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Before we begin…About You CCSSM Webinar 12/18/12 Wed like to know a little about who is out there. Time for a poll. 2.

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Presentation on theme: "Before we begin…About You CCSSM Webinar 12/18/12 Wed like to know a little about who is out there. Time for a poll. 2."— Presentation transcript:


2 Before we begin…About You CCSSM Webinar 12/18/12 Wed like to know a little about who is out there. Time for a poll. 2

3 Agenda CCSS math shifts – digging in deep Smarter Balanced Assessment Resources and professional learning opportunities CCSSM Webinar 12/18/123

4 Superintendent Dorns Priorities 2011-2014 OSPIs 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 Opportunities CCSSM Webinar 12/18/124

5 WA CCSS Implementation Timeline 2010-112011-122012-132013-142014-15 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 CCSSM Webinar 12/18/125

6 Theory of Practice for CCSS Implementation in WA CCSSM Webinar 12/18/12 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 6

7 These standards are not intended to be new names for old ways of doing business. CCSSM, page 5 CCSSM Webinar 12/18/127

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 CCSSM Webinar 12/18/128

9 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 CCSSM Webinar 12/18/129

10 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 Kongs curriculum omits 48 percent of the TIMSS items through grade 4, and 18 percent through grade 8. – Ginsburg et al., 2005 CCSSM Webinar 12/18/1210

11 Attaining Focus in early grades K-2 is a master class in addition and subtraction - concepts, skills and problem solving 3-5 turns to multiplication and division of whole numbers and fractions - concepts, skills and problems solving There is very little data work in K-5, and whats there is tightly coordinated with core progressions in number systems, the number line, and problem solving using the four operations Concentration on arithmetic and the aspects of measurement that support it CCSSM Webinar 12/18/1211

12 Focus in Early Grades Materials do not assess any of the following topics before the grade level indicated. Topic Grade 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 12/18/12

13 FOCUS CCSSM Webinar 12/18/1213

14 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. CCSSM Webinar 12/18/1214

15 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) CCSSM Webinar 12/18/1215

16 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) CCSSM Webinar 12/18/1216

17 Informing Grades 1-6 Mathematics Standards Development: What Can Be Learned from High-Performing Hong Kong, Singapore, and Korea? American Institutes for Research (2009, p. 13) 4.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. 5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. 5.NF.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. 6.NS. Apply and extend previous understandings of multiplication and division to divide fractions by fractions. 6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. Grade 4 Grade 5 Grade 6 CCSS CCSSM Webinar 12/18/1217

18 Coherence : Link to major topics within grades Example: Geometric measurement 3.MD, third cluster CCSSM Webinar 12/18/1218

19 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 CCSSM Webinar 12/18/1219

20 Required Fluencies in K-6 GradeStandardRequired Fluency K K.OA.5 Add/subtract within 5 1 1.OA.6 Add/subtract within 10 2 2.OA.2 2.NBT.5 Add/subtract within 20 (know single-digit sums from memory) Add/subtract within 100 3 3.OA.7 3.NBT.2 Multiply/divide within 100 (know single-digit products from memory) Add/subtract within 1000 4 4.NBT.4 Add/subtract within 1,000,000 5 5.NBT.5 Multi-digit multiplication 6 6.NS.2,3 Multi-digit division Multi-digit decimal operations CCSSM Webinar 12/18/1220

21 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 CCSSM Webinar 12/18/1221

22 A Grecian urn You have just purchased an expensive Grecian urn and asked the dealer to ship it to your house. He picks up a hammer, shatters it into pieces, and explains that he will send one piece a day in an envelope for the next year. You object; he says dont worry, Ill make sure that you get every single piece, and the markings are clear, so youll be able to glue them all back together. Ive got it covered. Absurd, no? But this is the way many school systems require teachers to deliver mathematics to their students; one piece (i.e. one standard) at a time. They promise their customers (the taxpayers) that by the end of the year they will have covered the standards. … The Standards refers to all elements of the designthe wording of domain headings, cluster headings, and individual statements; the text of the grade level introductions and high school category descriptions; the placement of the standards for mathematical practice at each grade level. Adapted from The Structure is the Standards by Bill McCullum, Phil Daro and Jason Zimba The Structure is the Standards 22CCSSM Webinar 12/18/12

23 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 23CCSSM Webinar 12/18/12

24 Standards for Mathematical Practices Graphic 24CCSSM Webinar 12/18/12

25 Some Old Ways of Doing Business A different topic every day Every topic treated as equally important Elementary students dipping into advanced topics at the expense of mastering fundamentals Infinitesimal advance in each grade; endless review Incoherence and illogic – bizarre associations, or lacking a thread 25 CCSSM Webinar 12/18/12

26 Some Old Ways of Doing Business Lack of rigor Reliance on rote learning at expense of concepts Aversion to repetitious practice 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. 26 CCSSM Webinar 12/18/12

