Common Core State Standards Overview Webinar for School District Leaders August 10, 2011

1. Common Core State Standards OverviewWebinar for School District LeadersAugust 10, 2011 Jessica Vavrus and Greta Bornemann OSPI Teaching and Learning Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent

2. Welcome!Our time together today… • CCSS Webinar series purpose and audiences • Overview of the CCSS initiative • Overview of major shifts in CCSS for English language arts and mathematics • Transitional supports available • Answer your questions and discuss next steps

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.

4. What are the Common Core State Standards? Define knowledge and skills students should have within K-12 education careers so that they will graduate high school able to succeed in careers and college. The English language arts and mathematics standards: • Align with college and work expectations; • Are clear, understandable, consistent; • Include rigorous content and application of knowledge; • Build on strengths and lessons of current state standards; and • Prepare all students for success in global economy and society. They do not: • Dictate how teachers teach • Dictate what instructional / curricular materials should be used

5. State of the States Collective State Action on Education Reform Priorities

6. Why Common Core State Standards for Washington? • C: Clarity. The standards are focused on what’s most important. They are coherent and clear. • C: Collaboration. States can pool resources and expertise to implement the standards. • S: Student success. The standards are benchmarked to high national and international standards. Students will develop the knowledge and skills they need to be successful. • S: Same. Expectations are the same for students across most states, so they don’t lose ground when they move from one state to another.

7. Our Learning Goals are a strong foundation… • Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences; • Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness; • Think analytically, logically, and creatively, and to integrate technology literacy and fluency as well as different experiences and knowledge to form reasoned judgments and solve problems; and • Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities. (Updated in 2011: SSB 5392)

8. Our vision for the CCSS is two-fold… By 2014-15, • Every student has access to the standards through high quality instruction grounded in the instructional practices embedded within the CCSS every day. • All English language arts and mathematics teachers are prepared and receive the support they need to bring the standards to life in their classrooms every day.

9. We believe this can only occur through… • Collaboration • Coordination • Commitment “From the school house to the state house…”

10. Washington’s CCSS Involvement – Summer 2009 to Present For more details and resources visit Washington’s CCSS Web site: http://k12.wa.us/Corestandards/default.aspx

11. Washington’s Common Core Implementation Timeline

13. Next Steps… • Implementation efforts begin in Summer/Fall 2011 • Engage CCSS workgroups, key stakeholders and state content associations (August) • Tribal Sovereignty Curriculum Alignment Workgroup (August) • Establish CCSS implementation support “platform” and materials • Establish process for building statewide capacity around the content for widespread support in 2012-13 • Determine roles and resources related to transition • Assessment system alignment • Students will continue to be assessed on Washington’s 2005 reading and writing standards, and on the 2008 mathematics standards through the 2013-14 year. Full assessment of Washington’s common core state standards for English language arts and mathematics will occur in the 2014-15. • WA engagement in state standards and assessment collaboratives • Mobilize resources and statewide education partners

14. Implementing College and Career Ready Standards • States Collectively Acting on: • professional development • communication • curriculum • transition plans • assessment

15. Statewide Transition and Implementation Supports • Content-specific implementation support plans and resources: underway to help guide districts' smooth transition to CCSS. Statewide professional development at each grade level will be coordinated by partners across the state. • Tribal Sovereignty Curriculum Alignment Workgroup will be aligning the Tribal Sovereignty Curriculum to the CCSS. • CCSS “Toolkit” for Implementation Support • Samples of meeting/presentation protocols that can be used with different groups and audiences

16. Statewide Transition and Implementation Supports • Quarterly CCSS Webinar Series: • System-focused implementation supports • Mathematics • English language arts • CCSS Symposia • Fall 2011 / Winter 2012 (collaboration with WSASCD) • Others TBD… • Conference presentations throughout the year • T&L monthly “newsflashes” and listserv http://k12.wa.us/CoreStandards/default.aspx

17. Digging Deeper into the Standards…. Mathematics and English Language Arts

18. Common Core State Standards for Mathematics (CCSS-M)

19. Major Shifts within Mathematics CCSS • Focus • Focus • Focus • Coherence • Application

20. Coherence Focus • Fewer big ideas --- learn more • Learning of concepts is emphasized • That is, time is spent on a topic and on learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards. Coherence • Articulated progressions of topics and performances that are developmental and connected to other progressions • Conceptual understanding and procedural skills stressed equally Application • Being able to apply concepts and skills to new situations

21. Critical Areas in Mathematics

22. Structure of the Common Core State Standards in Mathematics

23. Structural Comparison: WA Standards vs. CCSSMathematics (for full comparison informational handout go to: http://k12.wa.us/Corestandards/default.aspx) • The move toward “career and college readiness”… • Standards for Mathematical Practice (“Habits of Mind”) denoted at each grade level • CCSS include more advanced standards denoted by (+) symbols starting in high school • High school course pathways

24. 8 CCSSM Mathematical Practices 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

25. High School Pathways • The CCSSM Model Pathways are two models that organize the CCSSM into coherent, rigorous courses • The CCSSM Model Pathways are NOT required. The two sequences are examples, not mandates • Four years of mathematics: • One course in each of the first three years • Followed by options of courses for year four • Course descriptions • Define what is covered in a course • Are not prescriptions for the curriculum or pedagogy

