Transcript Literacy in Washington State

Before we begin…About You
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We’d like to know a little about who is out there.
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Time for a poll.
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CCSSM Webinar 12/18/12
Agenda
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CCSS math shifts – digging in deep
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Smarter Balanced Assessment
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Resources and professional learning opportunities
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CCSSM Webinar 12/18/12
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.
1) Meet
our Constitutional Obligation to Fully-fund
our Public Schools
2) Improve Achievement for ALL Students
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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
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CCSSM Webinar 12/18/12
WA CCSS Implementation Timeline
2010-11
2011-12
2012-13
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
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CCSSM Webinar 12/18/12
2013-14 2014-15
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.
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Professional learning systems are critical
CCSSM Webinar 12/18/12
“These standards
are not intended
to be new names
for old ways of
doing business.”
CCSSM, page 5
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CCSSM Webinar 12/18/12
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:
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Conceptual understanding
Procedural skill and fluency
Application
CCSSM Webinar 12/18/12
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
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CCSSM Webinar 12/18/12
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.”
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CCSSM Webinar 12/18/12–
Ginsburg et al., 2005
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
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CCSSM Webinar 12/18/12
Focus in Early Grades
Materials do not assess any of the following topics before
the grade level indicated.
Grade
Introduced
Topic
Probability, including chance, likely outcomes, probability models.
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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.
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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
CCSSM Webinar 12/18/12
next one” problems.
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FOCUS
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Shift Two: Coherence
Think across grades, and link to
major topics within grades
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Carefully connect the learning within and across
grades so that students can build new understanding
onto foundations built in previous years.
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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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CCSSM Webinar 12/18/12
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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CCSSM Webinar 12/18/12
How do students perceive mathematics?
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Students who have understood the mathematics they
have studied will be able to solve any assigned problem in
five minutes or less.
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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)
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CCSSM Webinar 12/18/12
CCSS
Grade 4
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.
Grade 5
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.
Grade 6
Informing Grades 1-6 Mathematics Standards Development:
What Can Be Learned from High-Performing Hong Kong,
Singapore, and Korea? American Institutes for Research
17(2009, p. 13)
CCSSM Webinar
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
12/18/12 equations to
represent the
Coherence: Link to major topics within
grades
Example: Geometric
measurement
3.MD, third
cluster
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CCSSM Webinar 12/18/12
Shift Three: Rigor Equal intensity in
conceptual understanding, procedural
skill/fluency, and application
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The CCSSM require:
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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
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CCSSM Webinar 12/18/12
Required Fluencies in K-6
Grade
Standard Required Fluency
K
K.OA.5
Add/subtract within 5
1
1.OA.6
Add/subtract within 10
2.OA.2
Add/subtract within 20 (know single-digit sums from memory)
2
2.NBT.5
3.OA.7
Add/subtract within 100
Multiply/divide within 100 (know single-digit products from memory)
3.NBT.2
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
3
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Multi-digit division
Multi-digit decimal operations
CCSSM Webinar 12/18/12
It starts with Focus
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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
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CCSSM Webinar 12/18/12
The Structure is the Standards
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 “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
“The
Structure is the Standards”
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CCSSMfrom
Webinar
12/18/12
by Bill McCullum, Phil Daro and Jason Zimba
Standards for Mathematical Practice
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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
CCSSM Webinar 12/18/12
Standards for Mathematical Practices
Graphic
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CCSSM Webinar 12/18/12
Some Old Ways of Doing Business
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A different topic every day
•
Every topic treated as equally important
•
Elementary students dipping into advanced topics at the
expense of mastering fundamentals
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Infinitesimal advance in each grade; endless review
•
Incoherence and illogic – bizarre associations, or lacking a
thread
CCSSM Webinar 12/18/12
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Some Old Ways of Doing Business
•
Lack of rigor
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Reliance on rote learning at expense of concepts
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Aversion to repetitious practice
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Severe restriction to stereotyped problems lending
themselves to mnemonics or tricks
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Lack of quality applied problems and real-world contexts
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Lack of variety in what students produce
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E.g., overwhelmingly only answers are produced, not arguments, diagrams,
models, etc.
