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

3. Agenda CCSS math shifts – digging in deep Smarter Balanced Assessment
Resources and professional learning opportunities
CCSSM Webinar Part 3: 3/12/13

4. OSPI CCSS Quarterly Webinar Series http://www. k12. wa
Year 2 Topics:
CCSS Systems for District and Building Leaders
September 2012: Recap / State Context / Resources / Where to Start / Professional Learning Systems
December 2012: The Basics for School Boards
March 2013: Focus on Instructional Materials / Principal Leadership
May 2013: Connecting CCSS Across Systems (CTE, Special Ed, ELL, K-12/Higher Ed, etc....)
CCSS-M Content for Leaders and Cross-Content Teams
September 2012: Recap / Math Shifts and Resources
December 2012: Diving into the Math Shifts for Elementary
March 2013: Diving into the Math Shifts for Middle School
May 2013: Diving into the Math Shifts for High School
CCSS-ELA for Leaders and Cross-Content Teams
September 2012: Recap / ELA Shifts and Resources
December 2012: Diving into ELA and Text Selection / Implications for ELA in History/Social Studies
March 2013: Diving into the ELA: A Focus on Evidence in Reading/Writing/Speaking & Listening
May 2013: Diving into ELA: Academic Vocabulary and ELA across the Subjects (Science, the Arts, etc.)
CCSSM Webinar Part 3: 3/12/13

5. Superintendent Dorn’s Priorities 2011-2014
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.
Meet our Constitutional Obligation to Fully-fund our Public Schools
Improve Achievement for ALL Students
Reduce the opportunity gap
Reduce the dropout rate
Increase STEM opportunities
Provide additional student supports
Improve our Student Assessment System
Expand Career and Technical Education (CTE)
Expand and Enhance Early Learning Opportunities
CCSSM Webinar Part 3: 3/12/13

6. WA CCSS Implementation Timeline
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
Drop if everywhere else
CCSSM Webinar Part 3: 3/12/13

7. Theory of Practice for CCSS Implementation in WA
2-Prongs:
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.
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
CCSSM Webinar Part 3: 3/12/13

8. “These standards are not intended to be new names for old ways of doing business.”
CCSSM, page 5
CCSSM Webinar Part 3: 3/12/13

9. 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 Part 3: 3/12/13

10. 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 Part 3: 3/12/13

11. 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.”
CCSSM Webinar Part 3: 3/12/13
– Ginsburg et al., 2005

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
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

13. FOCUS
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14. FOCUS
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15. FOCUS
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16. 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 Part 3: 3/12/13

17. 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)
CCSSM Webinar Part 3: 3/12/13

18. 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)
CCSSM Webinar Part 3: 3/12/13

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 Part 3: 3/12/13

20. 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 Part 3: 3/12/13

21. 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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22. Standards for Mathematical Practices
Graphic
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23. 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
CCSSM Webinar Part 3: 3/12/13

24. 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.
CCSSM Webinar Part 3: 3/12/13

25. 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.
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.
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.
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.
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.
Apply properties of operations as strategies to add and subtract rational numbers.
CCSSM Webinar Part 3: 3/12/13

26. The thread of coherence:
2.MD.B Relate addition and subtraction to length.
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.
CCSSM Webinar Part 3: 3/12/13

27. 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.
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.
CCSSM Webinar Part 3: 3/12/13

28. Some New Ways of Doing Business
7.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.
CCSSM Webinar Part 3: 3/12/13

29. 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.
a−1
a−2 −b
a+b
a−b
ab+1
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30. Some Traditional Ways of Doing Business
How is the previous example different from this?
Use counters to determine 12 + (-8).
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31. Some Traditional Ways of Doing Business
How is the previous examples different from this?
Use rules to determine 12 + (-8).
CCSSM Webinar Part 3: 3/12/13

32. A Look at Assessment
CCSSM Webinar Part 3: 3/12/13

33. Smarter Balanced Assessment System Components
Summative assessments
Benchmarked to college and career readiness
Teachers and schools have information and tools they need to improve teaching and learning
Common Core State Standards specify
K-12 expectations for college and career readiness
All students leave high school college and career ready
Teacher resources for
formative assessment practices
to improve instruction
Interim assessments Flexible, open, used for actionable feedback
CCSSM Webinar Part 3: 3/12/13

