washington state's perspective on transitioning to the common core standards
DESCRIPTION
Washington State's Perspective on Transitioning to the Common Core Standards. “ These standards are not intended to be new names for old ways of doing business. ” (CCSS-M). Our time together. Top of Mind questions Putting the CCSS into practice – attending to the shifts - PowerPoint PPT PresentationTRANSCRIPT
“These standards are not intended to be new names for old ways of doing business.” (CCSS-M)
NWMC 10/11/13 2
Our time togetherTop of Mind questions
Putting the CCSS into practice – attending to the shifts
Opportunities to learn more
Resources supporting educators
Assessment System Updates
NWMC 10/11/13 3
Washington’s Vision for EducationWashington’s Vision for Education
Every Washington public school Every Washington public school student will graduate from high student will graduate from high
school globally competitive for work school globally competitive for work and postsecondary education and and postsecondary education and
prepared for life in the 21prepared for life in the 21stst century. century.
NWMC 10/11/13 4Class of 2011: Bridgeport High School
Our guiding beliefs and approach for CCR Standards Implementation in WA2-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; HOWEVER there are shifts that need to be attended to in the content.
2.The How: System “Remodeling” Belief that successful 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
NWMC 10/11/13 5
NWMC 10/11/13 6
The 3 Shifts in CCSSMFocus strongly where
the standards focusCoherence: Think
across grades and link to major topics within grades
Rigor: In major topics, pursue with equal intensity:Conceptual
understandingProcedural skill and
fluencyApplication
NWMC 10/11/13 7
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.”
NWMC 10/11/13 8
– Ginsburg et al., 2005
FOCUS
NWMC 10/11/13 9
Shift Two: Coherence Think across grades, and link to major topics within gradesCarefully 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.
NWMC 10/11/13 10
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.
-Mathematical Education of Teachers report (2012)
NWMC 10/11/13 11
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.
-Mathematical Education of Teachers report (2012)NWMC 10/11/13 12
The CCSSM require:Solid conceptual understandingProcedural skill and fluencyApplication 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
NWMC 10/11/13 13
Shift Three: Rigor Equal intensity in conceptual understanding, procedural skill/fluency, and application
It starts with FocusThe 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 standardsMore in-depth mastery of a smaller set of
things pays off
NWMC 10/11/13 14
Operationalizing the CCSS shiftsDo:Read the standards including critical areas of focus. Know the structure of the standards.
Know the major, supporting and additional clusters for your grade.
Study the progression documents with colleagues.
NWMC 10/11/13 15
Operationalizing the CCSS shiftsCaution:Watch for activities that treat the new standards as a swap out of old standards
Watch for activities that separate each standard into pieces (i.e. assessment, standards-based grading)
Watch for too much attention to one piece of implementation (practice standards, fluency)
Watch for one-shot implementation strategies – there is no silver bullet
NWMC 10/11/13 16
The Common Core is not:• About “cross walking” with materials
• About buying a text series
• A march through the standards
• About breaking apart each standard
NWMC 10/11/13 17
The Common Core is:Attending to opportunities for students to
demonstrate they are making sense of the mathematics.
About thinking of the unit design first, then lesson, then task.
About leveraging prior foundational concepts to further build understanding.
NWMC 10/11/13 18
ReflectionWhat do you see are the challenges with implementing the shifts into the classroom?
What do you see are the opportunities and benefits in implementing the shifts into the classroom?
NWMC 10/11/13 19
2nd Grade: 2.NBT.A Understand Place Value2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:1.a 100 can be thought of as a bundle of ten tens — called a “hundred.”1. b The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
NWMC 10/11/13 20
This is a critical area of focus for 2nd grade“Students extend their understanding of the base-ten system. This includes ideas of counting in fives, tens, and multiples of hundreds, tens, and ones, as well as number relationships involving these units, including comparing. Students understand multi-digit numbers (up to 1000) written in base-ten notation, recognizing that the digits in each place represent amounts of thousands, hundreds, tens, or ones (e.g., 853 is 8 hundreds + 5 tens + 3 ones).”
NWMC 10/11/13 21
3-5 Progression on Number and Base Ten
Understand place value
“In Grade 2, students extend their understanding of the base-ten system by viewing 10 tens as forming a new unit called a ‘hundred.’”
NWMC 10/11/13 22
NWMC 10/11/1323
NWMC 10/11/13 24
NWMC 10/11/1325
Some New Ways of Doing Business
Some New Ways of Doing Business
NWMC 10/11/13 26
ReflectionShare with an elbow partner to what extent
the tasks allow for students to engage in meaningful mathematics and demonstrate their reasoning?
