2. Common Core State Standards for Mathematics Webinar Series – Part two Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent

3. Welcome! Agenda for today’s 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  New resources that are now available January 2012CCSS Webinar Series Part 2: Mathematics3

4. But First…About You  We’d like to know a little about who is out there.  Time for a poll. January 20124CSS Webinar Series Part 2: Mathematics

5. Washington’s Vision for Education Every Washington public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21 st century. 5 Class of 2011: Bridgeport High School January 2012

6. Implementing the Common Core State Standards in Washington State January 2012CCSS Webinar Series Part 2: Mathematics6 Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and that all 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. 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.

7. A Review of Progressions, Shifts, Design, and Focus Common Core State Standards for Mathematics January 20127CCSS Webinar Series Part 2: Mathematics

8. Content Progressions and Major Shifts January 2012CCSS Webinar Series Part 2: Mathematics8 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

9. CCSS Design and Organization 9CCSS Webinar Series Part 2: Mathematics

10. Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K–2 Addition and subtraction, measurement using whole number quantities 3–5 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 8Linear algebra Critical Areas of Focus CCSS Webinar Series Part 2: Mathematics

11. Next Steps in Building Statewide Capacity Common Core State Standards for Mathematics January 201211CCSS Webinar Series Part 2: Mathematics

12. Focusing on the Foundation… Washington’s Implementation Timeline & Activities 2010-112011-122012-132013-142014-15 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 CCSS Webinar Series Part 2: Mathematics12January 2012

13. Implementation Partnerships January 2012CCSS Webinar Series Part 2: Mathematics13 PLUS… Large School Districts Higher Education Statewide Education and Content Associations Washington

14. Continue Building Statewide Awareness January 2012CCSS Webinar Series Part 2: Mathematics14  CCSS Webinar Series  Web resources  CCSS Symposia for School District Teams  CCSS Overview Presentations and Support (OSPI and ESD partners)

15. Begin Building Statewide Capacity January 201215  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 CSS Webinar Series Part 2: Mathematics

16. Establish Statewide CCSS “Specialist Cadres” of Educators January 2012CSS Webinar Series Part 2: Mathematics16  Commit to building district capacity at the system and content-level through regional training opportunities  3-5 school district teams per ESD region selected to serve as “lighthouse” districts in their region for system-level implementation efforts  Funds provided to attend spring and summer 2012 CCSS professional development  Applications in February 2012 through iGrants

17. Classroom Transition Supports Common Core State Standards for Mathematics January 201217CCSS Webinar Series Part 2: Mathematics

18. 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 CSS Webinar Series Part 2: Mathematics

19. Standards for Mathematical Practices Graphic CSS Webinar Series Part 2: Mathematics

20. Exploring These Standards CSS Webinar Series Part 2: Mathematics Read the first mathematical practice. List the words that illustrate the student actions for this practice.

21. 1. Make sense of problems and persevere in solving them. January 2012CSS Webinar Series Part 2: Mathematics21  Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

22. 1. Make sense of problems and persevere in solving them. January 2012CSS Webinar Series Part 2: Mathematics22  Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

23. Observations January 2012CSS Webinar Series Part 2: Mathematics23 What do you notice? What will students be doing differently? What will teachers be doing differently? Discuss with your group.

24. Three-Year Transition Plan for Common Core State Standards for Mathematics by Grade Level CSS Webinar Series Part 2: Mathematics

25. Professional Development Plan CCSS-M January 2012CSS Webinar Series Part 2: Mathematics25  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.  Each year additional domains will be added, but the process can be repeated each year of the transition.

26. Professional Development Plan CCSS-M CSS Webinar Series Part 2: Mathematics Step 0: Introduction and Overview of the Common Core State Standards for Mathematics (CCSS-M) - (approx. 1-2 hours)

27. Professional Development Plan CCSS-M CSS Webinar Series Part 2: Mathematics 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.

28. What does this mean? The 2008 standards asks students to:  3.3.A Represent fractions that have denominators of 2, 3, 4, 6, and 8 as parts of a whole, parts of a set, and points on the number line. CSS Webinar Series Part 2: Mathematics

29. January 2012CSS Webinar Series Part 2: Mathematics29 In the Common Core State Standards students will need to: 3.NF Develop understanding of fractions as numbers.  2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.  A. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.  B. Represents a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

30. Professional Development Plan CCSS-M January 2012CSS Webinar Series Part 2: Mathematics30 Step Two: Deepening Your Understanding of the Mathematics in the Common Core State Standards (CCSS–M) - (approx. 4 hours) Educators will further unpack the standards by looking at examples and connecting content standards to the Standards of Mathematical Practices.

31. Your Turn  Draw a point on the number line to show where 2/3 belongs. Be as exact as possible. 0 1/4 Work the problem alone. Discuss how you solved this with an elbow partner. CSS Webinar Series Part 2: Mathematics

32. Professional Development Plan CCSS-M January 2012CSS Webinar Series Part 2: Mathematics32 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.

33. Instructional Material Examples  Tell what point each fraction represents. 1. 1/3 A B C 0/3 1/3 2/3 2. 2/5 A B C D 0/5 1/5 2/5 3/5

34. Instructional Material Examples  Draw and label a number line showing four fractions.  Explain how you would determine where a fraction is on a number line.  Name point A on the number line. 0 1 A

35. Updates from the SMARTER Balanced Assessment Consortium Common Core State Standards for Mathematics January 201235CCSS Webinar Series Part 2: Mathematics

36. New Assessments: What We Know So Far

37. A Balanced Assessment System Information and tools 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 Two Performance Assessments per Content Area Computer Adaptive Comprehensive Assessments Computer Adaptive Performance Tasks Assessment PD Assessment Exemplars Released Items/ Tasks 37 CSS Webinar Series Part 2: Mathematics

39. Resources Common Core State Standards for Mathematics January 201239CCSS Webinar Series Part 2: Mathematics

40. CSS Webinar Series Part 2: Mathematics

41. Current Resources for Teachers Washington State created documents http://www.k12.wa.us/Corestandards/default.aspx  Three-year transition plan  Transition documents  T&L monthly “newsflashes” and list-serve http://k12.wa.us/CoreStandards/default.aspx http://k12.wa.us/CoreStandards/default.aspx  State Documents  Arizona – examples and explanations, Mathematics Practices by grade level  Ohio – model lessons CSS Webinar Series Part 2: Mathematics

42. Current Resources for Teachers  The Illustrative Mathematics Project  Progressions for the Common Core State Standards in Mathematics – support for formative assessment  Inside Mathematics  NCTM Mathematical Practices CSS Webinar Series Part 2: Mathematics

43. January 2012CCSS Webinar Series Part 2: Systems Update43 Thank you. Common Core Questions: Email: corestandards@k12.wa.us ORcorestandards@k12.wa.us Greta Bornemann, OSPI CCSS Project Lead, E-mail: Greta.Bornemann@k12.wa.us Greta.Bornemann@k12.wa.us