common core state standards overview webinar for school district leaders august 10, 2011 jessica...
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Common Core State Standards Overview
Webinar for School District LeadersAugust 10, 2011
Jessica Vavrus and Greta BornemannOSPI Teaching and Learning
Office of Superintendent of Public InstructionRandy I. Dorn, State Superintendent
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Welcome!Our time together today…
CCSS Webinar series purpose and audiences Overview of the CCSS initiative Overview of major shifts in CCSS for English
language arts and mathematics Transitional supports available Answer your questions and discuss next steps
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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 21st century.
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What are the Common Core State Standards?
Define knowledge and skills students should have within
K-12 education careers so that they will graduate high school able to succeed in careers and college.
The English language arts and mathematics standards: Align with college and work expectations; Are clear, understandable, consistent; Include rigorous content and application of knowledge; Build on strengths and lessons of current state standards; and Prepare all students for success in global economy and society.
They do not: Dictate how teachers teach Dictate what instructional / curricular materials should be used
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State of the States
Collective State Action on Education Reform Priorities
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Why Common Core State Standards for Washington?
C: Clarity. The standards are focused on what’s most important. They are coherent and clear.
C: Collaboration. States can pool resources and expertise to implement the standards.
S: Student success. The standards are benchmarked to high national and international standards. Students will develop the knowledge and skills they need to be successful.
S: Same. Expectations are the same for students across most states, so they don’t lose ground when they move from one state to another.
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Our Learning Goals are 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)
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Our vision for the CCSS is two-fold…
By 2014-15, Every student has access to the
standards through high quality instruction grounded in the instructional practices embedded within the CCSS every day.
All English language arts and mathematics teachers are prepared and receive the support they need to bring the standards to life in their classrooms every day.
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We believe this can only occur through…
CollaborationCoordinationCommitment
“From the school house to the state house…”
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Washington’s CCSS Involvement – Summer 2009 to Present
For more details and resources visit Washington’s CCSS Web site: http://k12.wa.us/Corestandards/default.aspx
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Washington’s 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
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Common Core Implementation Activities
PhaseState-Level Activities
(includes OSPI and ESDs and other state partners)
School District Activities
Phase 1:
Awareness and Understanding, Alignment, and Adoption
Coordinate state and regional communication efforts
Support districts with communication materials
Conduct state comparisons Convene state workgroups to conduct
comparisons, bias and sensitivity reviews, develop crosswalk and implementation supports
Participate in state/regional collaboratives Develop specific goals for how
implementation support will be phased in over 3 years
Build awareness with key stakeholder groups
Convene district leadership teams to develop/align necessary curriculum guides and other necessary materials
Compare “crosswalks” with current district curricula and materials
Phase 2:
Build Statewide Capacity, Develop Resources and Materials
Work with state professional development partners to develop state and regional support structures & materials – deliver regionally-based content collaboration sessions
Build, maintain regional content expertise / capacity
Create modules/toolkits for working with the standards in each Phase
Send district and teacher content leaders to participate in state/regional content collaboration sessions
Align system to standards (leadership, curriculum, assessments, instructional practices, parent communication, report cards)
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Next Steps… Implementation efforts begin in Summer/Fall 2011
Engage CCSS workgroups, key stakeholders and state content associations (August)
Tribal Sovereignty Curriculum Alignment Workgroup (August) Establish CCSS implementation support “platform” and materials Establish process for building statewide capacity around the content
for widespread support in 2012-13 Determine roles and resources related to transition
Assessment system alignment Students will continue to be assessed on Washington’s 2005 reading
and writing standards, and on the 2008 mathematics standards through the 2013-14 year. Full assessment of Washington’s common core state standards for English language arts and mathematics will occur in the 2014-15.
WA engagement in state standards and assessment collaboratives
Mobilize resources and statewide education partners
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States Collectively Acting States Collectively Acting on:on:•professional development•communication•curriculum•transition plans •assessment
Implementing Implementing College and Career Ready Standards
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Statewide Transition and Implementation Supports Content-specific implementation support
plans and resources: underway to help guide districts' smooth transition to CCSS. Statewide professional development at each grade level will be coordinated by partners across the state.
Tribal Sovereignty Curriculum Alignment Workgroup will be aligning the Tribal Sovereignty Curriculum to the CCSS.
CCSS “Toolkit” for Implementation Support Samples of meeting/presentation protocols
that can be used with different groups and audiences
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Statewide Transition and Implementation Supports Quarterly CCSS Webinar Series:
System-focused implementation supports Mathematics English language arts
CCSS Symposia Fall 2011 / Winter 2012 (collaboration with WSASCD) Others TBD…
Conference presentations throughout the year
T&L monthly “newsflashes” and listserv http://k12.wa.us/CoreStandards/default.aspx
Digging Deeper into the Standards….
Mathematics and English Language Arts
Common Core State Standards for Mathematics
(CCSS-M)
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Major Shifts within Mathematics CCSS
Focus Focus Focus Coherence Application
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CoherenceFocusFewer big ideas --- learn more Learning of concepts is emphasized
That is, time is spent on a topic and on learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.
Coherence
Articulated progressions of topics and performances that are developmental and connected to other progressions
Conceptual understanding and procedural skills stressed equally
Application Being able to apply concepts and skills to new situations
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GradePriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K–2Addition and subtraction, measurement using whole number quantities
3–5Multiplication and division of whole numbers and fractions
6Ratios and proportional reasoning; early expressions and equations
7Ratios and proportional reasoning; arithmetic of rational numbers
8 Linear algebra
Critical Areas in Mathematics
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Structure of the Common Core State
Standards in Mathematics
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Structural Comparison: WA Standards vs. CCSSMathematics (for full comparison informational handout go to: http://k12.wa.us/Corestandards/default.aspx)
WA Mathematics Standards Common 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.
