The Basics of CCSS for Identifying OER Anne Gallagher, Mathematics Director Liisa Moilanen Potts,...

The Basics of CCSS for Identifying OER Anne Gallagher, Mathematics Director Liisa Moilanen Potts, English Language Arts Director Teaching and Learning, OSPI NCCE: CCSS + OER_20141

In our time together, we will: NCCE: CCSS + OER_20142 Get grounded in the CCSS basics Learn how to see the biggest shifts Practice the rubric tools that we use when curating OER collections Discuss the impact of OER in classrooms

Washingtons Reading (2005), Writing (2005) and Math (2008) Standards Common Core State Standards for English Language Arts and Mathematics Adopted July, 2011 Assessed 2014-15 Our Context: Washington State Learning Standards (akaEALRs, GLEs, etc.) NCCE: CCSS + OER_20143 Washingtons Science Standards (2009) Current Standards Continue as WA Considers the Next Generation Science Standards (NGSS) NGSS Final Spring 2013 Adoption may occur in Jan/Feb 2014. Assessment of NGSS 2016-17, more likely 2017-18. Washingtons Learning Standards in Social Studies The Arts Health and Fitness World Languages Current Standards Continue Intentional connections will be made across subjects focused on building literacy skills across content areas

The Key? Friends and Partners Across WA NCCE: CCSS + OER_20144 PLUS School Districts (every size!) Higher Education Statewide Education and Educator Content Associations Private Partners Washington

The Big Ideas: the Whole Child ( introduction, page 7) NCCE: CCSS + OER_20145 Which of these are most supported in YOUR main work?

What we look for: NCCE: CCSS + OER_20146 SKIM the lesson (The Omnivores Dilemma) Think about the Big Picture broadly, does this lesson attend to one or more of these components? Highlight parts of the lesson that resonate with you, and then share with a partner.

Using the EQuIP Tool NCCE: CCSS + OER_20147 I. Alignment to the DEPTH in CCSS II. Clear support for the KEY SHIFTS III. Instructional Supports IV. Assessment Components

Using the EQuIP Tool NCCE: CCSS + OER_20148

9 Old lens: GLEs/EALRs Grades K-10 Common Core ELA Standards Grades K-12 Reading Writing Communication (includes Speaking and Listening) Language Media & Tech

NCCE: CCSS + OER_2014 10 K123456789-1011-12 Foundational Skills Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support. Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance grades K-5 = 50%* literature; 50%* informational text Balance grade 6-8 = 45%* literature; 55%* informational text Balance grades 9-12 = 30%* literature; 70%* informational text Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view. Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance of writing types, including writing in the content areas By grade 4opinion =30%; information = 35%; narrative =35% Balance of writing types, including writing in the content areas Grade 8 argument = 35%; information = 35%; narrative = 30% Grade 12 argument = 40%; information = 40%; narrative = 20% Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speakers point of view. Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition. Shifting to comprehensive literacy

Every Day, Every Student Gets These Components of Literacy Instruction: NCCE: CCSS + OER_201411 Reading Writing Language Speaking & Listening Literacy in SS/H (6-12) Literacy in Sci/T (6-12) literacy instruction happens across all content areas!

What we look for: Column I NCCE: CCSS + OER_201412 What can you identify in the lesson? Use the anchor standards document to identify the key components Highlight what you see, ask questions, and share with your partner/group

What we look for: Column II NCCE: CCSS + OER_201413 ALL OER Full-unit-sized OER

Three Shifts in English Language Arts NCCE: CCSS + OER_2014 14 Building content knowledge through content-rich nonfiction Reading, writing, and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language

NCCE: CCSS + OER_2014 15 Shift One : Building content knowledge through content-rich nonfiction Provides an ideal context for building language, vocabulary, knowledge, and reasoning Is challenging, complex, and has deep comprehension-building potential Is an opportunity for students to learn how to engage, interact, and have conversations with the text in ways that prepare them for the type of experiences they will encounter in college and careers.

