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“These standards are not intended to be new names for old ways of doing business.” (CCSS-M) NWMC 10/11/132.

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Presentation on theme: "“These standards are not intended to be new names for old ways of doing business.” (CCSS-M) NWMC 10/11/132."— Presentation transcript:

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2 “These standards are not intended to be new names for old ways of doing business.” (CCSS-M) NWMC 10/11/132

3 Our time together Top of Mind questions Putting the CCSS into practice – attending to the shifts Opportunities to learn more Resources supporting educators Assessment System Updates NWMC 10/11/133

4 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 21 st century. NWMC 10/11/134 Class of 2011: Bridgeport High School

5 Our guiding beliefs and approach for CCR Standards 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; HOWEVER there are shifts that need to be attended to in the content. 2. The How: System “Remodeling” Belief that successful 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 NWMC 10/11/135

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7 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 NWMC 10/11/13 7

8 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.” NWMC 10/11/13 8 – Ginsburg et al., 2005

9 FOCUS NWMC 10/11/13 9

10 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. NWMC 10/11/13 10

11 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. -M athematical Education of Teachers report (2012) NWMC 10/11/13 11

12 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. -M athematical Education of Teachers report (2012) NWMC 10/11/13 12

13 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 NWMC 10/11/13 13 Shift Three: Rigor Equal intensity in conceptual understanding, procedural skill/fluency, and application

14 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 NWMC 10/11/13 14

15 Operationalizing the CCSS shifts Do: Read the standards including critical areas of focus. Know the structure of the standards. Know the major, supporting and additional clusters for your grade. Study the progression documents with colleagues. NWMC 10/11/1315

16 Operationalizing the CCSS shifts Caution: Watch for activities that treat the new standards as a swap out of old standards Watch for activities that separate each standard into pieces (i.e. assessment, standards-based grading) Watch for too much attention to one piece of implementation (practice standards, fluency) Watch for one-shot implementation strategies – there is no silver bullet NWMC 10/11/1316

17 The Common Core is not: About “cross walking” with materials About buying a text series A march through the standards About breaking apart each standard NWMC 10/11/1317

18 The Common Core is: Attending to opportunities for students to demonstrate they are making sense of the mathematics. About thinking of the unit design first, then lesson, then task. About leveraging prior foundational concepts to further build understanding. NWMC 10/11/1318

19 Reflection What do you see are the challenges with implementing the shifts into the classroom? What do you see are the opportunities and benefits in implementing the shifts into the classroom? NWMC 10/11/1319

20 2 nd Grade: 2.NBT.A Understand Place Value 2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 1.a 100 can be thought of as a bundle of ten tens — called a “hundred.” 1. b The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). NWMC 10/11/1320

21 This is a critical area of focus for 2 nd grade “Students extend their understanding of the base-ten system. This includes ideas of counting in fives, tens, and multiples of hundreds, tens, and ones, as well as number relationships involving these units, including comparing. Students understand multi-digit numbers (up to 1000) written in base-ten notation, recognizing that the digits in each place represent amounts of thousands, hundreds, tens, or ones (e.g., 853 is 8 hundreds + 5 tens + 3 ones).” NWMC 10/11/1321

22 3-5 Progression on Number and Base Ten Understand place value “In Grade 2, students extend their understanding of the base-ten system by viewing 10 tens as forming a new unit called a ‘hundred.’” NWMC 10/11/1322

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25 NWMC 10/11/13 25 Some New Ways of Doing Business

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27 Reflection Share with an elbow partner to what extent the tasks allow for students to engage in meaningful mathematics and demonstrate their reasoning? NWMC 10/11/1327

28 7 th grade: 7.NS.A Apply and extend previous understandings of operations with fractions. 7.NS.A.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. NWMC 10/11/1328

29 This is a critical area of focus for 7 th Grade “Students extend addition, subtraction, multiplication, and division to all rational numbers, maintaining the properties of operations and the relationships between addition and subtraction, and multiplication and division. By applying these properties, and by viewing negative numbers in terms of everyday contexts (e.g., amounts owed or temperatures below zero), students explain and interpret the rules for adding, subtracting, multiplying, and dividing with negative numbers. NWMC 10/11/1329

30 6-8 Progression on the Number System NWMC 10/11/1330

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32 Some New Ways of Doing Business A 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. 1. a−1 2. a−2 3. −b 4. a+b 5. a−b 6. ab+1 NWMC 10/11/13 32

33 Reflection Share with an elbow partner to what extent the tasks allow for students to use prior conceptual understanding to solve problems? NWMC 10/11/1333

34 HS REI.B Solve equations and inequalities in one variable. REI.B.4 Solve quadratic equations in one variable 4.a Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p) 2 = q that has the same solutions. Derive the quadratic formula from this form. 4.b Solve quadratic equations by inspection (e.g., for x 2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b. NWMC 10/11/1334

35 This is a critical area of focus for HS Algebra “An equation can often be solved by successively deducing from it one or more simpler equations. For example, one can add the same constant to both sides without changing the solutions, but squaring both sides might lead to extraneous solutions. Strategic competence in solving includes looking ahead for productive manipulations and anticipating the nature and number of solutions.” NWMC 10/11/1335

36 From the Algebra Progression document “ It is traditional for students to spend a lot of time on various techniques of solving quadratic equations, which are often presented as if they are completely unrelated... Rather than long drills on techniques of dubious value, students with an understanding of the underlying reason behind these methods are opportunistic in their application, choosing the best method that best suits the situation at hand.” NWMC 10/11/1336

37 Factoring Quadratics in the form ax 2 + bx + c = 0 where a = 1 NWMC 10/11/1337

38 Some New Ways of Doing Business Solve the equation: (3x −2 )2 = 6x −4 NWMC 10/11/1338

39 (3x −2 )2 = 6x −4 Method 1Method 2 (3x – 2) ( 3x – 2) = 6x – 4 9x 2 – 12x + 4 = 6x – 4 9x 2 – 18x + 8 = 0 (3x – 4)(3x – 2) = 0 x = 4/3 x = 2/3 (3x – 2) 2 = 2 (3x – 2) (3x – 2) 2 – 2 (3x – 2) = 0 (3x – 2)(3x - 2 – 2) = 0 (3x – 2) (3x – 4) = 0 x = 2/3 ; x = 4/3 NWMC 10/11/1339

40 Reflection Share with an elbow partner what opportunities the choice of tasks allows students to see structure in the mathematics and make productive choices in working with the mathematics? NWMC 10/11/1340

41 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 NWMC 10/11/13 41

42 Standards for Mathematical Practices Graphic NWMC 10/11/13 42

43 Math Should Make Sense! What does it mean to be an even number? What does it mean to be an odd number? When you add two odd numbers, is the result even or odd? Always? Why? NWMC 10/11/13 2, 4, 6, 8 1, 3, 5, 7 43

44 Answer Getting We have structured math so that we value “getting the answer” to a math problem rather than the process and making sense of the math that leads to the answer. NWMC 10/11/13 ching-methods-east-vs-west/ “Struggle” and “mistakes” are not typically rewarded in school. For struggling students, mistakes = “I’m stupid.” 44

45 Sense Making Classroom Culture that Fosters: Productive Struggle Growth Mindset – Carol Dweck Valuing multiple pathways to a solution Opportunities to engage in rich math tasks and problems NWMC 10/11/13 45

46 Opportunities for students to engage in mathematical sense making. Opportunities for student discourse. Access to the general education CCSS curriculum. Multi-tiered systems of supports. Creating effective ways for SPED, ELL, gifted and talented, etc. educators to work alongside, and in full partnership with, general educators through co-teaching and collaboration. Content based PD for all educators. Learning Progressions. Formative Assessments. Adapted From: Michael L. Wehmeyer. May 16, 2013 ASES SCASS Summit on Implementing College and Career Readiness Standards: Implications for States Supporting Students with Significant Cognitive Disabilities NWMC 10/11/13 Implications for the CCSS for ALL students 46