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.
The move toward “career and college readiness”…•Standards for Mathematical Practice (“Habits of Mind”) denoted at each grade level •CCSS include more advanced standards denoted by (+) symbols starting in high school•High school course pathways
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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
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High School Pathways The CCSSM Model Pathways are two models that organize
the CCSSM into coherent, rigorous courses
The CCSSM Model Pathways are NOT required. The two sequences are examples, not mandates
Four years of mathematics:
One course in each of the first three years Followed by options of courses for year four
Course descriptions Define what is covered in a course Are not prescriptions for the curriculum or pedagogy
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High School Pathways
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.
Mathematics Transition Resources
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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.
Parent Resource Guides: http://www.pta.org/4446.htm
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State Resources for Transition Alignment crosswalk documents:
http://k12.wa.us/CoreStandards/Transition.aspx
Grade-level transition documents describe: What standards to continue What standards to remove What standards to move to
Coming soon…Three-Year Transition Plan for Common Core State Standards for Mathematics by Grade Level
Common Core State Standardsfor English Language Arts
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ELA/Literacy: 6 Major Shifts 1. Balance of literature and informational texts (K-5)
• 50% informational text by grade 4• Access the world – science, social studies, the arts, and literature – through
text
2. Literacy as part of science and social studies/history; informational texts as part of ELA (6-12)
• More emphasis on informational text in ELA (55% by grade 8; 70% by grade 12)
• Emphasis on literary experiences in domain-specific text and instruction in science and history/social studies
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ELA/Literacy: 6 Major Shifts 3. Appropriately complex text
• Staircase of complexity• Each grade level, step of growth• More time for close and careful reading• Appropriate and necessary scaffolding and supports for students reading
below grade level
4. Questions text-dependent• Rich discussions dependent on common text• Focus on connection to text• Develop habits for making evidentiary arguments in discussion and
writing
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ELA/Literacy: 6 Major Shifts 5. Writing to inform or argue using evidence
• Narrative still an important role • Emphasis on writing to inform and to make an argument• Particular focus on written arguments that respond to
ideas, events, facts, and arguments presented in texts
6. Academic vocabulary• Vocabulary to access grade-level, complex texts• Focus on pivotal, commonly found words, such as
consequently, generation
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ELA Major Shifts
Strongest Messages Shift to higher-level thinking skills Increasing focus on Informational passages Not coverage, but depth and focus: RIGOR Writing about texts, citing sources
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English Language Arts: Standards and
Structure
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Structural Comparison: WA Standards vs. CCSSEnglish Language Arts (for full comparison informational handout go to: http://k12.wa.us/Corestandards/default.aspx)
WA Reading, Writing, and Communication Standards
Common Core State Standards for English Language Arts (ELA)
Grades Covered K-10 K-12
Documents Three separate standards documents for reading, writing, and communication
One document with four strands: reading, writing, speaking and
listening, and language.
Integration
A few standards embedded within the GLEs that address reading and writing in
the content areas.
Includes standards for Literacy in History/Social Studies, Science, and
Technical Subjects.
WA has separate state educational technology standards for gradesK-12.
Media and Technology are integrated throughout the standards.
The move toward “career and college readiness”…•CCSS add grades 11 and 12•Greater focus on increasing text complexity, argumentative writing, research skills from early grades•WA strength at K-3 / student goal setting
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Three Appendices Include Valuable Information
Appendix A: Research and evidence, glossary of key terms, overview of each strand, text complexity, conventions grade-level chart
Appendix B: Reading text exemplars; sample performance tasks
Appendix C: Annotated student writing samples, K-12
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Current WA Standards (GLEs) – Grades K-10
Common Core ELA Standards – Grades K-12
ReadingWriting
Communication
(includes Speaking and
Listening)
Language
Media & Tech
English Language ArtsTransitional Supports
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Resources for Implementation
ELA overview documents as connected with WA standards: http://k12.wa.us/CoreStandards/Transition.aspx#ELAGradeLevel
Guidance for districts developing and reviewing materials aligned with CCSS in English Language Arts: http://k12.wa.us/CoreStandards/Resources.aspx
Alignments cross-walk documents: http://k12.wa.us/CoreStandards/Transition.aspx#Analyses
Parent Resource Guides: http://www.pta.org/4446.htm
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State Resources for Transition Coming soon….Grade-level transition
documents describe: What standards to continue What standards to remove What standards to move to
Coming soon….Three-Year Transition Plan for Common Core State Standards for ELA by Grade Level – coming soon
Common Core State Standards Overview August 2011| 42Source: Center for K–12 Assessment & Performance Management at ETS
What about assessment?SMARTER Balanced Assessment
ConsortiumSBAC
44 44 states states participating in participating in
assessment assessment consortiaconsortia
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/
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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
All students leave high school college and career ready
SBAC Assessment System Components
Teachers can accessformative processes and tools to improve
instruction
Teachers can accessformative processes and tools to improve
instruction
Interim assessments that are flexible, open, and provide actionable
feedback
Interim assessments that are flexible, open, and provide actionable
feedback
Summative assessments
benchmarked to college and career
readiness
Summative assessments
benchmarked to college and career
readiness
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System Highlights
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Now let’s get to work…CCSS Statewide Conference Presentations
August 15 – CTE Summer Conference
October 2-4 – WASA Fall Conference
October 14 – WSASCD Annual Conference
November 1 – CCSS Symposium, Federal Way SD
November 17-20 – WSSDA Annual Conference
December 7 – 9 – WERA
More on the way…
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Now let’s get to work…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 Artshttp://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar