1. Common Core State Standards in Mathematics Webinar Series – Part One Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent

2. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent

3. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Agenda for today’s webinar  Overview of Common Core State Standards Initiative  Introduction to Smarter Balanced Assessment Consortium  In-depth look at the Common Core State Standards in Mathematics  Transition documents and available resources  Next steps

4. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent About You  We’d like to know a little about who is out there.  Time for a poll.

5. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent 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.

6. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Our Learning Goals as a Strong Foundation 1. Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences; 2. Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness; 3. Think analytically, logically, and creatively, and to integrate technology literacy and fluency as well as different experiences and knowledge to form reasoned judgments and solve problems; and 4. Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities. (Updated in 2011: SSB 5392)

7. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Common Core State Standards…  describe the knowledge and skills in English language arts and mathematics that students will need when they graduate, whatever their choice of college or career.  are based on the best national and international standards, giving our students a competitive advantage in the global economy.

8. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Adoption of CCSS by over 40+ States The standards were developed by educators nationwide through a process led by the Council of Chief State School Officers and the National Governors Association.

9. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Common Core Implementation Timeline 2010- 11 2011- 12 2012- 13 2013- 14 2014- 15 Phase 1: Awareness and Understanding, Alignment, and Adoption Phase 2: Build Statewide Capacity, Collaboratively Develop and Align Resources and Materials Phase 3: Classroom Transitions Phase 4: Statewide Implementation through the Assessment System

10. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent The Case for Common Core (CCSS) Clarity: The standards are focused on the most critical skills needed for college and career readiness. Cost-effective: States are pooling resources and expertise to implement the standards. Student success: Students will develop the knowledge and skills they need to be successful. Standard from state to state: Expectations are the same for students across most states, so they don’t lose ground when they move from one state to another.

11. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent We believe this can only occur through…  Collaboration  Coordination  Commitment “From the school house to the state house…”

12. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Reflection (as a team or individually) What type of professional development have you experienced in the past that has given you the most powerful tools for improving instruction, implementing new programs, or gaining content or pedagogical knowledge?

13. Smarter Balanced Assessment Consortium Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent

14. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent What about assessment? SMARTER Balanced Assessment Consortium (SBAC) 44 states participating in assessment consortia The SBAC goal… To develop a set of comprehensive and innovative assessments for grades 3- 8 and high school in English language arts and mathematics aligned to the Common Core State Standards. So that all students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching. The assessments shall be operational across Consortium states in the 2014- 15 school year. To learn more...the SMARTER Balanced Assessment Consortium can be found online at http://www.k12.wa.us/SMARTER/http://www.k12.wa.us/SMARTER/

15. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready SBAC Assessment System Components Teachers can access formative processes and tools to improve instruction Teachers can access formative processes and tools to improve instruction Interim assessments that are flexible, open, and provide actionable feedback Summative assessments benchmarked to college and career readiness

16. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent System Highlights Re-take option Optional Interim assessment system— Summative assessment for accountability 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. Scope, sequence, number, and timing of interim assessments locally determined PERFORMANCE TASKS Reading Writing Math END OF YEAR ADAPTIVE ASSESSMENT * Time windows may be adjusted based on results from the research agenda and final implementation decisions. English Language Arts and Mathematics, Grades 3–8 and High School Computer Adaptive Assessment and Performance Tasks BEGINNING OF YEAR END OF YEAR Source: http://www.ets.org INTERIM ASSESSMENT Computer Adaptive Assessment and Performance Tasks INTERIM ASSESSMENT

17. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent SBAC Timeline

18. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Common Core State Standards The Big Ideas in MATH

19. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Major Shifts within Mathematics CCSS 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

20. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent CCSS Design and Organization 20

21. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Structural Comparison: WA Standards vs. CCSS Mathematics WA Mathematics StandardsCommon Core State Standards Presentation of Standards Grade K-8, high school standards presented in traditional and integrated pathways. Grades K-8, high school standards presented through six mathematical domains including specially noted STEM standards - denoted by (+) symbols. Organization Grade-level standards are broken into core content areas, additional key content, and mathematical processes. Grade-level standards are broken into clusters of learning under several domains and all have Standards for Mathematical Practice. Examples Standards are accompanied by explanatory comments and examples. Standards have occasional examples in italics. For full comparison informational handout go to: http://k12.wa.us/Corestandards/default.aspx. http://k12.wa.us/Corestandards/default.aspx

22. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent High School Pathways  The CCSSM Model Pathways  Two models that organize the CCSSM into coherent, rigorous courses  NOT required. The two sequences are examples, not mandates  Pathway A: Consists of two algebra courses and a geometry course, with some data, probability and statistics infused throughout each (traditional)  Pathway B: Typically seen internationally that consists of a sequence of 3 courses each of which treats aspects of algebra, geometry and data, probability, and statistics.

23. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent 8 CCSSM Mathematical Practices  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 Standards for Mathematical Practice

24. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Standards for Mathematical Practices Graphic 24

25. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent 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 in Mathematics

26. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent

27. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Critical Areas of Focus 27

28. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Grade Level Organization 28

29. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Design and Organization 29

30. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Transitional Resources for Mathematics

31. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Three-Year Transition Plan for Common Core State Standards for Mathematics by Grade Level

32. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent State Resources for Transition Grade-level transition documents describe:  What standards to continue  What standards to remove  What standards to move to

33. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent

34. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Resources for Implementation  Progressions for the Common Core State Standards in Mathematics  The Illustrative Mathematics Project  Mathematics Curriculum Analysis Project  From Arizona: A graphic overview of the CCSS Mathematics along with standards delineated by grade level. http://k12.wa.us/CoreStandards/Resources.aspx  Parent Resource Guides: http://www.pta.org/4446.htmhttp://www.pta.org/4446.htm

35. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent

36. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent

37. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent CCSS Statewide Webinar Series  September 20, 3:30 – 4:30: Mathematics  September 22, 3:30 – 4:30: English Language Arts  January 10, 10:30 – 11:30: District/Building Leaders  January 17, 3:30 – 4:30: Mathematics  January 19, 3:30 – 4:30: English Language Arts  March 7,10:30 – 11:30: District/Building Leaders  March 20, 3:30 – 4:30: Mathematics  March 21, 3:30 – 4:30: English Language Arts  May 23, 10:30 – 11:30: District/Building Leaders  May 29, 3:30 – 4:30: Mathematics  May 31, 3:30 – 4:30: English Language Arts http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar

38. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Reflection (as a team or individually)  What is your role with communication and implementation of the Common Core State Standards?  What specific support do you foresee needing to transition to these new standards?  Survey feedback: http://www.surveygizmo.com/s3/635638/Washington- Common-Core-State-Standards http://www.surveygizmo.com/s3/635638/Washington- Common-Core-State-Standards

39. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent For More Information  OSPI Common Core Website: http://www.k12.wa.us/Corestandards/default.aspx  Common Core Questions:  Email: corestandards@k12.wa.us ORcorestandards@k12.wa.us  Greta Bornemann, OSPI CCSS Project Director, E-mail: Greta.Bornemann@k12.wa.us Greta.Bornemann@k12.wa.us  OSPI webinars: http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx #Webinar http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx #Webinar

40. Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent Thank you! corestandards@k12.wa.us