27 27

28 CCSSM Webinar 12/18/1228 2.NBT.A Some New Ways of Doing Business 1 hundred + 4 tens = ______ 4 tens + 1 hundred = ______ 14 tens = 10 tens + _____ tens 14 tens = _____ hundred + 4 tens 14 tens = _____ ones 7 ones + 5 hundreds = ______ 8 hundreds = ______ 106 = 1 hundred + _____tens + _____ones 106 = _____tens + _____ones 106 = _____ones 90 + 300 + 4 = ______

29 Some New Ways of Doing Business 4.NF How Many Tenths and Hundredths? 1 tenth + 4 hundredths = ______________ hundredths 4 hundredth + 1 tenths = ______________ hundredths 5 tenths + 2 hundredths = ______________ hundredths 5 hundredths + 2 tenths = ______________ hundredths 14 hundredths = __________ hundredths + 4 hundredths 14 hundredths = __________ tenths + 4 hundredths 14 hundredths = 1 tenths + 3 hundredths + __________ hundreths 80 hundredths = __________ tenths CCSSM Webinar 12/18/1229

30 A Look at Assessment CCSSM Webinar 12/18/1230

31 Smarter Balanced Assessment System Components Common Core State Standards specify K-12 expectations for college and career readiness 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 Interim assessments Flexible, open, used for actionable feedback Summative assessments Benchmarked to college and career readiness Teacher resources for formative assessment practices to improve instruction CCSSM Webinar 12/18/1231

32 Smarter Balanced Timeline – Washingtons Involvement OSPI staff involved in workgroups 2010-2014 Teachers involved in item writing Summer/Fall 2012 Sample Released Items – October 2012 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 32CCSSM Webinar 12/18/12

33 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 PERFORMANCE TASKS Reading Writing Math END OF YEAR ADAPTIVE 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 Adaptive Assessment and Performance Tasks BEGINNING OF YEAR END OF YEAR Source: INTERIM ASSESSMENT Computer Adaptive Assessment and Performance Tasks INTERIM ASSESSMENT CCSSM Webinar 12/18/1233

34 Students can demonstrate progress toward college and career readiness in mathematics. Students can demonstrate college and career readiness in mathematics. Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. 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 34CCSSM Webinar 12/18/12

35 Note: 10 th grade exams measure high school proficiency with passage required for graduation; 11 th grade exams measure career and college-ready standards. * 10 th grade math exams could be separate Algebra and Geometry EOC exams. GradeSubject Tested 2012–13 and 2013–14 Measure current Reading, Writing, Algebra, Geometry, and Biology Standards 2014–15 and Beyond Measure Common Core State Standards and current Biology Standards 10ReadingHSPE 10WritingHSPE 10E/LA SBAC 10AlgebraEOC 10GeometryEOC 10Math SBAC 10BiologyEOC 11E/LA SBAC 11Math SBAC 35 Using SBAC for High School Graduation Tests – Policy Questions Abound… * CCSSM Webinar 12/18/12

36 Tools and Supports for Classrooms, Schools, and Systems Whats new and whats next CCSSM Webinar 12/18/1236

37 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 CCSSM Webinar 12/18/1237

38 Transition Plan for Washington State K-23-56-8High School Year 1- 2 2012-2013 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 and Unit 4: Connecting Algebra and Geometry through Coordinates; Unit 2: Similarity, Proof, and Trigonometry and Unit 3:Extending to Three Dimensions and remaining 2008 WA Standards 38CCSSM Webinar 12/18/12

39 Implementation Partnerships PLUS… School Districts Higher Education Statewide Education and Content Associations Washington CCSSM Webinar 12/18/1239

40 CCSSM Webinar 12/18/1240 GradesCCSS Focus Domain:Description K-2Counting and Cardinality Numbers 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 content Analyze, adapt and implement tasks with the intended rigor of the CCSS Understand the Smarter Balanced Assessment System Analyze student work to identify next steps for learning 3-5Numbers and Operations - Fractions 6-8Ratio and Proportional Relationships HSLinear Relationships and Functions

41 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. Inside Mathematics 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. Illustrative Mathematics Progressions Documents for the Common Core Math Standards Narrative documents describing the progression of a topic across a number of grade levels. Progressions Documents for the Common Core Math Standards 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. Publishers Criteria Achieve The Core Guidance and templates on how to begin implementing the shifts, assembled by the nonprofit Student Achievement Partners. Achieve The Core 41CCSSM Webinar 12/18/12

42 Resources and Opportunities Teacher-Leader Capacity Building Opportunities Math and ELA Fellows build capacity around common learning (Spring 2013) From CCSS Developers… CCSS Publishers Criteria – ELA and Math ( Going deeper with other states… Tri-State Quality Review Rubrics and Process ( CCSSM Webinar 12/18/1242

43 Thank you! Math Support / CCSS Coordination Lead: - Greta Bornemann, - Anne Gallagher, General Support / Overall CCSS Leadership: - General email: - Jessica Vavrus, ELA Support: - Liisa Moilanen Potts, CCSSM Webinar 12/18/1243

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