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Common Core State Standards
for Mathematics
Webinar Series – Part Four
Office of Superintendent of Public InstructionRandy I. Dorn, State Superintendent
Welcome!Agenda for today’s webinar…
Refresher on CCSS in Mathematics
Building state-wide capacity and supports
HS focus on math shifts
Update on Smarter Balanced Assessment Initiatives
May 29, 2012
Before we begin…About You We’d like to know a little about who is out
there.
Time for a poll.
May 29, 2012
Focusing on the Foundation…Washington’s Implementation Timeline & Activities
2010-11 2011-12 2012-13 2013-14 2014-15
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
May 29, 2012
Implementing the Common Core State Standards in Washington State (HANDOUT)
May 29, 2012
Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and that all English language arts and mathematics 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.
This includes building system-wide capacity for sustained professional learning that can support CCSS implementation
now and be applied to other initiatives in the future. 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.
A Review of Shifts, Design, and Focus
Common Core State Standards for Mathematics
May 29, 2012
Content Progressions and Major Shifts
May 29, 2012
Major ShiftsFocus• 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
Rigor• Conceptual
understanding, procedural skill and fluency, and application
CCSS Design and Organization
May 29, 2012
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 of Focus
May 29, 2012
HS Conceptual Categories
Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability
May 29, 2012
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. May 29, 2012
A Grecian urnYou 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.In the Common Core State Standards, individual statements of what students are expected to understand and be able to do are embedded within domain headings and cluster headings designed to convey the structure of the subject. “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.
The Structure is the Standards
May 29, 2012
Building Statewide Capacity
Common Core State Standards for Mathematics
May 29, 2012
2011-12 CCSS Timeline and Foci…
2010-11 2011-12 2012-13 2013-14 2014-15
Phase 1: CCSS Exploration
Phase 2: Build Awareness & Begin Building Statewide Capacity
Phase 3: Build State & District Capacity and Classroom Transitions
Phase 4: Statewide Application and Assessment
Ongoing: Statewide Coordination and Collaboration to Support Implementation
May 29, 2012
August/Sept. 2011
January 2012
OSPI Quarterly Webinar Series
March and May 2012
Spring and Summer 2012 CCSS Opportunities to Build Statewide…
May 29, 2012
Awareness:
Opportunities and Resources Web SiteOSPI CCSS 2011-12 Quarterly Webinar Series- District/Building Leaders, May 23, 10:30 – 11:30- Mathematics, May 29, 3:30 – 4:30 - English language arts, May 31, 3:30 – 4:30
http://k12.wa.us/CoreStandards/UpdatesEvents.aspx
Dates for 2012-13 to be posted soon!
College Board CCSS Leadership Webinar Series, Winter/Spring 2012
http://advocacy.collegeboard.org/preparation-access/teacher-advocacy/events/webinar-series-school-leadership-common-core-standards-an
WA Comparisons and 3-Year Content Transition Plans
http://k12.wa.us/CoreStandards/Transition.aspx
Resources for Regional/Local CCSS Awareness Activities- Hunt Institute CCSS Videos- Parent Guides to the CCSS, National PTA- Overview PowerPoint presentations
http://k12.wa.us/CoreStandards/Resources.aspx
Spring and Summer 2012 CCSS Opportunities to Build Statewide…
May 29, 2012
Capacity:Opportunities and Resources Web Site
Spring 2012 CCSS Professional Learning Opportunities- Digging deeper into the - Offered through all 9 ESDs- Will also be offered in 2012-13
http://k12.wa.us/CoreStandards/ProfDev.aspx
CCSS District Implementation Network Pilot Project Grantee Workshops- 50 district CCSS leadership teams receive mini-grants
for participation - Workshops will be replicated in ESD regions during
2012-13
http://www.k12.wa.us/CoreStandards/DistrictProject.aspx
Summer and Fall 2012 Statewide Conferences- AWSP/WASA Summer Conference- October WSASCD, OSPI, WASA Annual Conference- Fall WSSDA Conference
May 29, 2012
http://www.k12.wa.us/CoreStandards/ProfDev.aspx
Spring and Summer 2012 CCSS Opportunities to Continue Statewide…
May 29, 2012
Coordination and Collaboration:
Opportunities and ResourcesState Content Membership Association Professional Learning Coordination- Leaders from 30+ statewide educator membership associations learn about and connect professional learning offerings with state CCSS transition plans
