Common Core State Standards for Mathematics Webinar Series – Part three Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent

Common Core State Standards

for Mathematics

Webinar Series – Part three Office of Superintendent of Public Instruction

Randy I. Dorn, State Superintendent

Welcome!Agenda for today’s webinar…

Vision for the state and highlights from previous webinar

Statewide efforts to build capacity Classroom transition supports that will be

available Smarter Balanced Assessment Consortium

March 20, 2012OSPI CCSS Mathematics Webinar - Part 3

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But First…About You We’d like to know a little about who is out

there.

Time for a poll.

March 20, 20124 OSPI CCSS Mathematics Webinar - Part 3

Implementing the Common Core State Standards in Washington State


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Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and that all English language arts and mathematics teachers are prepared and receive the support they need to implement the standards in their classrooms every day.

Our Purpose: To develop a statewide system with aligned resources that supports all school districts in their preparation of educators and students to implement the CCSS.

This includes building system-wide capacity for sustained professional learning that can support CCSS implementation

now and be applied to other initiatives in the future.

Our Core Values: This vision can only occur through core values of clarity, consistency, collaboration, coordination, and commitment from classrooms, schools, and communities to the state level.

Washington State 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 Statewide Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Statewide Coordination and Collaboration to Support Implementation

OSPI CCSS Mathematics Webinar - Part 3

6 March 20, 2012

August 2011

January 2012

A Review of Progressions, Shifts, Design, and Focus

Common Core State Standards for Mathematics


Content Progressions and Major Shifts


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Major ShiftsFocus•Fewer big ideas --- learn more •Learning of concepts is emphasized

Coherence•Articulated progressions of topics and performances that are developmental and connected to other progressions

Application•Being able to apply concepts and skills to new situations

CCSS Design and Organization

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March 20, 2012

GradePriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K–2Addition and subtraction, measurement using whole number quantities

3–5Multiplication and division of whole numbers and fractions

6Ratios and proportional reasoning; early expressions and equations

7Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

Critical Areas of Focus


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Next Steps in Building Statewide Capacity



Focusing on the Foundation…Washington’s Implementation Timeline & Activities

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 Statewide Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Statewide Coordination and Collaboration to Support Implementation


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Implementation Partnerships


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PLUS…Large School DistrictsHigher EducationStatewide Education and Content Associations

Washington

Begin Building Statewide Capacity

March 20, 201214

CCSS Overview and Content-Specific Learning Opportunities

Opportunities in each ESD region for professional learning focused on Math and ELA CCSS – consistent content, no charge to attend.

Time: Spring and summer 2012


Classroom Transition Supports



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


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Standards for Mathematical Practices

Graphic


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Three-Year Transition Plan for Common Core State Standards for Mathematics by Grade Level


March 20, 201218

Professional Development Plan CCSS-M


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Three-year transition plan focuses on one or two domain areas for each year.

Domain of focus for year one aligns to the current testing of the MSP and EOC.

Each year additional domains will be added, but the process can be repeated each year of the transition.


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Step 0: Introduction and Overview of the Common Core State Standards for Mathematics (CCSS-M) - (approx. 1-2 hours)

March 20, 201221



Step One: Decoding the Language of the Common Core State Standards for Mathematics (CCSS-M) – (approx. 3 hours)

During this training, educators will dig into the language of the standards and examine the student expectations within the content standards.

March 20, 201222

What does this mean?The 2008 standards asks students to:

6. 3.CSolve single- and multi-step word problems involving ratios, rates, and percents, and verify solutions.


March 20, 201223


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In the Common Core State Standards students will need to:

6.RP.3Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

What does this mean?


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6.RP.3a. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use table to compare ratios.b. Solve unit rate problems including those involving unit pricing and constant speed.c. Find a percent of a quantity as a rate per 100; solve problems involving finding the whole, given a part and the percent.Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

An Example


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For every 5 cups grape juice mix in 2 cups peach juice.

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


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



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Step Two: Deepening Your Understanding of the Mathematics in the Common Core State Standards (CCSS–M) - (approx. 4 hours) Educators will further unpack the standards by looking at examples and connecting content standards to the Standards of Mathematical Practices.

Your Turn


March 20, 201229

A runner ran 20 miles in 150 minutes. If she runs at that speed,

a) How long would it take her to run 6 miles?b) How far could she run in 15 minutes?c) How fast is she running in miles per hour?d) What is her pace in minutes per mile?

http://illustrativemathematics.org/



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Step Three:

Connecting the Common Core State Standards for Mathematics (CCSS-M) to Instructional Materials – (approx. 1.5 hours) Educators will have an opportunity to link the Common Core State Standards for Mathematics to instructional materials and other resources. Teachers will examine the cognitive complexity of tasks within their materials and consider the amount of scaffolding that is appropriate.

Begin Building Statewide Capacity

March 20, 201231

CCSS Overview and Content-Specific Learning Opportunities

Opportunities in each ESD region for professional learning focused on Math and ELA CCSS – consistent content, no charge to attend.

