Introduction to the Common Core State Standards Sandy Christie PSESD 1

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. March 20, 2012 OSPI CCSS Mathematics Webinar - Part 3 2 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.

July 20, 2011 Washington confirmed its commitment to student success with the adoption of Common Core State Standards (CCSS) 3

WHO ELSE HAS ADOPTED?

What should kids learn? What should teachers teach? What can parents, colleges, and workplaces expect kids to know? 5 CCSS : A Nation-Wide* Answer to the Questions

Goals of Common Core National standards that provide consistency for mobile students Equity of access 6

Goal of Common Core Educators, students, and parents have a shared understanding of a set of clear educational standards and what is expected of students 7

Goal of Common Core Consistent academic framework for preparing students for success in college and work 8

What Did we Get? Two sets of standards K-12 English – Language Arts & Literacy includes integrated reading and writing standards for History/Social Studies, Science, and Technical Subjects Mathematics Created by nationally recognized experts in each field 9

Where did they come From? State-led Effort coordinated by National Governors' Association (NGA) Council of Chief State School Officers (CCSSO) A national set of standards but not a federal government product or directive Written by a consortium of content experts, teachers, and administrators Why now and not before? Race To the Top educational reform being funded by the U.S. Department of Education 10

What does This mean? Economy of scale for “stuff” Assessments Materials Resources Extensions Enrichments Software Etc. 11

What does This mean ? Focus was on narrowing the amount taught – and deepening those concepts Provide time to work to mastery 12

What is CCSS Not? Does not dictate curriculum or teaching method Does not dictate the order or sequence within a grade level Does not define intervention methods or materials 13

Timeline for adoption/assessment 14

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Washington’s Context… Proposed Summative Assessments in 2014–15 English/LAMathematicsScience Grade 3SBAC Grade 4SBAC Grade 5SBAC MSP Grade 6SBAC Grade 7SBAC Grade 8SBAC MSP Grades 9-10HSPE Rdg & Writing ??? EOC Algebra/Geometry ??? EOC Grade 11SBAC SBAC=SMARTER Balanced Assessment Consortium MSP= Measurements of Student Progress HSPE = High School Proficiency Exams EOC= End of Course exams March 20, OSPI CCSS Mathematics Webinar - Part 3

SMARTER BALANCED ASSESSMENT SYSTEM New Assessment System: What We Know So Far

web.org/pages/activities/WERA_Winter11/4.4% 20SMARTER%20Balance.pdf

Why

Who

How

Promised

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) Paper/pencil summative offered for three years (transition period) Performance Tasks (like our CBAs) Up to 2 per content area in grades 3-8 Up to 6 per content area in High School March 20, 2012 OSPI CCSS Mathematics Webinar - Part 3 26

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 March 20, 2012 OSPI CCSS Mathematics Webinar - Part 3 27

Key Assessment Activities

Grades Supported Through Smarter Balanced GradesSummativeInterim (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 ✔ March 20, 2012 OSPI CCSS Mathematics Webinar - Part 3 31

Resources for Implementation All things Common Core – in the state of Washington All things Common Core – Nation wide Latest news, tools, thinking by the top “guys” 32

SHIFTS AND ORGANIZATION OF COMMON CORE STATE STANDARS 33

Major Shifts in Mathematics 1. Focus: Focus strongly where the standards focus 2. Coherence: Think across grades and link to major topics 3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application 34

Domains, not strands 35

Building a foundation 36

Organization of the CCSS-M document Critical areas of focus for each grade level – located in the beginning paragraph for each grade level K-8 Domains are large sections of related clusters. Clusters are groups of related standards – with a “cluster heading” statement Standards define what students should understand and be able to do.

Critical Areas of Focus - sample Mathematics | Kindergarten (CCSS-M page 9) In Kindergarten, instructional time should focus on two critical areas: (1) representing, relating, and operating on whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics. 38

Structure of the CCSS - Mathematics

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CONNECTING TO STANDARDS FOR MATHEMATICAL PRACTICE 41

Standards for Mathematical practices What we used to call the “process” standards In the CCSS, they are located in the front of the standards, not the back Reminder on each grade overview page 42

Standards for Mathematical practices Describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. Rests on important processes and proficiencies with longstanding importance in mathematics education. 43

Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 44

CCSS-ELA As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity the following capacities of the literate individual. 45

Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language They demonstrate independence They build strong content knowledge They respond to the varying demands of audience, task, purpose, and discipline They comprehend as well as critique They value evidence They use technology and digital media strategically and capably They come to understand other perspectives and cultures. 46

Through a collaborative, state-led process managed by Achieve, new K–12 science standards are being developed that will be rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The NGSS will be based on the Framework for K–12 Science Education developed by the National Research Council. 47 Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce:

1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information 48 Dimension 1: Scientific and Engineering Practices