Common Core State Standards Mathematics CCSS Communications Summit

Common Core State Standards Mathematics CCSS Communications Summit - 4 -21 -2014

2 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 21 st century. CCSS Communications Summit - 4 -21 -2014 Class of 2011: Bridgeport High School

3 Guiding Questions Who are your audiences for communications (parents, teachers, public - Communication In and Communication Out )? What are the top 2 or 3 main messages or actions needed for each audience and their timing? CCSS_MATH_Comm_4. 14_v 1

4 Our Time Together Misconceptions Math The of the CCSS-M & the Standards 3 Shifts for Mathematics Resources CCSS Communications Summit - 4 -21 -2014

Myth: Common Core is a Curriculum The CCSS outline the math students need to understand at each grade level or course. Washington State is a local control state which means curriculum decisions reside within the school district. Some curriculum will say “Common Core”. This is to identify that the curriculum is covering the math outlined in the CCSS—can be confusing.

6 Myth: Common Core is a Pedagogy Direct Instruction, Constructivism, New Math, etc. – these are ways of approaching teaching math. The CCSS is not about how teachers should teach— Good teaching practice is to reflect on your instruction (what ever approach that is) and make adjustments as needed to ensure students are able to make sense and understand the math. CCSS_MATH_Comm_4. 14_v 1

7 Will the Problems Students Experience Look Different? From a parent, via Facebook: I'm curious about your take on the new common core math. My daughter is in 2 nd grade and I can totally see a shift in the ways that the problems are being asked on her worksheets… CCSS Communications Summit - 4 -21 -2014

8 Because You Can’t Memorize Understanding Our focus has been on answer getting. Rather than the student’s thinking in getting to that answer. Has lead to student (and adult) feelings that “I am not good at math” We must value how each individual student makes sense of the math CCSS Communications Summit - 4 -21 -2014

9 Find the answer to this problem. 42 – 18 Consider a different way to solve the problem. Share with your neighbor how you arrived at your answer. CCSS Communications Summit - 4 -21 -2014

10 Mathematical Strategies Thinking Flexibly Standard algorithm Decomposing & Composing, for example: Round 42 to 40 (2 left over), round 18 to 20 (two left over), 40 – 20 = 20, add the 4 left over (2 + 2) to 20 +4 = 24 Number Line 10 2 10 CCSS Communications Summit - 4 -21 -2014

11 Place Value – 2 nd Grade We have a sophisticated number system that is based on place value. Can you add Roman Numerals? VII + XVII = ? Fundamental concept at 2 nd grade CCSS Communications Summit - 4 -21 -2014

12 Find the Answer to this Problem: 32 x 24 = Standard Algorithm Arrays CCSS Communications Summit - 4 -21 -2014

13 3 rd Grade Place Value, Operations CCSS Communications Summit - 4 -21 -2014

14 Building Understanding for Algebra (2 x + 2) (x + 4) 2 x 2 + 10 x + 8 CCSS Communications Summit - 4 -21 -2014

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16 How do we respond? What is the root of this parent’s frustration? What are other reasons parents might be frustrated with the math? Turn to your neighbor and discuss these questions and share how you might respond to this parent. CCSS Communications Summit - 4 -21 -2014

17 Reality – We do not see significant gains in math especially as students move into high school and college CCSS Communications Summit - 4 -21 -2014

18 Mathematics The 3 Shifts CCSS Communications Summit - 4 -21 -2014

19 The Three Shifts in Mathematics 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 CCSS Communications Summit - 4 -21 -2014

20 Shift One: Focus Strongly Where the Standards Focus Move away from "mile wide, inch deep" curricula. Significantly narrow the scope of content to focus on key concepts and skills at each grade level or in math courses. Teach less, learn more in building understanding. 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. ” CCSS Communications Summit - 4 -212014 – Ginsburg et al. , 2005

21 Traditional K-12 U. S. Approach K 12 Number and Operations Measurement and Geometry Algebra and Functions Statistics and Probability CCSS Communications Summit - 4 -21 -2014