Time: Spring and summer 2012


SMARTER Balanced Assessment System

New Assessment System:What We Know So Far

A National Consortium of States

• 28 states representing 44% of K-12 students

• 21 governing, 7 advisory states

• Washington state is fiscal agent

March 20, 2012 OSPI CCSS Mathematics Webinar - Part 3 33

Next Generation Assessments• More rigorous tests measuring student progress

toward “college and career readiness”• Grades 3-8 and High School

• Have common, comparable scores across member states, and across consortia

• Provide achievement and growth information to help make better educational decisions and professional development opportunities

• Assess all students, except those with “significant cognitive disabilities”

• Administer online, with timely results• Use multiple measures

Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85


A Balanced Assessment System:ELA and Math --Grades 3-8 and High School

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


Grades Supported Through Smarter BalancedGrades Summative Interim

(Optional)Formative Tools and Professional

Learning(Optional)

✔ ✔ ✔

1-2 Performance Tasks as Required

to Cover CCSS

✔

EOC and Comprehensive

✔

✔ ✔


✔

Optional ✔


✔

3 8

9 10

11

12


A Balanced Assessment System

March 20, 2012 38OSPI CCSS Mathematics Webinar - Part 3

Time and format

• Summative: For each content area - ELA & Math

– Computer Adaptive Testing• Selected response (MC), Constructed Response (open-

ended), Technology enhanced (e.g., drag and drop, video clips, limited web-interface)

– Performance Tasks (like our CBAs)• Up to 2 per content area in grades 3-8• Up to 6 per content area in High School


Time and format

• Summative: - Administration window is last 12 weeks of school

- For each content area - ELA & Math–Shorter option for states (~3 hours ELA, ~2 hours Math)

• Scale score on comprehensive test (met/not met determination)

–Longer option for states (~5 hours ELA, ~3 hours Math)• Able to report data on claims for individual students


Time and format

• Interim assessments– Can be used as often as needed– Can be customized by districts/schools

• To focus on selected strands• To clone summative test

– Will use Computer Adaptive Technology– Released items from summative item bank


Washington’s Testing System Transition

Current Testing SystemReading and Math: Grades 3–8 and 10Writing: Grades 4, 7, 10Science: Grades 5, 8, 10

SBAC/CCSS Testing SystemEnglish/Language Arts and Math: Grade 3–8 and 11*Science exams are required under ESEA but are not

included in SBAC*11th grade to measure college and career readiness. We are working with higher ed to explore the possible use of these measures as an alternative for college placement (or entrance).

()


• How can teachers volunteer for item writing?• How can schools volunteer for limited pilot?• Will everyone have to participate in the field test?• What retake opportunities will there be?• Mandatory testing schedule?• Will translations be available?• What tools will be allowed (e.g., calculator, highlighter,

thesaurus)?• What accommodations will be allowed?


Still to be worked out: System Development and Implementation

Details

Still to be worked out: System Development and Implementation Details

• What technology infrastructure will be required (survey for districts coming this spring)?

• What if there are not enough computers?• What will parent and classroom reports look like?• What happens to the Smarter Balanced Consortium

at the end of the grant (Oct 2014)?


• Will 11th grade exam be used for graduation (exit exam) in Washington?

• If these exams are our exit exams what will the CAA options be?

• Will the Summative SBAC test replace our End of Course exams or will SBAC have End of Course exams too?

• How will Washington’s science tests mesh with these tests?


Still to be worked out: Washington’s Policy Discussion…


Find Out More: www.SmarterBalanced.org

State Contact: [email protected]

Key next steps and additional resource for Phase 2 – Spring & Summer 2012


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Continue Building Statewide Awareness…(http://k12.wa.us/CoreStandards/default.aspx) CCSS Webinar Series, web resources

(http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar )CCSS Overview Presentations and Support (OSPI and ESD partners)

Continue Statewide Coordination and CollaborationConvene statewide professional learning content associations to coordinate statewide PD offerings for FALL 2012Higher education coordination WA Assoc. Colleges of Teacher Education (April) PESB Endorsement Competency Revision Process HECB / SBAC – “Core to College” project

Begin Building Statewide Capacity…In collaboration with 9 regional ESDs and other state partners:CCSS Overview and Content-Specific Learning Opportunities Establish CCSS District Implementation Network Pilot Project

Washington CCSS Upcoming Events 2011-12 OSPI Quarterly Webinar Series (September

and January webinars and materials posted at http://k12.wa.us/CoreStandards/UpdatesEvents.aspx ) : March 20, 3:30 – 4:30 – Mathematics March 21, 3:30 – 4:30 – English Language Arts May 23, 10:30 – 11:30 – District/Building Leaders May 29, 3:30 – 4:30 – Mathematics May 31, 3:30 – 4:30 – English Language Arts

WA State PTA Conference – May 4-6, 2012

ESD Content Leader PD dates To Be Determined (will be posted on OSPI CCSS Web Site: http://k12.wa.us/Corestandards/default.aspx).


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Ways to keep in touch


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http://k12.wa.us/CurriculumInstruct/news.aspx

Washington State Educational Service Districts Math Coordinator Network Team

2011-2012

ESD Location Math Coordinator Phone Email

NEW ESD 101 Spokane Erik Wolfrum (509) 789-3551 [email protected]

ESD 105 Yakima Ann Sipe (509) 853-1100 [email protected]

ESD 112 Vancouver Sue Bluestein (360) 750-7500, Ext. 143

[email protected]

ESD 113 Olympia Heather Dorsey (360) 464-6704 [email protected]

Olympic ESD 114 Bremerton Katy Absten (360) 782-5061 [email protected]

Puget Sound ESD 121 Renton Sandy Christie (425) 917-7934 [email protected]

ESD 123 Pasco Cathey Bolson (509) 544-5736 [email protected]

North Central ESD 171 Wenatchee Mary Jane Ross (509) 667-3633 [email protected]

Northwest ESD 189 Anacortes Jeanette Grisham (360) 299-4716 [email protected]

Cheryl Lydon Statewide ESD Math/Science Director

425-917-7866 [email protected] CSS Webinar Series Part 3:

Mathematics


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Thank you.Common Core Questions:

Email: [email protected] OR Greta Bornemann, OSPI CCSS Project Lead, E-mail: [email protected]

Documents

Common Core State Standards for Mathematics Webinar Series – Part three Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent