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

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Our time togetherTop of Mind questions

Putting the CCSS into practice – attending to the shifts

Opportunities to learn more

Resources supporting educators

Assessment System Updates

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Washington’s Vision for EducationWashington’s Vision for Education

Every Washington public school Every Washington public school student will graduate from high student will graduate from high

school globally competitive for work school globally competitive for work and postsecondary education and and postsecondary education and

prepared for life in the 21prepared for life in the 21stst century. century.

NWMC 10/11/13 4Class of 2011: Bridgeport High School

Our guiding beliefs and approach for CCR Standards Implementation in WA2-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

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The 3 Shifts in CCSSMFocus strongly where

the standards focusCoherence: Think

across grades and link to major topics within grades

Rigor: In major topics, pursue with equal intensity:Conceptual

understandingProcedural skill and

fluencyApplication

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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.”

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– Ginsburg et al., 2005

FOCUS

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Shift Two: Coherence Think across grades, and link to major topics within gradesCarefully 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.

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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)

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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)NWMC 10/11/13 12

The CCSSM require:Solid conceptual understandingProcedural skill and fluencyApplication 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

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

It starts with FocusThe 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 standardsMore in-depth mastery of a smaller set of

things pays off

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Operationalizing the CCSS shiftsDo: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.

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Operationalizing the CCSS shiftsCaution: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

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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

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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.

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ReflectionWhat 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?

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2nd Grade: 2.NBT.A Understand Place Value2.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).

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This is a critical area of focus for 2nd 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).”

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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.’”

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Some New Ways of Doing Business

Some New Ways of Doing Business

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ReflectionShare with an elbow partner to what extent

the tasks allow for students to engage in meaningful mathematics and demonstrate their reasoning?

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7th grade: 7.NS.A Apply and extend previous understandings of operations with fractions.7.NS.A.1Apply 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.

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This is a critical area of focus for 7th 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.

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6-8 Progression on the Number System

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Some New Ways of Doing BusinessA 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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ReflectionShare with an elbow partner to what extent

the tasks allow for students to use prior conceptual understanding to solve problems?

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HS REI.B Solve equations and inequalities in one variable.REI.B.4Solve 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 x2 = 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.

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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.”

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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.”

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Factoring Quadratics in the form ax2 + bx + c = 0 where a = 1

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Some New Ways of Doing Business

Solve the equation:

(3x −2)2 = 6x −4

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(3x −2)2 = 6x −4Method 1 Method 2

(3x – 2) ( 3x – 2) = 6x – 4

9x2 – 12x + 4 = 6x – 4

9x2 – 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

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ReflectionShare 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?

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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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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?

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2, 4, 6,

8

1, 3, 5, 7 43

Answer GettingWe 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.

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http://bookpeeps.org/2012/11/20/teaching-methods-east-vs-west/

“Struggle” and “mistakes” are not typically rewarded in school.

For struggling students, mistakes = “I’m stupid.”

44

Sense MakingClassroom Culture that Fosters:

Productive StruggleGrowth Mindset – Carol DweckValuing multiple pathways to a solutionOpportunities to engage in rich math tasks and problems

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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

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Implications for the CCSS for ALL students

46

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No one who ever bought a drill wanted a drill. They wanted a hole.

-Perry Marshall

47

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Ongoing: Statewide Coordination and Collaboration to Support Implementation

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Including:•School Districts (CCSS District Implementation Network) •Higher Education•Education and Educator Content Associations•Business Partners

Washington

CCSS Connections – Grades 9-12Saturday 10:00 - 11:30 AM Workshop

Katy Absten - Olympic ESD 114Sandy Christie - Puget Sound ESD 121Regency 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.

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CCSS Connections – Grades 6-8Saturday 8:00 - 09:30 AM Workshop

Andrew Hickman - North Central ESD 171Heather Dorsey – ESD 113Regency 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.

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CCSS Connections – Grades 3-5Saturday 8:00 - 09:30 AM Workshop

Ann Sipe - ESD 105Sue 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.

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CCSS Connections – Grades K-2Saturday 12:00 - 01:30 PM Workshop

Rachel Eifler - Northeast Washington ESD 101Amy BarberRegency 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.

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Opportunities to be involvedMovers and Shakers http://k12.wa.us/Mathematics/default.aspx

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)

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2012-13 CCSS Implementation Resources

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Top Resources – Big PictureAchieve The Core www.achievethecore.orgResources included annotated tasks, practice guides, assessment guides, instructional materials toolkit

Assessment System Resources www.smarterbalanced.orgSmarter Balanced Released Sample Items / Perf. Tasks

Achieve www.achieve.orgMultiple array of resources to support implementation of CCSS

2012-13 CCSS Implementation Resources

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Top Resources - MathIllustrative Mathematics Project www.illustrativemathematics.org

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 http://ime.math.arizona.edu/progressions/

These documents give the narrative or story of how the domains progress both in a particular grade and through several grades.

Engage NY http://www.engageny.org/

Engage NY is building out units in ELA and mathematics that are aligned to the CCSS

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Resources for ParentsCouncil of Great City Schools: Parent Roadmaps to the Common Core Standards- Mathematics (http://www.cgcs.org/Page/244 )

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Resources for Community

www.ReadyWA.org

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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

ReflectionWhat resources mentioned do you believe

might be the most beneficial in implementing the CCSS? Why?

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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

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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 andPerformance

Tasks

Computer Adaptive

Assessment andPerformance

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

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Testing Times for Summative AssessmentTest

Grades

CATPerform-ance Task

In-Class

ActivityTotal

Current Testing Time

English Language Arts/Literacy

3-5 1:30 2:00 :30 4:001:30 (gr

3&5)5:30 (gr 4)

6-8 1:30 2:00 :30 4:001:50 (gr

6&8)5:50 (gr 7)

11 2:00 2:00 :30 4:30 6:00 (HS)

Math

3-5 1:30 1:00 :30 3:00 1:30

6-8 2:00 1:00 :30 3:30 1:50

11 2:00 1:30 :30 4:00 4:00

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.

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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 11th 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 - 11th Smarter Balanced Math Test

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What’s Happening This Year, 2013-14?

Exit exams remain the same (HSPE, EOC)

CAA options remain the same, exceptNew 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)

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Smarter Balanced Field TestingUS Dept of Ed is allowing states to

participate in the Smarter Balanced field test in 2013-14 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 2012-2013

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Smarter Balanced Field TestingAdministering 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

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Interim Assessments and Formative Tools (Digital Library)Interim Assessments – Ready in Fall 2014

Available to all districts – costs covered by state

Optional use and frequencyTwo types of assessments can be constructed:

Clone summative test Target specific skills

2014-15 will have fewer items to draw from than later years

Digital Library - Resources to be available in late Spring 2014

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Digital Library FeaturesOne 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.

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You can't wring your hands and roll up your sleeves at the same time.

~Pat Schroeder

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Questions?

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Thank YOU!Common Core Supports:

Greta Bornemann,Greta.Bornemann@k12.wa.us

Anne GallagherAnne.Gallagher@k12.wa.us