What we look for: a re-balancing of writing types, modes, genres, modes, products across all courses and sources NCCE: CCSS + OER_2014 16 Increased quantity of materials and instructional time devoted to informational text English Language Arts Literature fiction, drama, poetry Literary Nonfiction Social Studies, Science, Technical Subjects Other informational Text

What can we identify that attends to this shift? NCCE: CCSS + OER_201417 Reading, writing, speaking, listening multiple genres and modes

NCCE: CCSS + OER_2014 18 Shift Two : Reading, writing, and speaking grounded in evidence from text, both literary and informational Moving from how do you feel about what you just read? Do you like it? to Identify three examples that let you know what the authors purpose is. Do you agree with the author?

What can we identify that attends to this shift? NCCE: CCSS + OER_201419 Text specific questions Interesting and engaging learning Honoring funds of knowledge Productive Struggle with texts at different levels

NCCE: CCSS + OER_2014 20 Shift Three: Regular practice with complex text and its academic language Careful, targeted scaffolding of text complexity Focus on appropriately rigorous texts Practice reading easy/at-level/strenuous texts Strategic teaching of Tier 2 and Tier 3 vocabulary with authentic application of new words and terms

What we look for: What is rigorous and complex? How is it different than difficulty? NCCE: CCSS + OER_2014 21 Best measured by computer software Best measured by an attentive human reader Best made by educators employing their professional judgment

Considering Depth of Knowledge/DOK NCCE: CCSS + OER_2014 22

What can we identify that attends to this shift? NCCE: CCSS + OER_201423 Are the texts at grade level? Are there texts for different abilities? is this stuff GOOD? Are the activities and tasks GOOD?

MEDIA and TECHNOLOGY Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards. www.corestandards.org Greater focus on SPEAKING and LISTENING SPEAKING AND LISTENING Comprehension and collaboration (standards 13) Day-to-day, purposeful academic talk in one-on-one, small-group, and large-group settings Presentation of knowledge and ideas (standards 46) Formal sharing of information and concepts, including through the use of technology

NCCE: CCSS + OER_2014 25 how word choice contributes to meaning and tone (RL.8.4) be able to cite textual evidence (RL.8.1) support the assertions (arguments) they make in writing (W.8.1, W.8.9) Grade 8: compare and contrast the structure of two or more texts and analyze how the different structure of each text contributes to its meaning and style (RL.8.5).

Lets Dig into the Mathematics CCSS! NCCE: CCSS + OER_201426

How do students currently perceive mathematics? NCCE: CCSS + OER_201427 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)

How do students currently perceive mathematics? NCCE: CCSS + OER_201428 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)

The Three Shifts in Mathematics NCCE: CCSS + OER_201429 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

Shift One: Focus strongly where the Standards focus NCCE: CCSS + OER_201430 Move away from "mile wide, inch deep" curricula identified in TIMSS. Spend more time on foundational concepts to deepen understanding Focus is necessary in order to achieve the rigor set forth in the standards 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

K 12 Number and Operations Measurement and Geometry Algebra and Functions Statistics and Probability Traditional K-12 U.S. Approach NCCE: CCSS + OER_201431

Pre-K-8 Domains Progression Domains PKK1234567 Counting and Cardinality MA Operations and Algebraic Thinking MA Number and Operations in Base Ten Number and Operations - Fractions Ratios and Proportional Relationships The Number System MA Expressions and Equations Functions Geometry MA Measurement and Data MA Statistics and Probability Focus by Grade Level Pre-K-8 Domains Progression Domains K12345678 Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations - Fractions Ratios and Proportional Relationships The Number System Expressions and Equations Functions Geometry Measurement and Data Statistics and Probability NCCE: CCSS + OER_201432

Focus NCCE: CCSS + OER_201433 http://www.k12.wa.us/CoreStandards/Mathematics/default.aspx

Shift Two: Coherence Think across grades, and link to major topics within grades NCCE: CCSS + OER_201434 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. Standards are built on this progression of learning