High Capacity School District Curriculum Leader Network- Starting in Fall 2012, invitations in June 2012
Higher Education Coordination- PESB Revision of ELA and Math Pre-service teacher endorsement
competencies- Alignment of CCSS content with pre-service teacher and arts and sciences
programs- Core to College Grant to Washington State- District partnership projects – Road Map Project (Puget Sound region); CCSS
Affinity Network (Spokane PS, with College Board)
Implementation Partnerships
May 29, 2012
PLUS…Large School DistrictsHigher EducationStatewide Education and Content Associations
Washington
Classroom Transition Supports
Common Core State Standards for Mathematics
May 29, 2012
Three-Year Transition Plan for Common Core State Standards for Mathematics by Grade Level
K-2 3-5 6-8 High School
Year 12011-2012
School districts that can, should consider adopting the CCSS for K-2 in total. K – Counting and Cardinality (CC); Operations and Algebraic Thinking (OA) 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) 4 – Number and Operations – Fractions (NF) 5 – Number and Operations – Fractions (NF) and remaining 2008 WA Standards
6 – Ratio and Proportion Relationships (RP) 7 – Ratio and Proportion Relationships (RP) 8 – Expressions and Equations (EE) and remaining 2008 WA Standards
Teach all of the 2008 WA Mathematics Standards for each course and prepare for Algebra 1- Unit 2: Linear and Exponential Relationships Geometry- Unit 1: Congruence, Proof and Constructions andUnit 4: Connecting Algebra and Geometry through Coordinates
May 29, 2012
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
May 29, 2012
Standards for Mathematical Practices
Graphic
May 29, 2012
Professional Development Plan CCSS-M
May 29, 2012
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 and EOC.
Each year additional domains will be added, but the process can be repeated each year of the transition.
May 29, 2012
What does this mean?The Washington State 2008 standards asks students to:
A1.4.C Write and solve systems of two linear
equations and inequalities in two variables.
May 29, 2012
May 29, 2012
In the Common Core State Standards students will need to:
Solve systems of EquationsA.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
What does this mean?
May 29, 2012
Algebra Critical Area 1: By the end of eighth grade, students have learned to solve linear equations in one variable and have applied graphical and algebraic methods to analyze and solve systems of linear equations in two variables. Now, students analyze and explain the process of solving an equation. Students develop fluency writing, interpreting, and translating between various forms of linear equations and inequalities, and using them to solve problems. They master the solution of linear equations and apply related solution techniques and the laws of exponents to the creation and solution of simple exponential equations.
8. EEAnalyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.8. Analyze and solve pairs of simultaneous linear equations.
a. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x +2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
c. Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.
May 29, 2012
What does this mean?A-REI Reasoning with Equations and InequalitiesUnderstand Solving Equations as a process of reasoning and explaining the reasoningSolve equations and inequalities in one variableSolve systems of equationsA-REI.5 Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.A-REI.6 Solve systems of linear equations exactly and approximately (e.g. with graphs), focusing on pairs of linear equations in two variables.
HS Algebra: Build on student experiences graphing and solving systems of linear equations from middle school to focus on justification of the methods used.
May 29, 2012
A-REI.6 (Illustrative Math Project)Nola was selling tickets at the high school dance. At the end of the evening, she picked up the cash box and noticed a dollar lying on the floor next to it. She said,I wonder whether the dollar belongs inside the cash box or not.
The price of tickets for the dance was 1 ticket for $5 (for individuals) or 2 tickets for $8 (for couples). She looked inside the cash box and found $200 and ticket stubs for the 47 students in attendance. Does the dollar belong inside the cash box or not?
Commentary:A variant of this problem would be to describe the context without giving any numbers and have a cash box with play money and ticket stubs available.