34. English Language Arts and Mathematics, Grades 3–8 and High School
System Highlights
English Language Arts and Mathematics, Grades 3–8 and High School
BEGINNING OF YEAR
END OF YEAR
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.
INTERIM ASSESSMENT
INTERIM ASSESSMENT
Computer Adaptive
Assessment and
Performance Tasks
Computer Adaptive
Assessment and
Performance Tasks
PERFORMANCE
TASKS
Reading
Writing
Math
END OF YEAR
ADAPTIVE ASSESSMENT
Scope, sequence, number, and timing of interim assessments locally determined
Re-take option
Optional Interim assessment system—
Summative assessment for accountability
* Time windows may be adjusted based on results from the research agenda and final implementation decisions.
Source:
CCSSM Webinar Part 3: 3/12/13

35. Claims for the Mathematics Summative Assessment
Overall Claim for Grades 3-8
“Students can demonstrate progress toward college and career readiness in mathematics.”
Overall Claim for Grade 11
“Students can demonstrate college and career readiness in mathematics.”
Claim #1 - Concepts & Procedures
“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”
Claim #2 - Problem Solving
“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”
Claim #3 - Communicating Reasoning
“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”
Claim #4 - Modeling and Data Analysis
“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”
CCSSM Webinar Part 3: 3/12/13

36. Smarter Balanced Timeline – Washington’s Involvement
OSPI staff involved in workgroups
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
Operational use in
CCSSM Webinar Part 3: 3/12/13

37. Two Purposes of High School Assessments
CCSSM Webinar Part 3: 3/12/13

38. Tools and Supports for Classrooms, Schools, and Systems
What’s new and what’s next
CCSSM Webinar Part 3: 3/12/13

39. 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 Part 3: 3/12/13

40. Transition Plan for Washington State
K-2
3-5
6-8
High School
Year 1- 2
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)
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
CCSSM Webinar Part 3: 3/12/13

41. Implementation Partnerships
Washington
The cavalry in Washington includes the OSPI team, the ESDs, and other partners (as mentioned throughout this training)
We are encouraging all to work together as we venture forward…
PLUS…
School Districts
Higher Education
Statewide Education and Content Associations
CCSSM Webinar Part 3: 3/12/13

42. CCSSM Webinar Part 3: 3/12/13 Grades CCSS Focus Domain: Description
K-2
Counting 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
3-5
Numbers and Operations - Fractions
6-8
Ratio and Proportional Relationships HS
Linear Relationships and Functions
CCSSM Webinar Part 3: 3/12/13

43. 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.
CCSSM Webinar Part 3: 3/12/13

44. Instructional Materials Resources
From CCSS Developers…
CCSS Publisher’s Criteria – ELA and Math (
Going deeper with other states…
Tri-State Quality Review Rubrics and Process (
CCSSM Webinar Part 3: 3/12/13

45. 2012-13 CCSS Implementation Resources & Activities
Opportunities and Resources
CCSS Awareness and Professional Learning Opportunities and Materials (
OSPI CCSS Webinar Series
PD Offered through all 9 ESDs
CCSS District Implementation Network Collaborations
Instructional Materials Quality Considerations & Supports
Assessment System Resources
Smarter Balanced Released Sample Items / Perf. Tasks
Dynamic Learning Map Assessment Literacy Supports
Teacher-Leader Capacity Building Opportunities
Math and ELA “Fellows” build capacity around common learning (Spring 2013)
Statewide CCSS Collaborations
Educator Membership Associations
Publisher Representatives
CCSSM Webinar Part 3: 3/12/13

46. Thank you! Math Support / CCSS Coordination Lead:
- Greta Bornemann,
- Anne Gallagher,
General Support / Overall CCSS Leadership:
- General
- Jessica Vavrus,
ELA Support:
- Liisa Moilanen Potts,
CCSSM Webinar Part 3: 3/12/13