26. High School Pathways • 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.

27. Mathematics Transition Resources

28. Resources for Implementation • Progressions for the Common Core State Standards in Mathematics • The Illustrative Mathematics Project • Mathematics Curriculum Analysis Project • From Arizona: A graphic overview of the CCSS Mathematics along with standards delineated by grade level. • Parent Resource Guides: http://www.pta.org/4446.htm

29. State Resources for Transition • Alignment crosswalk documents: http://k12.wa.us/CoreStandards/Transition.aspx • Grade-level transition documents describe: • What standards to continue • What standards to remove • What standards to move to • Coming soon…Three-Year Transition Plan for Common Core State Standards for Mathematics by Grade Level

30. Common Core State Standardsfor English Language Arts

31. ELA/Literacy: 6 Major Shifts • Balance of literature and informational texts (K-5) • 50% informational text by grade 4 • Access the world – science, social studies, the arts, and literature – through text • Literacy as part of science and social studies/history; informational texts as part of ELA (6-12) • More emphasis on informational text in ELA (55% by grade 8; 70% by grade 12) • Emphasis on literary experiences in domain-specific text and instruction in science and history/social studies

32. ELA/Literacy: 6 Major Shifts • Appropriately complex text • Staircase of complexity • Each grade level, step of growth • More time for close and careful reading • Appropriate and necessary scaffolding and supports for students reading below grade level 4. Questions text-dependent • Rich discussions dependent on common text • Focus on connection to text • Develop habits for making evidentiary arguments in discussion and writing

33. ELA/Literacy: 6 Major Shifts • Writing to inform or argue using evidence • Narrative still an important role • Emphasis on writing to inform and to make an argument • Particular focus on written arguments that respond to ideas, events, facts, and arguments presented in texts • Academic vocabulary • Vocabulary to access grade-level, complex texts • Focus on pivotal, commonly found words, such as consequently, generation

34. ELA Major Shifts Strongest Messages • Shift to higher-level thinking skills • Increasing focus on Informational passages • Not coverage, but depth and focus: RIGOR • Writing about texts, citing sources

35. English Language Arts: Standards and Structure

36. Structural Comparison: WA Standards vs. CCSSEnglish Language Arts (for full comparison informational handout go to: http://k12.wa.us/Corestandards/default.aspx) • The move toward “career and college readiness”… • CCSS add grades 11 and 12 • Greater focus on increasing text complexity, argumentative writing, research skills from early grades • WA strength at K-3 / student goal setting

37. Three Appendices Include Valuable Information • Appendix A: Research and evidence, glossary of key terms, overview of each strand, text complexity, conventions grade-level chart • Appendix B: Reading text exemplars; sample performance tasks • Appendix C: Annotated student writing samples, K-12

38. Current WA Standards (GLEs) – Grades K-10 Common Core ELA Standards – Grades K-12 Reading Writing Communication (includes Speaking and Listening) Media & Tech Language

39. English Language ArtsTransitional Supports

40. Resources for Implementation • ELA overview documents as connected with WA standards: http://k12.wa.us/CoreStandards/Transition.aspx#ELAGradeLevel • Guidance for districts developing and reviewing materials aligned with CCSS in English Language Arts: http://k12.wa.us/CoreStandards/Resources.aspx • Alignments cross-walk documents: http://k12.wa.us/CoreStandards/Transition.aspx#Analyses • Parent Resource Guides: http://www.pta.org/4446.htm

41. State Resources for Transition • Coming soon….Grade-level transition documents describe: • What standards to continue • What standards to remove • What standards to move to • Coming soon….Three-Year Transition Plan for Common Core State Standards for ELA by Grade Level – coming soon

42. What about assessment?SMARTER Balanced Assessment Consortium 44 states participating in assessment consortia SBAC The SBAC goal… • To develop a set of comprehensive and innovative assessments for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards. • So that all students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching. • The assessments shall be operational across Consortium states in the 2014-15 school year. To learn more...the SMARTER Balanced Assessment Consortium can be found online at http://www.k12.wa.us/SMARTER/ Source: Center for K–12 Assessment & Performance Management at ETS

43. SBAC Assessment System Components Summative assessments benchmarked to college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness Teachers can access formative processes and tools to improve instruction All students leave high school college and career ready Interim assessments that are flexible, open, and provide actionable feedback

44. System Highlights

45. Now let’s get to work…CCSS Statewide Conference Presentations • August 15 – CTE Summer Conference • October 2-4 – WASA Fall Conference • October 14 – WSASCD Annual Conference • November 1 – CCSS Symposium, Federal Way SD • November 17-20 – WSSDA Annual Conference • December 7 – 9 – WERA • More on the way…

46. Now let’s get to work…CCSS Statewide Webinar Series • September 20, 3:30-4:30 – Mathematics • September 22, 3:30-4:30 – English Language Arts • January 10, 10:30 – 11:30 – District/Building Leaders • January 17, 3:30 – 4:30 – Mathematics • January 19, 3:30 – 4:30 – English Language Arts • March 7,10:30 – 11:30 – District/Building Leaders • March 20, 3:30 – 4:30 – Mathematics • March 21, 3:30 – 4:30 – English Language Arts • May 23, 10:30 – 11:30 – District/Building Leaders • May 29, 3:30 – 4:30 – Mathematics • May 31, 3:30 – 4:30 – English Language Arts http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar

47. Thank you. corestandards@k12.wa.us