NWMC 10/11/13 27
7th grade: 7.NS.A Apply and extend previous understandings of operations with fractions.7.NS.A.1Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
NWMC 10/11/13 28
This is a critical area of focus for 7th Grade“Students extend addition, subtraction, multiplication, and division to all rational numbers, maintaining the properties of operations and the relationships between addition and subtraction, and multiplication and division. By applying these properties, and by viewing negative numbers in terms of everyday contexts (e.g., amounts owed or temperatures below zero), students explain and interpret the rules for adding, subtracting, multiplying, and dividing with negative numbers.
NWMC 10/11/13 29
6-8 Progression on the Number System
NWMC 10/11/13 30
NWMC 10/11/13 31
Some New Ways of Doing BusinessA number line is shown below. The numbers 0 and 1 are marked on the line, as are two other numbers a and b. (This task assumes that the number line is drawn to scale.)
Which of the following numbers is negative? Choose all that apply. Explain your reasoning.a−1 a−2 −b a+b a−b ab+1
NWMC 10/11/13 32
ReflectionShare with an elbow partner to what extent
the tasks allow for students to use prior conceptual understanding to solve problems?
NWMC 10/11/13 33
HS REI.B Solve equations and inequalities in one variable.REI.B.4Solve quadratic equations in one variable
4.a Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form.
4.b Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
NWMC 10/11/13 34
This is a critical area of focus for HS Algebra“An equation can often be solved by successively deducing from it one or more simpler equations. For example, one can add the same constant to both sides without changing the solutions, but squaring both sides might lead to extraneous solutions. Strategic competence in solving includes looking ahead for productive manipulations and anticipating the nature and number of solutions.”
NWMC 10/11/13 35
From the Algebra Progression document“It is traditional for students to spend a lot of time on various techniques of solving quadratic equations, which are often presented as if they are completely unrelated... Rather than long drills on techniques of dubious value, students with an understanding of the underlying reason behind these methods are opportunistic in their application, choosing the best method that best suits the situation at hand.”
NWMC 10/11/13 36
Factoring Quadratics in the form ax2 + bx + c = 0 where a = 1
NWMC 10/11/13 37
Some New Ways of Doing Business
Solve the equation:
(3x −2)2 = 6x −4
NWMC 10/11/13 38
(3x −2)2 = 6x −4Method 1 Method 2
(3x – 2) ( 3x – 2) = 6x – 4
9x2 – 12x + 4 = 6x – 4
9x2 – 18x + 8 = 0
(3x – 4)(3x – 2) = 0
x = 4/3 x = 2/3
(3x – 2)2 = 2 (3x – 2)
(3x – 2)2 – 2 (3x – 2) = 0
(3x – 2)(3x - 2 – 2) = 0
(3x – 2) (3x – 4) = 0
x = 2/3 ; x = 4/3
NWMC 10/11/13 39
ReflectionShare with an elbow partner what
opportunities the choice of tasks allows students to see structure in the mathematics and make productive choices in working with the mathematics?
NWMC 10/11/13 40
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
NWMC 10/11/13 41
Standards for Mathematical Practices
Graphic
NWMC 10/11/13 42
Math Should Make Sense!What does it mean to be an even number?
What does it mean to be an odd number?
When you add two odd numbers, is the result even or odd? Always? Why?
NWMC 10/11/13
2, 4, 6,
8
1, 3, 5, 7 43
Answer GettingWe have structured math so that we value “getting the answer” to a math problem rather than the process and making sense of the math that leads to the answer.
NWMC 10/11/13
http://bookpeeps.org/2012/11/20/teaching-methods-east-vs-west/
“Struggle” and “mistakes” are not typically rewarded in school.
For struggling students, mistakes = “I’m stupid.”
44
Sense MakingClassroom Culture that Fosters:
Productive StruggleGrowth Mindset – Carol DweckValuing multiple pathways to a solutionOpportunities to engage in rich math tasks and problems
NWMC 10/11/13 45
Opportunities for students to engage in mathematical sense making.
Opportunities for student discourse.Access to the general education CCSS curriculum.Multi-tiered systems of supports.Creating effective ways for SPED, ELL, gifted and
talented, etc. educators to work alongside, and in full partnership with, general educators through co-teaching and collaboration.
Content based PD for all educators.Learning Progressions.Formative Assessments.
Adapted From: Michael L. Wehmeyer. May 16, 2013 ASES SCASS Summit on Implementing College and Career Readiness Standards: Implications for States Supporting Students with Significant Cognitive Disabilities
NWMC 10/11/13
Implications for the CCSS for ALL students
46
NWMC 10/11/13
No one who ever bought a drill wanted a drill. They wanted a hole.
