2. Washington CCSS Fellows: The Vision  Build teacher leader capacity in Mathematics and English Language Arts (ELA) across all regions in Washington  Create a state-wide system of supports grounded in a consistent educator network that provides access to implementation resources across the regions  Create a platform for teacher voice to inform statewide implementation efforts  Build on existing opportunities that engage teacher leaders within each region Fellows Kick-off Webinar 2-20-132

3. 2013 Fellows Work: Kickoff: a partnership with CSTP  Common Core Fellows will develop a deeper understanding of the CCSS  Identify high-leverage practices that support instructional shifts required for implementation of the CCSS.  Consistent and focused professional development that supports implementation of the CCSS. Fellows Kick-off Webinar 2-20-133

4. February 26: Protocol Development  Introduction/overview  The “big shifts” with CCSS  Getting to the shifts: identifying high-leverage practices  Practice as a large group  Break into content groups and dive deep Fellows Kick-off Webinar 2-20-134

5. Logistics  February 26, 2013  Radisson Hotel, SeaTac  9:00 am-4:00 pm  Please bring your CCSS, with appendices  Laptop  Headphones  Dress comfortably Questions: greta.bornemann@k12.wa.us For travel arrangements:  Sherrie.Cornett@k12.wa.us See you soon! Fellows Kick-off Webinar 2-20-135

6. Theory of Practice for CCSS Implementation in WA Fellows Kick-off Webinar 2-20-13 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 6

7. Let’s Dig into the Mathematics CCSS! Fellows Kick-off Webinar 2-20-137

8. 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:  Conceptual understanding  Procedural skill and fluency  Application Fellows Kick-off Webinar 2-20-138

9. 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 Fellows Kick-off Webinar 2-20-139

10. 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 Fellows Kick-off Webinar 2-20-1310

11. 11Fellows Kick-off Webinar 2-20-13

12. 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. Fellows Kick-off Webinar 2-20-1312

13. 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. -M athematical Education of Teachers report (2012) Fellows Kick-off Webinar 2-20-1313

14. 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. -M athematical Education of Teachers report (2012) Fellows Kick-off Webinar 2-20-1314

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 Fellows Kick-off Webinar 2-20-1315

16. Coherence : Link to major topics within grades Example: Geometric measurement 3.MD, third cluster Fellows Kick-off Webinar 2-20-1316

17. Shift Three: Rigor Equal intensity in conceptual understanding, procedural skill/fluency, and application  The CCSSM require:  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 Fellows Kick-off Webinar 2-20-1317

18. Required Fluencies in K-6 GradeStandardRequired Fluency K K.OA.5 Add/subtract within 5 1 1.OA.6 Add/subtract within 10 2 2.OA.2 2.NBT.5 Add/subtract within 20 (know single-digit sums from memory) Add/subtract within 100 3 3.OA.7 3.NBT.2 Multiply/divide within 100 (know single-digit products from memory) 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 Multi-digit division Multi-digit decimal operations Fellows Kick-off Webinar 2-20-1318

19. 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  More in-depth mastery of a smaller set of things pays off Fellows Kick-off Webinar 2-20-1319

20. 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 from “The Structure is the Standards” by Bill McCullum, Phil Daro and Jason Zimba The Structure is the Standards 20Fellows Kick-off Webinar 2-20-13

21. 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 21Fellows Kick-off Webinar 2-20-13

22. Standards for Mathematical Practices Graphic 22Fellows Kick-off Webinar 2-20-13

23. Some Old Ways of Doing Business A different topic every day Every topic treated as equally important Elementary students dipping into advanced topics at the expense of mastering fundamentals Infinitesimal advance in each grade; endless review Incoherence and illogic – bizarre associations, or lacking a thread 23 Fellows Kick-off Webinar 2-20-13

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25. Fellows Kick-off Webinar 2-20-1325 2.NBT.A Some New Ways of Doing Business

26. 26Fellows Kick-off Webinar 2-20-13 Some New Ways of Doing Business

27. A.SEE Interpret the structure of expressions. Suppose P and Q give the sizes of two different animal populations, where Q>P. In (a)–(d), say which of the given pair of expressions is larger. Briefly explain your reasoning in terms of the two populations. Fellows Kick-off Webinar 2-20-1327 Some New Ways of Doing Business

28. “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 for Grades 3-8 Overall Claim for Grade 11 Claim #1 - Concepts & Procedures Claim #2 - Problem Solving Claim #3 - Communicating Reasoning Claim #4 - Modeling and Data Analysis Claims for the Mathematics Summative Assessment 28Fellows Kick-off Webinar 2-20-13

29. 29 Find Out More: www.SmarterBalanced.org www.SmarterBalanced.org Monthly e-Newsletter: http://www.smarterbalanced.org/2012/05 /check-out-smarter-news-the- consortiums-monthly-enewsletter/ http://www.smarterbalanced.org/2012/05 /check-out-smarter-news-the- consortiums-monthly-enewsletter/ State Contact: Robin.Munson@k12.wa.usRobin.Munson@k12.wa.us Smarter Balanced Resources and Opportunities

30. Transition Plan for Washington State 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 30Fellows Kick-off Webinar 2-20-13

31. 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 31Fellows Kick-off Webinar 2-20-13

32. 32 Thank you! Greta Bornemann, Greta.Bornemann@k12.wa.us