22 Focus by Grade Level Pre-K-8 Domains Progression Domains K 1 2 3 4 5 6 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 CCSS Communications Summit - 4 -21 -2014 7 8

23 Attaining Focus in early grades K-2 is a deep focus on number, place value, and operation (addition and subtraction) - concepts, skills and problem solving 3 -5 builds on these foundational concepts and focuses on 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 connected 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 CCSS Communications Summit - 4 -21 -2014

Grade Level Focus Documents https: //www. k 12. wa. us/Core. Standards/Mathematics /default. aspx 24 CCSS Communications Summit - 4 -212014

25 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. CCSS Communications Summit - 4 -21 -2014

26 Coherence “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 / CCSS Communications Summit - 4 -21 -2014

27 Grade 3 Grade 4 Grade 5 Develop understanding of fraction as number. Build fractions from unit fractions by applying and extending previous understandings of fractions. Apply and extend previous understandings of multiplication and division to multiply and divide fractions. CCSS Communications Summit - 4 -21 -2014

28 K-5 – NBT Progression http: //ime. math. arizona. edu/progressions/ Document CCSS Communications Summit - 4 -21 -2014

29 Coherence Within Grades 3. OA. B 3. MD. C. 7 Relate area to the operations of multiplication & addition. Understand properties of multiplication … 3. G. A Reason with shapes and their attributes. The standards make explicit connections at a single grade CCSS Communications Summit - 4 -21 -2014

30 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 mathematics to problem solving situations In the major work of the grade, this requires equal intensity in time, activities, and resources in pursuit of all three. CCSS Communications Summit - 4 -21 -2014

31 Conceptual Understanding is more than explaining 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 isn’t the only way to assess conceptual understanding and can become tiring for students. CCSS Communications Summit - 4 -21 -2014

32 Procedural Fluency is not all about Timed Tests “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 CCSS Communications Summit - 4 -21 -2014

33 Required Fluencies in K-6 Grade Standard K K. OA. 5 Add/subtract within 5 1 1. OA. 6 Add/subtract within 10 2. OA. 2 Add/subtract within 20 (know single-digit sums from memory) 2. NBT. 5 Add/subtract within 100 3. OA. 7 Multiply/divide within 100 (know single-digit products from memory) 3. NBT. 2 Add/subtract within 1000 4 4. NBT. 4 Add/subtract within 1, 000 5 5. NBT. 5 Multi-digit multiplication 6 6. NS. 2, 3 2 3 Required Fluency Multi-digit division Multi-digit decimal operations CCSS Communications Summit - 4 -212014

34 Applications should be motivating for students What is the relationship between the height you drop a ball and it’s corresponding bounce height? CCSS Communications Summit - 4 -21 -2014

35 Standards for Mathematical Practice Describes mathematical “habits of mind” that students at ALL grade levels should develop. 1. 2. 3. 4. 5. 6. 7. 8. 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 CCSS Communications Summit - 4 -21 -2014

36 Seeing Structure CCSS Communications Summit - 4 -21 -2014

37 Communication IN and OUT Who will be those key content people in your district, school, etc. to message around CCSSMath? Know the standards Understanding the Shifts Structures to provide opportunities for shared learning Sensitive to audiences’ past math experiences What is our message around math? CCSS Communications Summit - 4 -21 -2014

38 Resources and Support Resources from local, regional, state, and interstate collaboration: what’s new and what’s next CCSS Communications Summit - 4 -212014

39 We would like to have a parent night with our PTA focusing on the CCSS: CCSSI Toolkit - Resources Community Toolkit CCSS Communications Summit - 4 -21 -2014

National PTA Parents’ Guides to Student Success English and Spanish versions http: //www. pta. org/parents/co ntent. cfm? Item. Number=2583

What resources are available for teachers to communicate the CCSS to parents? Council of the Great City Schools Parent Roadmaps to the Common Core - Mathematics All Grades Math ELA Spanish Versions http: //www. cgcs. org/Page/244

42 Where Can I get accurate information about the CCSS? www. The. Common. Core. com CCSS Communications Summit - 4 -21 -2014