47 NWMC 10/11/13 No one who ever bought a drill wanted a drill. They wanted a hole. -Perry Marshall 47

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49 Ongoing: Statewide Coordination and Collaboration to Support Implementation NWMC 10/11/1349 Including: School Districts (CCSS District Implementation Network)CCSS District Implementation Network Higher Education Education and Educator Content Associations Business Partners Washington

50 CCSS Connections – Grades 9-12 Saturday 10: :30 AM Workshop Katy Absten - Olympic ESD 114 Sandy Christie - Puget Sound ESD 121 Regency F CCSS-M in Grades 9-12: When the Rubber Meets the Road Develop a deeper understanding of how students progress in their understanding of the CCSS, at each grade level on their way to becoming college and career ready in mathematics. Participants will engage in hands-on activities that connect content to the standards for mathematical practice. NWMC 10/11/1350

51 CCSS Connections – Grades 6-8 Saturday 8: :30 AM Workshop Andrew Hickman - North Central ESD 171 Heather Dorsey – ESD 113 Regency B CCSS-M in Grades 6-8: When the Rubber Meets the Road Develop a deeper understanding of how students progress in their understanding of the CCSS, at each grade level on their way to becoming college and career ready in mathematics. Participants will engage in hands-on activities that connect content to the standards for mathematical practice. NWMC 10/11/1351

52 CCSS Connections – Grades 3-5 Saturday 8: :30 AM Workshop Ann Sipe - ESD 105 Sue Bluestein - ESD 112 Regency F CCSS-M in Grades 3-5: When the Rubber Meets the Road Develop a deeper understanding of how students progress in their understanding of the CCSS, at each grade level on their way to becoming college and career ready in mathematics. Participants will engage in hands-on activities that connect content to the standards for mathematical practice. NWMC 10/11/1352

53 CCSS Connections – Grades K-2 Saturday 12: :30 PM Workshop Rachel Eifler - Northeast Washington ESD 101 Amy Barber Regency F CCSS-M in Grades K-2: When the Rubber Meets the Road Develop a deeper understanding of how students progress in their understanding of the CCSS, at each grade level on their way to becoming college and career ready in mathematics. Participants will engage in hands-on activities that connect content to the standards for mathematical practice. NWMC 10/11/1353

54 Opportunities to be involved Movers and Shakers Math and ELA “Fellows” build capacity around common learning OSPI CCSS Webinar Series PD Offered through all 9 ESDs OSPI Open Educational Resource Reviewer (Digital Learning) NWMC 10/11/1354

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56 CCSS Implementation Resources NWMC 10/11/1356 Top Resources – Big Picture Achieve The Core Resources included annotated tasks, practice guides, assessment guides, instructional materials toolkit Assessment System Resources Smarter Balanced Released Sample Items / Perf. Tasks Achieve Multiple array of resources to support implementation of CCSS

57 CCSS Implementation Resources NWMC 10/11/1357 Top Resources - Math Illustrative Mathematics Project Takes available aligned to the CCSS that illustrate the standards. These tasks have been vetted by leaders in the nation for alignment and quality. Progression Documents These documents give the narrative or story of how the domains progress both in a particular grade and through several grades. Engage NY Engage NY is building out units in ELA and mathematics that are aligned to the CCSS

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59 Resources for Parents Council of Great City Schools: Parent Roadmaps to the Common Core Standards- Mathematics (http://www.cgcs.org/Page/244 )http://www.cgcs.org/Page/244 NWMC 10/11/1359

60 Resources for Community NWMC 10/11/1360 Ready Washington is a coalition of state and local education agencies, associations and advocacy organizations that support college- and career-ready learning standards. The coalition believes all students should be better prepared for college, work and life to build the skills to compete for the quality jobs that our state has to offer. *Initial support for ReadyWA received in October 2012 grant awarded from College Spark Washington to Partnership for Learning & Office of Superintendent of Public Instruction

61 Reflection What resources mentioned do you believe might be the most beneficial in implementing the CCSS? Why? NWMC 10/11/1361

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63 A Balanced Assessment System Page 63 Common Core State Standards specify K-12 expectations 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: Supporting classroom-based assessments to improve instruction NWMC 10/11/13