-Perry Marshall
47
NWMC 10/11/13 48
Ongoing: Statewide Coordination and Collaboration to Support Implementation
NWMC 10/11/1349
Including:•School Districts (CCSS District Implementation Network) •Higher Education•Education and Educator Content Associations•Business Partners
Washington
CCSS Connections – Grades 9-12Saturday 10:00 - 11:30 AM Workshop
Katy Absten - Olympic ESD 114Sandy Christie - Puget Sound ESD 121Regency F
CCSS-M in Grades 9-12: When the Rubber Meets the Road
Develop a deeper understanding of how students progress in their understanding of the CCSS, at
each grade level on their way to becoming college and career ready in mathematics. Participants will
engage in hands-on activities that connect content to the standards for mathematical practice.
NWMC 10/11/13 50
CCSS Connections – Grades 6-8Saturday 8:00 - 09:30 AM Workshop
Andrew Hickman - North Central ESD 171Heather Dorsey – ESD 113Regency B
CCSS-M in Grades 6-8: When the Rubber Meets the Road
Develop a deeper understanding of how students progress in their understanding of the CCSS, at
each grade level on their way to becoming college and career ready in mathematics. Participants will
engage in hands-on activities that connect content to the standards for mathematical practice.
NWMC 10/11/13 51
CCSS Connections – Grades 3-5Saturday 8:00 - 09:30 AM Workshop
Ann Sipe - ESD 105Sue Bluestein - ESD 112 Regency F
CCSS-M in Grades 3-5: When the Rubber Meets the Road
Develop a deeper understanding of how students progress in their understanding of the CCSS, at each grade level on their way to becoming college and career ready in mathematics. Participants will engage in hands-on activities that connect content to the standards for mathematical practice.
NWMC 10/11/13 52
CCSS Connections – Grades K-2Saturday 12:00 - 01:30 PM Workshop
Rachel Eifler - Northeast Washington ESD 101Amy BarberRegency F
CCSS-M in Grades K-2: When the Rubber Meets the Road
Develop a deeper understanding of how students progress in their understanding of the CCSS, at each grade level on their way to becoming college and career ready in mathematics. Participants will engage in hands-on activities that connect content to the standards for mathematical practice.
NWMC 10/11/13 53
Opportunities to be involvedMovers and Shakers http://k12.wa.us/Mathematics/default.aspx
Math and ELA “Fellows” build capacity around common learning
OSPI CCSS Webinar Series
PD Offered through all 9 ESDs
OSPI Open Educational Resource Reviewer (Digital Learning)
NWMC 10/11/13 54
NWMC 10/11/13 55
2012-13 CCSS Implementation Resources
NWMC 10/11/13 56
Top Resources – Big PictureAchieve The Core www.achievethecore.orgResources included annotated tasks, practice guides, assessment guides, instructional materials toolkit
Assessment System Resources www.smarterbalanced.orgSmarter Balanced Released Sample Items / Perf. Tasks
Achieve www.achieve.orgMultiple array of resources to support implementation of CCSS
2012-13 CCSS Implementation Resources
NWMC 10/11/13 57
Top Resources - MathIllustrative Mathematics Project www.illustrativemathematics.org
Takes available aligned to the CCSS that illustrate the standards. These tasks have been vetted by leaders in the nation for alignment and quality.
Progression Documents http://ime.math.arizona.edu/progressions/
These documents give the narrative or story of how the domains progress both in a particular grade and through several grades.
Engage NY http://www.engageny.org/
Engage NY is building out units in ELA and mathematics that are aligned to the CCSS
NWMC 10/11/13 58
Resources for ParentsCouncil of Great City Schools: Parent Roadmaps to the Common Core Standards- Mathematics (http://www.cgcs.org/Page/244 )
NWMC 10/11/13 59
Resources for Community
www.ReadyWA.org
NWMC 10/11/13 60
Ready Washington is a coalition of state and local education agencies, associations and
advocacy organizations that support college- and career-ready learning standards. The coalition believes all students should be
better prepared for college, work and life to build the skills to
compete for the quality jobs that our state has to offer.
*Initial support for ReadyWA received in October 2012 grant awarded from
College Spark Washington to Partnership for Learning & Office of Superintendent of Public Instruction
ReflectionWhat resources mentioned do you believe
might be the most beneficial in implementing the CCSS? Why?
