CCSS Webinar Series Part 3, Systems Webinar for School District Leaders

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

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But FirstAbout You

• Wed like to know a little about who is out
  there.
• Time for a poll.

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Implementing the Common Core State Standards in
Washington State

• 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.
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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
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Common Core State Standards for Mathematics

• A Review of Progressions, Shifts, Design, and
  Focus

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Content Progressions and Major Shifts
Major Shifts Focus 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
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CCSS Design and Organization
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Critical Areas of Focus
Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K2 Addition and subtraction, measurement using whole number quantities
35 Multiplication and division of whole numbers and fractions
6 Ratios and proportional reasoning early expressions and equations
7 Ratios and proportional reasoning arithmetic of rational numbers
8 Linear algebra
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Common Core State Standards for Mathematics

• Next Steps in Building Statewide Capacity

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Focusing on the FoundationWashingtons
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
PLUS Large School Districts Higher
Education Statewide Education and Content
Associations
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Begin Building Statewide Capacity

• 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

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Common Core State Standards for Mathematics

• Classroom Transition Supports

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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
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Professional Development Plan CCSS-M

• 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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Professional Development Plan CCSS-M

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

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Professional Development Plan CCSS-M

• 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.
•  

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What does this mean?

• The 2008 standards asks students to
• 6. 3.C
• Solve single- and multi-step word problems
  involving ratios, rates, and percents, and verify
  solutions.

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• In the Common Core State Standards students will
  need to
• 6.RP.3
• Use 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.

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What does this mean?

• 6.RP.3
• a. 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.

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An Example
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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Professional Development Plan CCSS-M

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

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Your Turn

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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Professional Development Plan CCSS-M

• 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.

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Begin Building Statewide Capacity

• 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

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SMARTER Balanced Assessment System

• New Assessment System
• What We Know So Far

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A National Consortium of States

• 28 states representing 44 of K-12 students
• 21 governing, 7 advisory states
• Washington state is fiscal agent

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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
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A Balanced Assessment SystemELA and Math
--Grades 3-8 and High School
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
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Grades Supported Through Smarter Balanced
Grades Summative Interim (Optional) Formative Tools and Professional Learning (Optional)
? ? ?
1-2 Performance Tasks as Required to Cover CCSS ? EOC and Comprehensive ?
? ? EOC and Comprehensive ?
Optional ? EOC and Comprehensive ?
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A Balanced Assessment System
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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

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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

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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

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Washingtons Testing System Transition

• Current Testing System
• Reading and Math Grades 38 and 10
• Writing Grades 4, 7, 10
• Science Grades 5, 8, 10
• SBAC/CCSS Testing System
• English/Language Arts and Math Grade 38 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).
• ()

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Still to be worked out System Development and
Implementation Details

• 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?

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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)?

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Still to be worked out Washingtons Policy
Discussion

• 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 Washingtons science tests mesh with
  these tests?

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Find Out More www.SmarterBalanced.org State
Contact Robin.Munson_at_k12.wa.us
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Key next steps and additional resource for Phase
2 Spring Summer 2012

• Continue Building Statewide Awareness(http//k12.
  wa.us/CoreStandards/default.aspx)
• CCSS Webinar Series, web resources
  (http//www.k12.wa.us/CoreStandards/UpdatesEvents.
  aspxWebinar )
• CCSS Overview Presentations and Support (OSPI and
  ESD partners)
• Continue Statewide Coordination and Collaboration
• Convene statewide professional learning content
  associations to coordinate statewide PD offerings
  for FALL 2012
• Higher 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

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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, 330 430 Mathematics
• March 21, 330 430 English Language Arts
• May 23, 1030 1130 District/Building Leaders
• May 29, 330 430 Mathematics
• May 31, 330 430 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
http//k12.wa.us/CurriculumInstruct/news.aspx
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Thank you.
Common Core Questions Email corestandards_at_k12.wa
.us OR Greta Bornemann, OSPI CCSS Project
Lead, E-mail Greta.Bornemann_at_k12.wa.us