Coherence NCCE: CCSS + OER_201435 The Standards are not so much built from topics as they are woven out of progressions. Structure is the Standards, Publishers Criteria for Mathematics, Appendix http://ime.math.arizona.edu/progressions/

Coherence : Link to major topics within grades NCCE: CCSS + OER_201436 Example: Geometric measurement 3.MD.C

K-5 NBT Progression Document NCCE: CCSS + OER_201437

Shift Three: Rigor Equal intensity in conceptual understanding, procedural skill/fluency, and application NCCE: CCSS + OER_201438 The CCSSM require: Solid conceptual understanding Procedural skill and fluency Application of mathematics 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

Conceptual Understanding is more than explaining NCCE: CCSS + OER_201439 What are two different equations with the same solution as 3(y 1) = 8? Asking students to show work and explain can be informative, but it isnt the only way to assess conceptual understanding and can become tiring for students.

Procedural Fluency is not all about Timed Tests NCCE: CCSS + OER_201440 Reasoning and pattern searching are never facilitated by restricted time.strategy development and general number sense are the best contributors to fact mastery. --Van de Walle

Required Fluencies in K-6 NCCE: CCSS + OER_201441 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

Applications should be motivating for students NCCE: CCSS + OER_201442 What is the relationship between the height that a tennis ball is dropped to the height that it bounces?

Standards for Mathematical Practice NCCE: CCSS + OER_201443 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

What we look for: NCCE: CCSS + OER_201444 SKIM the lesson (Multiplication & Area Grade 3) Think about the 3 Shifts and Standards for Mathematics Practice does this lesson attend to one or more of these components? Which documents help you to answer this? Highlight parts of the lesson that resonate with you, and then share with a partner.

Using the EQuIP Tool NCCE: CCSS + OER_201445 I. Alignment to the DEPTH in CCSS II. Clear support for the KEY SHIFTS III. Instructional Supports IV. Assessment Components

Using the Mathematics EQuIP Tool NCCE: CCSS + OER_201446

What we look for: Column III NCCE: CCSS + OER_201447 Which of these criteria can you identify in the lesson/unit overview? What evidence do you see that it exists? Highlight what you see, ask questions, and share with your table.

Whole Group Sharing NCCE: CCSS + OER_201448 What strengths do you notice? What gaps do you notice?

Connections to Focus, Coherence and Rigor NCCE: CCSS + OER_201449 What criteria from Instructional Supports attends to the 3 Shifts in Math? Share with your table

What we look for: Column IV NCCE: CCSS + OER_201450 Which of these criteria can you identify in the lesson/unit overview? What evidence do you see that it exists? Highlight what you see, ask questions, and share with your table.

How do the Math CCSS shifts help inform assessment? NCCE: CCSS + OER_201451

NCCE: CCSS + OER_201452 Thank you! Common Core Supports: OSPI Lead Team: General Support / Overall CCSS Leadership: - General email: [email protected] - Jessica Vavrus, [email protected] Math Support: -Anne Gallagher, [email protected] ELA Support: - Liisa Moilanen Potts, [email protected]

Resources and Support Resources from local, regional, state, and interstate collaboration: whats new and whats next FEPPP_ccss_basics_February 201453

Top Resources for Math Educators NCCE: CCSS + OER_201454 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

OSPI CCR Quarterly Webinar Series http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar FEPPP_ccss_basics_February 201455 2013-14 TopicsDates 1. CCR Standards & System Implications Audience: District and Building Leaders Relevant state standards and assessment updates Resources for building capacity among district and building leaders for CCSS / NGSS transitions and implementation Focus on system issues such as communications, instructional materials supports, and professional learning Sept. 16, 2013 Jan. 8, 2014 March 12, 2014 May 14, 2014 2. CCSS-Mathematics Audience: Teachers, Leaders, and Cross- Content Teams Grade-band specific foci Digging into instructional tools and resources focused on CCSS-M Sept. 16, 2013 Dec. 17, 2013 March 25, 2014 May 27, 2014 3. CCSS-English language arts Audience: Teachers, Leaders, and Cross- Content Teams Digging into instructional tools and resources focused on CCSS-ELA ELA within the content areas tools and how it looks in classrooms Sept. 18, 2013 Dec. 18, 2013 March 26, 2014 May 29, 2014 4. Science and the NGSS Audience: Teachers, Leaders, Cross-Content Teams WA 2009 Science standards and the transition to NGSS Orientation to state supports and 4-year Transition Plan (starting with Year 0) Sept. 24, 2013 Dec.19, 2013 March 27, 2014 May 28, 2014

