Before we begin…About You

Before we begin…About You

CCSSM Webinar 12/18/12

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


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 12/18/124

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

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“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 12/18/1210

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 what’s 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


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 12/18/12

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)


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


Coherence: Link to major topics within grades

Example: Geometric measurement

3.MD, third cluster


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


Required Fluencies in K-6

GradeStandar

dRequired Fluency

K K.OA.5 Add/subtract within 51 1.OA.6 Add/subtract within 10

22.OA.2

2.NBT.5

Add/subtract within 20 (know single-digit sums from memory)

Add/subtract within 100

33.OA.7

3.NBT.2

Multiply/divide within 100 (know single-digit products from memory)

Add/subtract within 10004 4.NBT.4 Add/subtract within 1,000,0005 5.NBT.5 Multi-digit multiplication

6 6.NS.2,3Multi-digit division

Multi-digit decimal operations


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


A Grecian urnYou 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 “don’t worry, I’ll make sure that you get every single piece, and the markings are clear, so you’ll be able to glue them all back together. I’ve 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 design—the 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

22 CCSSM Webinar 12/18/12

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


Standards for Mathematical Practices

Graphic


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

25CCSSM Webinar 12/18/12

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.

26CCSSM Webinar 12/18/12



2.NBT.A

Some New Ways of Doing Business

1 hundred + 4 tens = ______4 tens + 1 hundred = ______14 tens = 10 tens + _____ tens14 tens = _____ hundred + 4 tens14 tens = _____ ones7 ones + 5 hundreds = ______8 hundreds = ______106 = 1 hundred + _____tens + _____ones106 = _____tens + _____ones106 = _____ones90 + 300 + 4 = ______

Some New Ways of Doing Business4.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


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


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


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


Note: 10th grade exams measure high school proficiency with passage required for graduation; 11th grade exams measure career and college-ready standards.* 10th grade math exams could be separate Algebra and Geometry EOC exams.

Grade

Subject Tested

2012–13 and 2013–14

Measure current Reading, Writing, Algebra, Geometry ,

and Biology Standards

2014–15 and BeyondMeasure Common

Core State Standards and current

Biology Standards

10 Reading HSPE

10 Writing HSPE

10 E/LA SBAC

10 Algebra EOC

10 Geometry EOC

10 Math SBAC

10 Biology EOC EOC

11 E/LA SBAC

11 Math SBAC

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Using SBAC for High School Graduation Tests – Policy Questions Abound…

*


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.


Resources and Opportunities

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

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/)


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]
