1. Webinar Series: CCSS in Mathematics 2012-13 Part 1 Sept. 18, 2012

2. Welcome! Agenda and Materials for today’s webinar  Review of CCSS Mathematics Shifts  Resource Update  Smarter Balanced Assessment Review  Statewide Supports OSPI CCSS Mathematics Webinar Part 19/18/2012

3. Before we begin…About You  We’d like to know a little about who is out there.  Time for a poll. OSPI CCSS Mathematics Webinar Part 19/18/2012

4. 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  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 OSPI CCSS Mathematics Webinar Part 19/18/2012

5. Washington’s Reading, Writing and Math Standards Common Core State Standards for English Language Arts and Mathematics Adopted July, 2011 Assessed 2014-15 Our Context: Washington State Learning Standards (aka…EALRs, GLEs, etc.) Washington’s Science Standards Current Standards Continue as WA Considers the Next Generation Science Standards (NGSS) Standards Final Spring 2013 Adoption may occur in Jan/Feb 2014. Assessment of NGSS 2016-17, more likely 2017-18. Washington’s Learning Standards in… Social Studies The Arts Health and Fitness World Languages Current Standards Continue Intentional connections will be made across subjects focused on building literacy skills across content areas OSPI CCSS Mathematics Webinar Part 19/18/2012

6. CCSS Implementation Timeline 2010-112011-122012-132013-142014-15 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 OSPI CCSS Mathematics Webinar Part 19/18/2012

7. Our guiding beliefs and approach 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 OSPI CCSS Mathematics Webinar Part 19/18/2012

8. The Three Shifts in Mathematics Focus strongly where the standards focus Coherence: Think across grades and link to major topics within grades Rigor: Require conceptual understanding, fluency, and application OSPI CCSS Mathematics Webinar Part 19/18/2012

9. Shift One: Focus strongly where the Standards focus  Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom  Focus deeply only on what is emphasized in the standards, so that students gain strong foundations OSPI CCSS Mathematics Webinar Part 19/18/2012

10. 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. 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 OSPI CCSS Mathematics Webinar Part 19/18/2012

11. K 12 Number and Operations Measurement and Geometry Algebra and Functions Statistics and Probability Traditional U.S. Approach OSPI CCSS Mathematics Webinar Part 19/18/2012

12. Focus ing attention within Number and Operations Operations and Algebraic Thinking Expressions and Equations Algebra  Number and Operations— Base Ten  The Number System  Number and Operations— Fractions  K12345678High School OSPI CCSS Mathematics Webinar Part 19/18/2012

13. 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. OSPI CCSS Mathematics Webinar Part 19/18/2012

14. Coherence example: Progression across grades “The coherence and sequential nature of mathematics dictate the foundational skills that are necessary for the learning of algebra. The most important foundational skill not presently developed appears to be proficiency with fractions (including decimals, percents, and negative fractions). The teaching of fractions must be acknowledged as critically important and improved before an increase in student achievement in algebra can be expected.” Final Report of the National Mathematics Advisory Panel (2008, p. 18) OSPI CCSS Mathematics Webinar Part 19/18/2012

15. 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 OSPI CCSS Mathematics Webinar Part 19/18/2012

16. Coherence example: Grade 3 The standards make explicit connections at a single grade Properties of Operations Area Multiplication and Division 3.OA.5 3.MD.7c 3.MD.7a OSPI CCSS Mathematics Webinar Part 19/18/2012

17. Shift Three: Rigor Equal intensity in conceptual understanding, procedural skill/fluency, and application  The CCSSM require a balance of:  Solid conceptual understanding  Procedural skill and fluency  Application of skills in problem solving situations  This requires equal intensity in time, activities, and resources in pursuit of all three OSPI CCSS Mathematics Webinar Part 19/18/2012

18. (a) Solid Conceptual Understanding  Teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives  Students are able to see math as more than a set of mnemonics or discrete procedures  Conceptual understanding supports the other aspects of rigor (fluency and application) OSPI CCSS Mathematics Webinar Part 19/18/2012

19. (b) Fluency OSPI CCSS Mathematics Webinar Part 19/18/2012

20. (c) Application Students can use appropriate concepts and procedures for application even when not prompted to do so Provide opportunities at all grade levels for students to apply math concepts in “real world” situations, recognizing this means different things in K-5, 6-8, and HS Teachers in content areas outside of math, particularly science, ensure that students are using grade-level- appropriate math to make meaning of and access science content OSPI CCSS Mathematics Webinar Part 19/18/2012

21. 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  Remember Hong Kong example: more in-depth mastery of a smaller set of things pays off OSPI CCSS Mathematics Webinar Part 19/18/2012

22. OSPI CCSS Mathematics Webinar Part 19/18/2012

23. 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 OSPI CCSS Mathematics Webinar Part 19/18/2012

24. Standards for Mathematical Practices Graphic OSPI CCSS Mathematics Webinar Part 19/18/2012

25. Transition Plan for Washington State OSPI CCSS Mathematics Webinar Part 19/18/2012 K-23-56-8High School Year 1- 2 2012-2013 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 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

