvement OSPI staff involved in workgroups 2010-2014 Teachers involved in item writing Summer/Fall

2012 Sample Released Items – October 2012http://www.k12.wa.us/SMARTER/default.aspx 47 districts invited to conduct Small Scale Trials in

Oct/Nov 2012 Limited pilot in Spring 2013

Need 22% of state Available to all

Comprehensive field test in 2013-14 Operational use in 2014-15


Two Purposes of High School Assessments

Page 37 CCSSM Webinar Part 3: 3/12/13

Tools and Supports for Classrooms, Schools, and

SystemsWhat’s new and what’s next


What should educators be doing to implement CCSS? Use the 3-year transition plan as a guide Attend ESD trainings on the CCSS aligned our

transition plan Take time to collaboratively learn the CCSS in the

transition areas Read and re-read the CCSS Look at examples on the Illustrative Math Project webpage Study relevant Progression documents Link content standards to Standards for Mathematical

Practice Understand the Major, Supporting and Additional Clusters

at each grade level and how they support each other Look for opportunities to incorporate the CCSS in the

classroom


Transition Plan for Washington State

K-2 3-5 6-8 High School

Year 1- 22012-2013

School districts that can, should consider adopting the CCSS for K-2 in total. K – Counting and Cardinality (CC); Operations and Algebraic Thinking (OA); Measurement and Data (MD) 1 – Operations and Algebraic Thinking (OA); Number and Operations in Base Ten (NBT); 2 – Operations and Algebraic Thinking (OA);Number and Operations in Base Ten (NBT);

and remaining 2008 WA Standards

3 – Number and Operations – Fractions (NF); Operations and Algebraic Thinking (OA) 4 – Number and Operations – Fractions (NF); Operations and Algebraic Thinking (OA) 5 – Number and Operations – Fractions (NF); Operations and Algebraic Thinking (OA)

and remaining 2008 WA Standard

6 – Ratio and Proportion Relationships (RP); The Number System (NS); Expressions and Equations (EE) 7 – Ratio and Proportion Relationships (RP); The Number System (NS); Expressions and Equations (EE) 8 – Expressions and Equations (EE); The Number System (NS); Functions (F) and remaining 2008 WA Standards

Algebra 1- Unit 2: Linear and Exponential Relationships; Unit 1: Relationship Between Quantities and Reasoning with Equations and Unit 4: Expressions and Equations

Geometry- Unit 1: Congruence, Proof and Constructions andUnit 4: Connecting Algebra and Geometry through Coordinates; Unit 2: Similarity, Proof, and Trigonometry andUnit 3:Extending to Three Dimensions and remaining 2008 WA Standards


Implementation Partnerships

PLUS…School DistrictsHigher EducationStatewide Education and Content

Associations

Washington



Grades

CCSS Focus Domain: Description

K-2 Counting and CardinalityNumbers and Operations in Base Ten and Algebraic Thinking

Teachers across all grade bands will deepen their understanding of the major shifts to the Common Core State Standards (CCSS): Embed Standards for Mathematical Practices with grade specific contentAnalyze, adapt and implement tasks with the intended rigor of the CCSSUnderstand the Smarter Balanced Assessment SystemAnalyze student work to identify next steps for learning

3-5 Numbers and Operations - Fractions

6-8 Ratio and Proportional Relationships

HS Linear Relationships and Functions

Washington State Common Core State Standards

Year 2 Professional Learning Opportunities

In partnership with OSPI, Regional Math and English Language Arts Coordinators from each ESD across the state, have created consistent, equitable professional development opportunities to support implementation of the Common Core State Standards. These workshops align with the transition plans set out by the collective group.

Mathematics

Top Resources for Math Educators

Inside Mathematics Video excerpts of mathematics lessons correlated with the practice standards, resources on content standards alignment, and videos of exemplary lessons in both elementary and secondary settings.

Illustrative Mathematics Guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students experience in a faithful implementation of the Common Core State Standards.

Progressions Documents for the Common Core Math Standards Narrative documents describing the progression of a topic across a number of grade levels.

Publishers Criteria Provides criteria for aligned materials to CCSS. Based on the two major evidence-based design principles of the CCSSM, focus and coherence, the document intends to guide the work of publishers and curriculum developers, as well as states and school districts, as they design, evaluate, and select materials or revise existing materials.

Achieve The Core Guidance and templates on how to begin implementing the shifts, assembled by the nonprofit Student Achievement Partners.


Instructional Materials Resources

From CCSS Developers… CCSS Publisher’s Criteria – ELA and Math

(http://engageny.org/resource/publishers-criteria-for-elaliteracy-and-math/)

Going deeper with other states…Tri-State Quality Review Rubrics and Process

(http://engageny.org/resource/tri-state-quality-review-rubric-and-rating-process/)


2012-13 CCSS Implementation Resources & Activities


Opportunities and Resources

CCSS Awareness and Professional Learning Opportunities and Materials (http://www.k12.wa.us/CoreStandards/Resources.aspx)

OSPI CCSS Webinar SeriesPD Offered through all 9 ESDsCCSS District Implementation Network CollaborationsInstructional Materials Quality Considerations & Supports

Assessment System ResourcesSmarter Balanced Released Sample Items / Perf. TasksDynamic Learning Map Assessment Literacy Supports

Teacher-Leader Capacity Building OpportunitiesMath and ELA “Fellows” build capacity around common learning (Spring 2013)

Statewide CCSS CollaborationsEducator Membership AssociationsPublisher Representatives

Thank you!Math Support / CCSS Coordination Lead: - Greta Bornemann, [email protected] Anne Gallagher, [email protected]

General Support / Overall CCSS Leadership:- General email: [email protected] Jessica Vavrus, [email protected]

ELA Support:- Liisa Moilanen Potts, [email protected]