NWMC 10/11/13 61
NWMC 10/11/13 62
A Balanced Assessment System
Page 63
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
Summative: College and career
readiness assessments for
accountability
Interim: Flexible and open
assessments, used for actionable
feedback
Formative resources:Supporting
classroom-based assessments to
improve instruction
NWMC 10/11/13
A Balanced Assessment System
Page 64
School Year Last 12 weeks of the 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; Teacher collaboration tools; Evaluation of publishers’ assessments.
English Language Arts/Literacy and Mathematics, Grades 3-8 and High School
Computer Adaptive
Assessment andPerformance
Tasks
Computer Adaptive
Assessment andPerformance
Tasks
Scope, sequence, number and timing of interim assessments locally determined
*Time windows may be adjusted based on results from the research agenda and final implementation decisions.
PERFORMANCE TASKS
•ELA/Literacy•Mathematics
Re-take option
COMPUTER ADAPTIVE
TESTS
•ELA/Literacy•Mathematics
Optional Interim
Assessment
Optional Interim
Assessment
NWMC 10/11/13
Testing Times for Summative AssessmentTest
Grades
CATPerform-ance Task
In-Class
ActivityTotal
Current Testing Time
English Language Arts/Literacy
3-5 1:30 2:00 :30 4:001:30 (gr
3&5)5:30 (gr 4)
6-8 1:30 2:00 :30 4:001:50 (gr
6&8)5:50 (gr 7)
11 2:00 2:00 :30 4:30 6:00 (HS)
Math
3-5 1:30 1:00 :30 3:00 1:30
6-8 2:00 1:00 :30 3:30 1:50
11 2:00 1:30 :30 4:00 4:00
Page 65
The testing window is the final 12 weeks of the academic year for grades 3-8; maybe be a designated 4-6 week window for HS.
NWMC 10/11/13
2013 Legislative Decisions Regarding High School Assessments
Math: Class of 2013 & 2014
Algebra 1 EOC OR Geometry EOC
Class of 2015, 2016, 2017, 2018 Algebra 1 EOC, OR Geometry EOC, OR new 11th Smarter Balanced Comprehensive Math
Test, OR new Algebra 1 EOC Exit Exam (aligned to SBAC), OR new Geometry EOC Exit Exam (aligned to SBAC)
Class of 2019 and beyond - 11th Smarter Balanced Math Test
NWMC 10/11/13 66
What’s Happening This Year, 2013-14?
Exit exams remain the same (HSPE, EOC)
CAA options remain the same, exceptNew Biology COE ready for June 2014 submission
for Class of 2015 and beyond (only after two attempts on Biology EOC)
Class of 2013 had some relaxation of Collection of Evidence rules that had been newly implemented – these will not continue (COE is limited to one submission per content area throughout HS, and requires two attempts on general assessment before submitting)
NWMC 10/11/13 67
Smarter Balanced Field TestingUS Dept of Ed is allowing states to
participate in the Smarter Balanced field test in 2013-14 in one of several ways (pending ESEA Waiver approval):Blended model where some schools take
current test only and some schools take field test only If only field testing, school accountability is carried
over from 2012-2013
NWMC 10/11/13 68
Smarter Balanced Field TestingAdministering field test only (grades 3-8):
Operations Field test will be online All grades at a school must field test, both ELA &
Math Testing window TBD (hopefully schools will have
choice of two weeks within last 12 weeks, but may be an assigned 4 week window)
Minimal info will be available for individual score reports
No direct costs to schools for field test
NWMC 10/11/13 69
Interim Assessments and Formative Tools (Digital Library)Interim Assessments – Ready in Fall 2014
Available to all districts – costs covered by state
Optional use and frequencyTwo types of assessments can be constructed:
Clone summative test Target specific skills
2014-15 will have fewer items to draw from than later years
Digital Library - Resources to be available in late Spring 2014
NWMC 10/11/13 70
Digital Library FeaturesOne Stop: The Digital Library will have links to all test engine systems through a
single sign-on with user permission levels so teachers, parents, and students have access to all of the curriculum and professional learning resources. Assessment literacy Formative assessment resources Links to other resources and other components of the Smarter online
system Includes resources for each grade band that address English
Language Learners and Students With Disabilities
Interactive Teacher Space Opportunities to keep journals of practices Key words or phrases in the journals will generate suggested lists of
resources. Record resources consulted and suggest others. Teachers can request resources matched to student assessment results.
NWMC 10/11/13 71
You can't wring your hands and roll up your sleeves at the same time.
~Pat Schroeder
NWMC 10/11/13 Page 72
Questions?
NWMC 10/11/13 Page 73
NWMC 10/11/1374
Thank YOU!Common Core Supports:
Greta Bornemann,[email protected]
Anne [email protected]