26. 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. Inside Mathematics  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. Illustrative Mathematics  Progressions Documents for the Common Core Math Standards Narrative documents describing the progression of a topic across a number of grade levels. Progressions Documents for the Common Core Math Standards  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. Publishers Criteria  Achieve The Core Guidance and templates on how to begin implementing the shifts, assembled by the nonprofit Student Achievement Partners. Achieve The Core OSPI CCSS Mathematics Webinar Part 19/18/2012

27. 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 document  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 OSPI CCSS Mathematics Webinar Part 19/18/2012

28. What about instructional materials? NOW  Overall quality that attends to the major shifts within the standards And  Deeper connections within the content  Integrated high leverage instructional practices that allow every student access to the CCSS within the instructional materials Versus…. THEN  Standard-by-Standard alignment  Unique supports for special populations of students OSPI CCSS Mathematics Webinar Part 19/18/2012

29. Resources and Opportunities From CCSS Developers…  CCSS Publisher’s Criteria – ELA and Math (http://engageny.org/resource/publishers- criteria-for-elaliteracy-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/)http://engageny.org/resource/tri-state-quality-review-rubric-and-rating-process/ These tools can be used to…  Inform materials review and adoption process  Consider existing materials  Facilitate targeted discussions, collaboration, and professional development with publishers and other providers OSPI CCSS Mathematics Webinar Part 19/18/2012

30. Statewide Assessment Landscape and Update New Assessment System for CCSS: What we know so far OSPI CCSS Mathematics Webinar Part 19/18/2012

31. A National Consortium of States 28 states representing 44% of K-12 students 21 governing, 7 advisory states Washington state is fiscal agent OSPI CCSS Mathematics Webinar Part 19/18/2012

32. A Balanced Assessment System: ELA and Math --Grades 3-8 and High School Common Core State Standards specify K-12 expectations for college and career readiness 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 Interim assessments Flexible, open, used for actionable feedback Summative assessments Benchmarked to college and career readiness Teacher resources for formative assessment practices to improve instruction OSPI CCSS Mathematics Webinar Part 19/18/2012

33. A Balanced Assessment System OSPI CCSS Mathematics Webinar Part 19/18/2012

34. Assessment Claims for Mathematics “Students can demonstrate progress toward college and career readiness in mathematics.” “Students can demonstrate college and career readiness in mathematics.” “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” Overall Claim (Gr. 3-8) Overall Claim (High School) Concepts and Procedures Problem Solving Communicating Reasoning Modeling and Data Analysis

35. 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  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 OSPI CCSS Mathematics Webinar Part 19/18/2012

36.  Will 11 th 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 Washington’s science tests mesh with these tests? Still to be worked out: Washington’s Policy Discussion… OSPI CCSS Mathematics Webinar Part 19/18/2012

37. Find Out More: www. SmarterBalanced.orgwww. SmarterBalanced.org State Contact: Robin.Munson@k12.wa.usRobin.Munson@k12.wa.us OSPI CCSS Mathematics Webinar Part 19/18/2012

38. CCSS Statewide Supports Opportunities and Resources Resources for Regional/Local CCSS Awareness Activities OSPI CCSS Web Site - http://www.k12.wa.us/CoreStandards/Resources.aspx http://www.k12.wa.us/CoreStandards/Resources.aspx Achieve the Core Resources - http://www.achievethecore.org/steal-these-tools/professional- development-modules http://www.achievethecore.org/steal-these-tools/professional- development-modules CCSS Implementation Planning Resources -CCSS District Implementation Network Participants -Implementation Planning Resources http://www.k12.wa.us/CoreStandards/DistrictProject.aspx Content-Specific Professional Learning Materials http://www.k12.wa.us/CoreStandards/ProfDev.aspx CCSS Professional Learning Opportunities – Digging Deeper -Offered through all 9 ESDs -Will build on and into existing work of ESDs in the content areas http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx OSPI CCSS Mathematics Webinar Part 19/18/2012

39. More Supports Opportunities and Resources CCSS Statewide Symposia for District Teams -Support shared learning and build readiness to begin implementation -Districts share and learn from each other - At least one in each ESD region starting in November/December 2012-13 Schedule to be Announced in late September Statewide CCSS Collaborations -Annual Statewide Conferences -Professional Learning Educator Membership Associations -Publisher Representatives OSPI CCSS Quarterly Webinar Series **All webinars offer new information and resources related to WA state transition plans, and include connections with the Smarter Balanced Assessment System OSPI CCSS Mathematics Webinar Part 19/18/2012

40. Reflection and Discussion  As you work with your educator teams, what are the areas that emerge most often in which you need support?  What specific actions will you take in the next 30 days regarding your school’s transition to the CCSS? OSPI CCSS Mathematics Webinar Part 19/18/2012

41. Thank you – See you next time! Common Core Supports: OSPI Lead Team: General Support / Overall CCSS Leadership: - General email: corestandards@k12.wa.us - Jessica Vavrus, jessica.vavrus@k12.wa.us Math Support / CCSS Coordination Lead: - Greta Bornemann, Greta.Bornemann@k12.wa.us ELA Support: - Liisa Moilanen Potts, Liisa.moilanenpotts@k12.wa.us OSPI CCSS Mathematics Webinar Part 19/18/2012