Make your own title……share at your tables

1. Introduction to the Common Core State Standards Sandy Christie PSESD

2. Make your own title……share at your tables

3. Jot down (for discussion later) • Things you find important • Questions you have

4. Learning Targets • Be aware of the goals and history of the Common Core State Standards • Become acquainted with the Smarter Balanced Assessment Consortium • Understand the structure of the CCSS • Make connections with the “practices” for Mathematics, ELA, and Science

5. Implementing the Common Core State Standards in Washington State Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and that all English language arts and mathematics teachers are prepared and receive the support they need to implement the standards in their classrooms every day. Our Purpose: To develop a statewide system with aligned resources that supports all school districts in their preparation of educators and students to implement the CCSS. This includes building system-wide capacity for sustained professional learning that can support CCSS implementation now and be applied to other initiatives in the future. Our Core Values: This vision can only occur through core values of clarity, consistency, collaboration, coordination, and commitment from classrooms, schools, and communities to the state level. OSPI CCSS Mathematics Webinar - Part 3

6. July 20, 2011 Washington confirmed its commitment to student success with the adoption of Common Core State Standards (CCSS)

7. Who else has adopted?

8. CCSS : A Nation-Wide Answer to the Questions • What should kids learn? • What should teachers teach? • What can parents, colleges, and workplaces expect kids to know?

9. Goals of Common Core • National standards that provide consistency for mobile students • Equity of access

10. Goal of Common Core • Educators, students, and parents have a shared understanding of a set of clear educational standards and what is expected of students

11. Goal of Common Core • Consistent academic framework for preparing students for success in college and work

12. What Did we Get? • Two sets of standards K-12 • English – Language Arts & Literacy includes integrated reading and writing standards for History/Social Studies, Science, and Technical Subjects • Mathematics • Created by nationally recognized experts in each field

13. Where did they come From? • State-led Effort coordinated by • National Governors' Association (NGA) • Council of Chief State School Officers (CCSSO) • A national set of standards but not a federal government product or directive • Written by a consortium of content experts, teachers, and administrators • Why now and not before? • Race To the Top educational reform being funded by the U.S. Department of Education

14. What does This mean? • Economy of scale for “stuff” • Assessments • Materials • Resources • Extensions • Enrichments • Software • Etc.

15. What does This mean ? • Focus was on narrowing the amount taught – and deepening those concepts • Provide time to work to mastery

16. What is CCSS Not? • Does not dictate curriculum or teaching method • Does not dictate the order or sequence within a grade level • Does not define intervention methods or materials

17. The Vision of the Common Core State Standards • http://www.youtube.com/watch?v=9IGD9oLofks

18. Timeline for adoption/assessment

20. Washington’s Context…Proposed Summative Assessments in 2014–15 OSPI CCSS Mathematics Webinar - Part 3

21. Turn and Talk with partner • Share what you thought was important – so far • Questions that were answered for you • Questions you would still like answered

22. TIME FOR A LOOK AT FUN! • http://www.youtube.com/watch?v=r7IvegYtyDw

23. New Assessment System: What We Know So Far SMARTER Balanced Assessment System

24. http://www.wera-web.org/pages/activities/WERA_Winter11/4.4%20SMARTER%20Balance.pdfhttp://www.wera-web.org/pages/activities/WERA_Winter11/4.4%20SMARTER%20Balance.pdf

25. Why

26. Who

30. How

31. Promised

33. Time and format • Summative: For each content area - ELA & Math • Computer Adaptive Testing • Selected response (MC), Constructed Response (open-ended), Technology enhanced (e.g., drag and drop, video clips, limited web-interface) • Paper/pencil summative offered for three years (transition period) • Performance Tasks (like our CBAs) • Up to 2 per content area in grades 3-8 • Up to 6 per content area in High School OSPI CCSS Mathematics Webinar - Part 3

34. Time and format • Summative: - Administration window is last 12 weeks of school - For each content area - ELA & Math • Shorter option for states (~3 hours ELA, ~2 hours Math) • Scale score on comprehensive test (met/not met determination) • Longer option for states (~5 hours ELA, ~3 hours Math) • Able to report data on claims for individual students OSPI CCSS Mathematics Webinar - Part 3

37. Key Assessment Activities

38. Grades Supported Through Smarter Balanced 8 3 10 9 11 12 OSPI CCSS Mathematics Webinar - Part 3

39. Turn and Talk with partner Share what you thought was important – so far Questions that were answered for you Questions you would still like answered

40. Resources for Implementation • All things Common Core – in the state of Washington http://www.k12.wa.us/CoreStandards/ • All things Common Core – Nation wide http://www.corestandards.org/ • Latest news, tools, thinking by the top “guys” http://commoncoretools.wordpress.com

42. http://www.youtube.com/watch?v=ANDk0SWzplo&feature=related

44. Shifts and Organization of Common Core State StandarDs

45. Major Shifts in Mathematics • Focus: Focus strongly where the standards focus • Coherence: Think across grades and link to major topics • Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

46. Domains, not strands

47. Building a foundation

48. Organization of the CCSS-M document • Critical areas of focus for each grade level – located in the beginning paragraph for each grade level K-8 • Domainsare large sections of related clusters. • Clusters are groups of related standards – with a “cluster heading” statement • Standards define what students should understand and be able to do.

49. Critical Areas of Focus - sample Mathematics | Kindergarten (CCSS-M page 9) In Kindergarten, instructional time should focus on two critical areas: (1) representing, relating, and operating on whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.

50. Structure of the CCSS - Mathematics