CCSSM Webinar 12/18/12
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Some New Ways of Doing Business
2.NBT.A
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 = ______
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CCSSM Webinar 12/18/12
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
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CCSSM Webinar 12/18/12
A Look at Assessment
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CCSSM Webinar 12/18/12
Smarter Balanced Assessment
System Components
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Summative
assessments
Benchmarked to
college and career
readiness
Teachers and
schools have
information and
tools they need to
improve teaching
and learning
Teacher resources for
formative assessment
practices
to improve instruction
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All students
leave
high school
college
and career
ready
Interim assessments
Flexible, open, used for
actionable feedback
CCSSM Webinar 12/18/12
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 2012
http://www.k12.wa.us/SMARTER/default.aspx
 47 districts invited to conduct Small Scale Trials in Oct/Nov
2012
 Limited pilot in Spring 2013
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Need 22% of state
Available to all
Comprehensive field test in 2013-14
Operational use in 2014-15
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CCSSM Webinar 12/18/12
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
Computer Adaptive
Assessment and
Performance Tasks
INTERIM
ASSESSMENT
Computer Adaptive
Assessment and
Performance Tasks
PERFORMANCE
TASKS
• Reading
• Writing
• Math
Scope, sequence, number, and timing of interim assessments locally
determined
Optional Interim
assessment system—
Re-take option
Summative assessment
for accountability
* Time windows may be adjusted based on results from the research agenda and final
implementation decisions.
Source: http://www.ets.org
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END OF YEAR
ADAPTIVE
ASSESSMENT
CCSSM Webinar 12/18/12
Claims for the Mathematics
Summative Assessment
Overall Claim for Grades 3-8
Overall Claim for Grade 11
“Students can demonstrate progress toward college and career
readiness in mathematics.”
“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
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“Students can analyze complex, real-world scenarios and can
construct and use mathematical models to interpret and solve
problems.”
CCSSM Webinar 12/18/12
Using SBAC for High School Graduation Tests –
Policy Questions Abound…
Grade
Subject Tested
2012–13 and
2013–14
2014–15
and Beyond
Measure current Reading, Writing,
Algebra, Geometry , and
Biology Standards
Measure Common
Core State Standards and current
Biology Standards
10
Reading
HSPE
10
Writing
HSPE
10
E/LA
10
Algebra
EOC
10
Geometry
EOC
10
Math
10
Biology
11
E/LA
SBAC
11
Math
SBAC
SBAC
*SBAC
EOC
EOC
Note: 10th grade exams measure high school proficiency with passage required
for graduation; 11th grade exams measure career and college-ready standards.
*3510th grade math exams could be separate
Algebra
and Geometry EOC exams.
CCSSM Webinar
12/18/12
Tools and Supports for
Classrooms, Schools, and
Systems
What’s new and what’s next
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CCSSM Webinar 12/18/12
What should educators be doing to
implement CCSS?
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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
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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 12/18/12
Transition Plan for Washington State
K-2
Year 1- 2
2012-2013
School districts that can, should
consider adopting the CCSS for K-2 in
total.
3 – Number and Operations –
Fractions (NF); Operations and
Algebraic Thinking (OA)
K – Counting and Cardinality (CC);
Operations and Algebraic Thinking
(OA); Measurement and Data (MD)
4 – Number and Operations –
Fractions (NF); Operations and
Algebraic Thinking (OA)
1 – Operations and Algebraic Thinking
(OA); Number and Operations in Base
Ten (NBT);
5 – Number and Operations –
Fractions (NF); Operations and
Algebraic Thinking (OA)
2 – Operations and Algebraic Thinking
(OA);
Number and Operations in Base Ten
(NBT);
and remaining 2008 WA
Standard
and remaining 2008 WA Standards
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3-5
6-8
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
CCSSM Webinar 12/18/12
High School
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
Implementation Partnerships
Washington
PLUS…
School Districts
Higher Education
Statewide Education and Content
Associations
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CCSSM Webinar 12/18/12
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
Grades
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CCSS Focus Domain:
K-2
Counting and Cardinality
Numbers and Operations
in Base Ten and Algebraic Thinking
3-5
Numbers and Operations - Fractions
6-8
Ratio and Proportional Relationships
HS
Linear Relationships and Functions
Description
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
CCSSM Webinar 12/18/12
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.
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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.
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Achieve The Core Guidance and templates on how to begin implementing the shifts,
assembled by the nonprofit Student Achievement Partners.
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CCSSM Webinar 12/18/12
Resources and Opportunities
Teacher-Leader Capacity Building Opportunities
Math 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/)
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CCSSM Webinar 12/18/12
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]
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CCSSM Webinar 12/18/12