What Resources are Available? FEPPP_ccss_basics_February 2014 56 Opportunities and Resources CCSS Awareness and Professional Learning Opportunities and Materials (http://www.k12.wa.us/CoreStandards/Resources.aspx)http://www.k12.wa.us/CoreStandards/Resources.aspx OSPI CCSS Webinar Series ELA series: What ELA Looks Like Across the Content Areas PD Offered through all 9 ESDs CCSS District Implementation Network Collaborations Instructional Materials Quality Considerations & Supports Assessment System Resources Smarter Balanced Released Sample Items / Perf. Tasks Dynamic Learning Map Assessment Literacy Supports Teacher-Leader Capacity Building Opportunities Math and ELA Fellows build capacity around common learning (Spring 2013) Handout Pages 7, 8, 9

Instructional Materials What is available? FEPPP_ccss_basics_February 201457 Engage NY Districts Adopting Engage NY Achieve the Core Lessons and Annotated Tasks Achieve the Core Achieve Exemplar Units and Lessons Achieve Illustrative Mathematics CCSS-aligned Math tasks K-12 Illustrative Mathematics Basal Alignment Project CCSS-aligned ELA lessons, assessments, tasks K-12 Basal Alignment Project Smarter Balanced Practice Test Examples of computer adaptive items and performance tasks. Smarter Balanced Practice Test

Additional Resources for Considering Instructional Materials FEPPP_ccss_basics_February 201458 OSPI Instructional Materials Web Site: http://www.k12.wa.us/CurriculumInstruct/InstructionalMaterialsReview.aspx http://www.k12.wa.us/CurriculumInstruct/InstructionalMaterialsReview.aspx OSPIs Open Educational Resources Project: http://digitallearning.k12.wa.us/oer/ http://digitallearning.k12.wa.us/oer/ Spring 2013 Review of Algebra 1/ Integrated I and ELA Grades 11-12 Spring 2014 Review of Geometry / Integrated II and ELA Grades 9-10 ALL of these resources can be used to Inform materials review and adoption process Consider existing and currently used materials Facilitate targeted discussions, collaboration, and professional development with publishers and other providers

CCSS Statewide Supports NCCE: CCSS + OER_201459 Opportunities and Resources Resources for Regional/Local CCSS Awareness Activities OSPI CCSS Web Site - http://www.k12.wa.us/CoreStandards/Resources.aspx http://www.k12.wa.us/CoreStandards/Resources.aspx Achieve the Core Resources - http://www.achievethecore.org/steal-these-tools/professional- development-modules http://www.achievethecore.org/steal-these-tools/professional- development-modules CCSS Implementation Planning Resources -CCSS District Implementation Network Participants -Implementation Planning Resources http://www.k12.wa.us/CoreStandards/DistrictProject.aspx Content-Specific Professional Learning Materials http://www.k12.wa.us/CoreStandards/ProfDev.aspx CCSS Professional Learning Opportunities Digging Deeper -Offered through all 9 ESDs -Will build on and into existing work of ESDs in the content areas http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx

NCCE: CCSS + OER_201460 Find Out More: www.SmarterBalanced.orgwww.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: [email protected]@k12.wa.us Smarter Balanced Resources and Opportunities

The Basics of CCSS for Identifying OER Anne Gallagher, Mathematics Director Liisa Moilanen Potts,...

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