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Washington State's Perspective on Transitioning to the Common Core Standards

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

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Washington State's Perspective on Transitioning to the Common Core Standards

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  1. 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) NWMC 10/11/13

  2. Our time together • Top 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 Education Every Washington public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21st century. NWMC 10/11/13 Class of 2011: Bridgeport High School

  4. Our guiding beliefs and approach for CCR Standards Implementation in WA 2-Prongs: • 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. • 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. Putting the CCSS into practice: attending to the shifts NWMC 10/11/13

  6. 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 NWMC 10/11/13

  7. Shift One: FocusStrongly 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 withhigher scores on those topics covered because students have more time to master thecontent that is taught.” – Ginsburg et al., 2005 NWMC 10/11/13

  8. FOCUS NWMC 10/11/13

  9. Shift Two: CoherenceThink 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. 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. Shift Three: RigorEqual 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 NWMC 10/11/13

  13. 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 NWMC 10/11/13

  14. Operationalizing the CCSS shifts Do: 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 shifts Caution: 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. Reflection What 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 Value 2.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

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  24. Some New Ways of Doing Business NWMC 10/11/13

  25. Some New Ways of Doing Business NWMC 10/11/13

  26. Reflection • Share 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.1 Apply 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 Business A 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. Reflection • Share 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.4 Solve 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 −4 NWMC 10/11/13

  39. Reflection • Share 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? 2, 4, 6, 8 1, 3, 5, 7 NWMC 10/11/13

  43. Answer Getting We 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. “Struggle” and “mistakes” are not typically rewarded in school. For struggling students, mistakes = “I’m stupid.” http://bookpeeps.org/2012/11/20/teaching-methods-east-vs-west/ NWMC 10/11/13

  44. Sense Making Classroom Culture that Fosters: • Productive Struggle • Growth Mindset – Carol Dweck • Valuing multiple pathways to a solution • Opportunities to engage in rich math tasks and problems NWMC 10/11/13

  45. Implications for the CCSS for ALL students • 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

  46. No one who ever bought a drill wanted a drill. They wanted a hole. -Perry Marshall NWMC 10/11/13

  47. Opportunities to learn more NWMC 10/11/13

  48. Washington Ongoing: Statewide Coordination and Collaboration to Support Implementation • Including: • School Districts (CCSS District Implementation Network) • Higher Education • Education and Educator Content Associations • Business Partners NWMC 10/11/13

  49. CCSS Connections – Grades 9-12 Saturday 10:00 - 11:30 AM Workshop Katy Absten - Olympic ESD 114Sandy Christie - Puget Sound ESD 121 Regency 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

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