May 29, 2012
Statewide Assessment Landscape and Update
New Assessment System for CCSS:What we know so far
May 29, 2012
A National Consortium of States
• 28 states representing 44% of K-12 students
• 21 governing, 7 advisory states
• Washington state is fiscal agent
May 29, 2012
A Balanced Assessment System:ELA and Math --Grades 3-8 and High School
Common Core State Standards specify
K-12 expectatio
ns 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
Interim assessments Flexible, open,
used for actionable feedback
Summative assessments
Benchmarked to college and career
readiness
Teacher resources for
formative assessment
practicesto improve instruction
May 29, 2012
A Balanced Assessment System
May 29, 2012
May 29, 2012
Time and format Summative: For each content area - ELA & Math
Computer Adaptive Testing Selected response (MC), Constructed Response (open-
ended), Technology enhanced (e.g., drag and drop, video clips, limited web-interface)
Performance Tasks (like our CBAs) Up to 2 per content area in grades 3-8 Up to 6 per content area in High School
May 29, 2012
Time and format Summative: - Administration window is last 12 weeks of school
- For each content area - ELA & Math Shorter option for states (~3 hours ELA, ~2
hours Math) Scale score on comprehensive test (met/not met
determination) Longer option for states (~5 hours ELA, ~3
hours Math) Able to report data on claims for individual students
May 29, 2012
Time and format Interim assessments
Can be used as often as needed Can be customized by districts/schools
To focus on selected strands To clone summative test
Will use Computer Adaptive Technology Released items from summative item bank
May 29, 2012
• During the two sessions of the upcoming performance task, you will be predicting the
total costs for tuition and school-related fees, as a combined cost for a
college of your choice. Your assignment will include the following:
• Choose a college or university that you will use to predict the future cost of
tuition. This can either be a local 2-year or 4-year institution or one that you would like
to attend in the future.
• Find out what the current year’s tuition, including school-related fees, are for the
school you chose. This information can often be found by calling the school’s admissions
office, obtaining a current school catalog, or doing an Internet search. Be sure to get the
cost for in-state students if the school is located in this state. Get the cost for out-of-
state students if the school is not located in our state.
• Read the news articles “Tuition and fees rise more than 8% at U.S. public colleges,”
“Tuition Hikes of the Downturn,” and “The State of the Union on college costs.”
• Use the information you obtained about the current year’s tuition at the school you
chose and the information you read in the “Tuition and fees rise more than 8% at U.S.
public colleges” news article to predict the cost of college tuition at your choice
of schools the year you are first eligible to attend college. You should also
predict the total tuition amount for the entire college education.
Smarter Balanced HS Sample Performance Task
Washington’s Testing System Transition
Current Testing System Reading and Math: Grades 3–8 and 10 Writing: Grades 4, 7, 10 Science: Grades 5, 8, 10
SBAC/CCSS Testing System (fully operational in 2014-15) English/Language Arts and Math: Grade 3–8 and 11* Science exams are required under ESEA but are not
included in SBAC*11th grade to measure college and career readiness. We are working with higher ed to explore the possible use of these measures as an alternative for college placement (or entrance).
()May 29, 2012
Will 11th grade exam be used for graduation (exit exam) in Washington?
If these exams are our exit exams what will the CAA options be?
Will the Summative SBAC test replace our End of Course exams or will SBAC have End of Course exams too?
How will Washington’s science tests mesh with these tests?
May 29, 2012
Still to be worked out: Washington’s Policy Discussion…
May 29, 2012
Zip files with ELA and Math Item Specifications and Sample Student Tasks
http://www.smarterbalanced.org/
smarter-balanced-assessments/
()
Illustrative Math Project: http://www.illustrativemathematics.org/
Bill McCallum’s Blog: http://commoncoretools.me/
Mathematics Assessment Project (MARS): http://map.mathshell.org/materials/index.php
Progressions documents: http://ime.math.arizona.edu/progressions
Inside Mathematics: http://Insidemathematics.org
Achieve the Core: http://achievethecore.org
HS Resources
May 29, 2012
Washington State Educational Service Districts Math Coordinator Network Team
2011-2012
ESD Location Math Coordinator Phone Email
NEW ESD 101 Spokane Erik Wolfrum (509) 789-3551 [email protected]
ESD 105 Yakima Ann Sipe (509) 853-1100 [email protected]
ESD 112 Vancouver Sue Bluestein (360) 750-7500, Ext. 143
ESD 113 Olympia Heather Dorsey (360) 464-6704 [email protected]
Olympic ESD 114 Bremerton Katy Absten (360) 782-5061 [email protected]
Puget Sound ESD 121 Renton Sandy Christie (425) 917-7934 [email protected]
ESD 123 Pasco Cathey Bolson (509) 544-5736 [email protected]
North Central ESD 171 Wenatchee Mary Jane Ross (509) 667-3633 [email protected]
Northwest ESD 189 Anacortes Jeanette Grisham (360) 299-4716 [email protected]
Cheryl Lydon Statewide ESD Math/Science Director
425-917-7866 [email protected] May 29, 2012
May 29, 2012
Have a great summer!Common Core Questions:
Email: [email protected] OR Greta Bornemann, OSPI CCSS Project Lead, E-mail: [email protected]
