Washington CCSS Fellows: The Vision Build teacher leader capacity in Mathematics and English...

Washington CCSS Fellows: The Vision Build teacher leader capacity in Mathematics

and English Language Arts (ELA) across all regions in Washington

Create a state-wide system of supports grounded in a consistent educator network that provides access to implementation resources across the regions

Create a platform for teacher voice to inform statewide implementation efforts

Build on existing opportunities that engage teacher leaders within each regionFellows Kick-off Webinar 2-20-132

2013 Fellows Work: Kickoff: a partnership with CSTP

Common Core Fellows will develop a deeper understanding of the CCSS

Identify high-leverage practices that support instructional shifts required for implementation of the CCSS.

Consistent and focused professional development that supports implementation of the CCSS.

Fellows Kick-off Webinar 2-20-133

February 26: Protocol Development

Introduction/overview

The “big shifts” with CCSS

Getting to the shifts: identifying high-leverage practices

Practice as a large group

Break into content groups and dive deep


Logistics February 26, 2013 Radisson Hotel, SeaTac 9:00 am-4:00 pm

Please bring your CCSS, with appendices Laptop Headphones Dress comfortably

Questions: [email protected]

For travel arrangements: [email protected]

See you

soon!


Theory of Practice for CCSS Implementation in WA


2-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 for CCSS; HOWEVER there are shifts that need to be attended to in the content.

2.The How: System “Remodeling” Belief that successful CCSS 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 critical6

Let’s Dig into the Mathematics CCSS!


The 3 Shifts in CCSSM

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

• 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.”

– Ginsburg et al., 2005


Attaining Focus in early grades

•K-2 is a master class in addition and subtraction - concepts, skills and problem solving

•3-5 turns to multiplication and division of whole numbers and fractions - concepts, skills and problems solving

•There is very little data work in K-5, and what’s there is tightly coordinated with core progressions in number systems, the number line, and problem solving using the four operations

Concentration on arithmetic and the aspects of measurement that support it


11 Fellows Kick-off Webinar 2-20-13

Shift Two: Coherence Think across grades, and link to major topics within grades

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.Fellows Kick-off Webinar 2-20-1312

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)


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)


Informing Grades 1-6 Mathematics Standards Development: What Can Be Learned from High-Performing Hong Kong, Singapore, and Korea? American Institutes for Research (2009, p. 13)

4.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

5.NF.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

6.NS. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.

Grade 4

Grade 5

Grade 6

CCSS


Coherence: Link to major topics within grades

Example: Geometric measurement

3.MD, third cluster


Shift Three: Rigor Equal intensity in conceptual understanding, procedural skill/fluency, and application

The CCSSM require: Solid conceptual understanding Procedural skill and fluency Application 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


Required Fluencies in K-6

GradeStandar

dRequired Fluency

K K.OA.5 Add/subtract within 5

1 1.OA.6 Add/subtract within 10

22.OA.2

2.NBT.5

Add/subtract within 20 (know single-digit sums from memory)Add/subtract within 100

33.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.2,3Multi-digit divisionMulti-digit decimal operations


It starts with Focus The 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 standards More in-depth mastery of a smaller set of

things pays off


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.…“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.

Adapted from “The Structure is the Standards” by Bill McCullum, Phil Daro and Jason Zimba

The Structure is the Standards


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


Standards for Mathematical Practices

Graphic


Some Old Ways of Doing Business

• A different topic every day

• Every topic treated as equally important

• Elementary students dipping into advanced topics at the expense of mastering fundamentals

• Infinitesimal advance in each grade; endless review

• Incoherence and illogic – bizarre associations, or lacking a thread

23Fellows Kick-off Webinar 2-20-13


2.NBT.A

Some New Ways of Doing Business

26

a. a − 1

b. a − 2

c. − b

d. a + b

e. a − b

f. ab + 1

7.NS Operations on the number line

Alignment 1: 7.NS.A.1 A number line is shown below. The numbers 0 and 1 are marked on the line, as are two other numbers a and b.

Which of the following numbers is negative?

Choose all that apply. Explain your reasoning.



A.SEE Interpret the structure of expressions.

Suppose P and Q give the sizes of two different animal populations, where Q>P. In (a)–(d), say which of the given pair of expressions is larger. Briefly explain your reasoning in terms of the two populations.



“Students can demonstrate progress toward college and career readiness in mathematics.”

“Students can demonstrate college and career readiness in mathematics.”

“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”

“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”

“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

Overall Claim for Grades 3-8

Overall Claim for Grade 11

Claim #1 - Concepts & Procedures

Claim #2 - Problem Solving

Claim #3 - Communicating Reasoning

Claim #4 - Modeling and Data Analysis

Claims for the Mathematics Summative Assessment



Find Out More:

www.SmarterBalanced.org

Monthly e-Newsletter:

http://www.smarterbalanced.org/2012/05

/check-out-smarter-news-the-consortiu

ms-monthly-enewsletter/

State Contact: [email protected]

Smarter Balanced Resources and Opportunities

http://www.smarterbalanced.org/

http://www.smarterbalanced.org/2012/05/check-out-smarter-news-the-consortiums-monthly-enewsletter/



mailto:[email protected]

Transition Plan for Washington State

K-2 3-5 6-8 High School

Year 1- 2

2012-2013

School districts that can, should consider adopting the CCSS for K-2 in total. K – Counting and Cardinality (CC); Operations and Algebraic Thinking (OA); Measurement and Data (MD) 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); Operations and Algebraic Thinking (OA) 4 – Number and Operations – Fractions (NF); Operations and Algebraic Thinking (OA) 5 – Number and Operations – Fractions (NF); Operations and Algebraic Thinking (OA)

and remaining 2008 WA Standard

6 – Ratio and Proportion Relationships (RP); The Number System (NS); Expressions and Equations (EE) 7 – Ratio and Proportion Relationships (RP); The Number System (NS); Expressions and Equations (EE) 8 – Expressions and Equations (EE); The Number System (NS); Functions (F) and remaining 2008 WA Standards

Algebra 1- Unit 2: Linear and Exponential Relationships; Unit 1: Relationship Between Quantities and Reasoning with Equations and Unit 4: Expressions and Equations

Geometry- Unit 1: Congruence, Proof and Constructions andUnit 4: Connecting Algebra and Geometry through Coordinates; Unit 2: Similarity, Proof, and Trigonometry andUnit 3:Extending to Three Dimensions and remaining 2008 WA Standards30 Fellows Kick-off Webinar 2-20-13

Top Resources for Math Educators

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.

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.

Progressions Documents for the Common Core Math Standards Narrative documents describing the progression of a topic across a number of grade levels.

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.

Achieve The Core Guidance and templates on how to begin implementing the shifts, assembled by the nonprofit Student Achievement Partners.


http://illustrativemathematics.org/

http://illustrativemathematics.org/

http://math.arizona.edu/~ime/progressions/

http://www.achievethecore.org/downloads/Math_Publishers_Criteria_K-8_Summer_2012.pdf


Thank you!

Greta Bornemann, [email protected]

Washington CCSS Fellows: The Vision Build teacher leader capacity in Mathematics and English...

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