64 A Balanced Assessment System Page 64 School Year Last 12 weeks of the 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; Teacher collaboration tools; Evaluation of publishers’ assessments. English Language Arts/Literacy and Mathematics, Grades 3-8 and High School Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Scope, sequence, number and timing of interim assessments locally determined *Time windows may be adjusted based on results from the research agenda and final implementation decisions. PERFORMANCE TASKS ELA/Literacy Mathematics Re-take option COMPUTER ADAPTIVE TESTS ELA/Literacy Mathematics Optional Interim Assessment Optional Interim Assessment NWMC 10/11/13

65 Testing Times for Summative Assessment TestGradesCAT Perform- ance Task In-Class Activity Total Current Testing Time English Language Arts/ Literacy 3-51:302:00:304:00 1:30 (gr 3&5) 5:30 (gr 4) 6-81:302:00:304:00 1:50 (gr 6&8) 5:50 (gr 7) 112:00 :304:306:00 (HS) Math 3-51:301:00:303:001: :001:00:303:301:50 112:001:30:304:00 Page 65 The testing window is the final 12 weeks of the academic year for grades 3-8; maybe be a designated 4-6 week window for HS. NWMC 10/11/13

66 2013 Legislative Decisions Regarding High School Assessments Math: Class of 2013 & 2014 Algebra 1 EOC OR Geometry EOC Class of 2015, 2016, 2017, 2018 Algebra 1 EOC, OR Geometry EOC, OR new 11 th Smarter Balanced Comprehensive Math Test, OR new Algebra 1 EOC Exit Exam (aligned to SBAC), OR new Geometry EOC Exit Exam (aligned to SBAC) Class of 2019 and beyond - 11 th Smarter Balanced Math Test NWMC 10/11/1366

67 What’s Happening This Year, ? Exit exams remain the same (HSPE, EOC) CAA options remain the same, except New Biology COE ready for June 2014 submission for Class of 2015 and beyond (only after two attempts on Biology EOC) Class of 2013 had some relaxation of Collection of Evidence rules that had been newly implemented – these will not continue ( COE is limited to one submission per content area throughout HS, and requires two attempts on general assessment before submitting ) NWMC 10/11/1367

68 Smarter Balanced Field Testing US Dept of Ed is allowing states to participate in the Smarter Balanced field test in in one of several ways ( pending ESEA Waiver approval ): Blended model where some schools take current test only and some schools take field test only If only field testing, school accountability is carried over from NWMC 10/11/1368

69 Smarter Balanced Field Testing Administering field test only (grades 3-8): Operations Field test will be online All grades at a school must field test, both ELA & Math Testing window TBD (hopefully schools will have choice of two weeks within last 12 weeks, but may be an assigned 4 week window) Minimal info will be available for individual score reports No direct costs to schools for field test NWMC 10/11/1369

70 Interim Assessments and Formative Tools (Digital Library) Interim Assessments – Ready in Fall 2014 Available to all districts – costs covered by state Optional use and frequency Two types of assessments can be constructed: Clone summative test Target specific skills will have fewer items to draw from than later years  Digital Library - Resources to be available in late Spring 2014 NWMC 10/11/1370

71 Digital Library Features One Stop: The Digital Library will have links to all test engine systems through a single sign-on with user permission levels so teachers, parents, and students have access to all of the curriculum and professional learning resources. Assessment literacy Formative assessment resources Links to other resources and other components of the Smarter online system Includes resources for each grade band that address English Language Learners and Students With Disabilities Interactive Teacher Space Opportunities to keep journals of practices Key words or phrases in the journals will generate suggested lists of resources. Record resources consulted and suggest others. Teachers can request resources matched to student assessment results. NWMC 10/11/1371

72 You can't wring your hands and roll up your sleeves at the same time. ~Pat Schroeder NWMC 10/11/13Page 72

73 Questions? NWMC 10/11/13Page 73

74 NWMC 10/11/1374 Thank YOU! Common Core Supports: Greta Bornemann, Anne Gallagher


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