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Implementing the Common Core State Standards in Washington State

Introduction to the Common Core State Standards Sandy Christie PSESD. Implementing the Common Core State Standards in Washington State.

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Implementing the Common Core State Standards in Washington State

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

  2. 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

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

  4. Who else has adopted?

  5. 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?

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

  7. 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

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

  9. 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

  10. 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

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

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

  13. 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

  14. Timeline for adoption/assessment

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

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

  17. 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

  18. Why

  19. Who

  20. How

  21. Promised

  22. 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

  23. 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

  24. Key Assessment Activities

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

  26. 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

  27. Shifts and Organization of Common Core State Standars

  28. 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

  29. Domains, not strands

  30. Building a foundation

  31. 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.

  32. 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.

  33. Structure of the CCSS - Mathematics

  34. Connecting to Standards for Mathematical Practice

  35. Standards for Mathematical practices • What we used to call the “process” standards • In the CCSS, they are located in the front of the standards, not the back • Reminder on each grade overview page

  36. Standards for Mathematical practices • Describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. • Rests on important processes and proficiencies with longstanding importance in mathematics education.

  37. Mathematical Practices • 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.

  38. CCSS-ELA As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity the following capacities of the literate individual.

  39. Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language • They demonstrate independence • They build strong content knowledge • They respond to the varying demands of audience, task, purpose, and discipline • They comprehend as well as critique • They value evidence • They use technology and digital media strategically and capably • They come to understand other perspectives and cultures.

  40. Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce:   • Through a collaborative, state-led process managed by Achieve, new K–12 science standards are being developed that will be rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The NGSS will be based on the Framework for K–12 Science Education developed by the National Research Council.

  41. Dimension 1: Scientific and Engineering Practices • Asking questions (for science) and defining problems (for engineering) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations (for science) and designing solutions (engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information

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