Videos: • 3 -minute Common Core Video • Public Service Announcement on CCSS http: //www. commoncoreworks. org/domain/157

44 Communications Campaign • Ready Washington is a coalition of state and local education agencies, associations and advocacy organizations that support college- and career-ready learning standards. Their audience www. Ready. WA. org is public (parents, community, educators, lawmakers) to build awareness and support for CCSS, prepare for initial decline in test scores in transition to more rigorous assessments and counter misinformation/myths. CCSS Communications Summit - 4 -21 -2014 *

45 Where can I get CCSS resources to build awareness with my staff or district? CCSS Communications Summit - 4 -21 -2014

46 OSPI CCR Quarterly Webinar Series http: //www. k 12. wa. us/Core. Standards/Updates. Events. aspx#Webinar 2013 -14 Topics 1. CCR Standards & • System Implications • Audience: District and Building Leaders • 2. CCSSMathematics Audience: Teachers, Leaders, and Cross. Content Teams • • Dates 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 • Grade-band specific foci Digging into instructional tools and resources focused on CCSS-M • • 3. CCSS-English language arts Audience: Teachers, Leaders, and Cross- • • Sept. 16, 2013 Jan. 8, 2014 March 12, 2014 May 14, 2014 Sept. 16, 2013 Dec. 17, 2013 March 25, 2014 May 27, 2014 CCSS Communications Summit - 4 -21 - Digging into instructional tools and 2014 resources focused on CCSS-ELA within the content areas – tools and how it looks in classrooms • • Sept. 18, 2013 Dec. 18, 2013

47 Instructional Resources— What is available? Engage NY – Districts Adopting Achieve the Core – Lessons and Annotated Tasks Achieve – Exemplar Units and Lessons Illustrative Mathematics – CCSS-aligned Math tasks K-12 Math Assessment Project (MARS) – CCSS-aligned Math lessons, formatives assessments, tasks 6 -12 Implementing the Math Practice Standards – Illustrations of each Math Practice standard Smarter Balanced Practice Test – Examples of computer adaptive items and performance tasks. CCSS Communications Summit - 4 -212014

Smarter 48 Balanced Resources and Opportunities More: t u O d n i F ced. org n la a B r e t r www. Sma ewsletter: 2/05 1 0 2 / N g r e o. y Monthl alanced b r e t r a m w. s thes w e http: //ww n r t-smarte u o sletter/ k w c e e n h e /c y l s-month m u i t r o s con. wa. us 2 1 k @ n o in. Muns b o R : t c a t State Con CCSS Communications Summit - 4 -212014

49 Fall 2014 - Resources in the Digital Library Assessment Literacy Modules Exemplar Instructional Modules • Commissioned professional development modules • Resources for students and families • Frame formative assessment within a balanced assessment system • Articulate the formative assessment process • Highlight formative assessment practices and tools • Commissioned professional development modules • Instructional materials for educators • Instructional materials for students • Demonstrate/support effective implementation of the formative process • Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts • High-quality vetted instructional resources and tools for educators • High-quality vetted resources and tools for students and families Education Resources • Reflect and support the formative process • Reflect and support the Common Core State Standards for Mathematics and English Language Arts Communications Summit - 4 -21 -2014 • Create Professional Learning. CCSS Communities

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51 2013 Legislative Decisions Regarding High School Assessments Math: Class of 2013 & 2014 Class of 2015, 2016, 2017, 2018 Algebra 1 EOC OR Geometry EOC Algebra 1 EOC, OR Geometry EOC, OR new 11 th 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 - 11 th Smarter Balanced Math Test CCSS Mathematics Webinar Pt 2 12 -12 -13

52 Questions? ? CCSS Communications Summit - 4 -21 -2014

Thank you! 53 • Anne Gallagher • Director of Math - OSPI Anne. gallagher@k 12. wa. us Patty Stevens Secondary Math Specialist (TOSA) Northshore School District pstephens@nsd. org General Support / Overall CCSS Leadership: - General email: corestandards@k 12. wa. us -Jessica Vavrus, jessica. vavrus@k 12. wa. us CCSS Communications Summit - 4 -212014