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Washington CCSS Fellows: The Vision. Build teacher leader capacity in Mathematics and English Language Arts (ELA) across all regions in Washington Create a state-wide system of supports grounded in a consistent educator network that provides access to implementation resources across the regions

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washington ccss fellows the vision
Washington CCSS Fellows: The Vision
  • Build teacher leader capacity in Mathematics and English Language Arts (ELA) across all regions in Washington
  • Create a state-wide system of supports grounded in a consistent educator network that provides access to implementation resources across the regions
  • Create a platform for teacher voice to inform statewide implementation efforts
  • Build on existing opportunities that engage teacher leaders within each region

Fellows Kick-off Webinar 2-20-13

2013 fellows work kickoff a partnership with cstp
2013 Fellows Work: Kickoff: a partnership with CSTP
  • Common Core Fellows will develop a deeper understanding of the CCSS
  • Identify high-leverage practices that support instructional shifts required for implementation of the CCSS.
  • Consistent and focused professional development that supports implementation of the CCSS.

Fellows Kick-off Webinar 2-20-13

february 26 protocol development
February 26: Protocol Development
  • Introduction/overview
  • The “big shifts” with CCSS
  • Getting to the shifts: identifying high-leverage practices
  • Practice as a large group
  • Break into content groups and dive deep

Fellows Kick-off Webinar 2-20-13

logistics
Logistics

See you soon!

  • February 26, 2013
  • Radisson Hotel, SeaTac
  • 9:00 am-4:00 pm
  • Please bring your CCSS, with appendices
  • Laptop
  • Headphones
  • Dress comfortably 

Questions:greta.bornemann@k12.wa.us

For travel arrangements:

  • Sherrie.Cornett@k12.wa.us

Fellows Kick-off Webinar 2-20-13

theory of practice for ccss implementation in wa
Theory of Practice for CCSS 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 for CCSS; HOWEVER there are shifts that need to be attended to in the content.
  • The How: System “Remodeling”
    • Belief that successful CCSS 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

Fellows Kick-off Webinar 2-20-13

let s dig into the mathematics ccss
Let’s Dig into the Mathematics CCSS!

Fellows Kick-off Webinar 2-20-13

the 3 shifts in ccssm
The 3 Shifts in CCSSM

Fellows Kick-off Webinar 2-20-13

  • 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
shift one focus strongly where the standards focus
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 becausestudents have more time to master thecontent that is taught.”

– Ginsburg et al., 2005

Fellows Kick-off Webinar 2-20-13

attaining focus in early grades
Attaining Focus in early grades
  • K-2 is a master class in addition and subtraction - concepts, skills and problem solving
  • 3-5 turns to 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 coordinated 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

Fellows Kick-off Webinar 2-20-13

shift two coherence think across grades and link to major topics within grades
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.

Fellows Kick-off Webinar 2-20-13

how do students perceive mathematics
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)

Fellows Kick-off Webinar 2-20-13

how do students perceive mathematics1
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)

Fellows Kick-off Webinar 2-20-13

slide15

CCSS

4.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

Grade 4

5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

5.NF.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

Grade 5

  • 6.NS. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
    • 6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.

Grade 6

Informing Grades 1-6 Mathematics Standards Development: What Can Be Learned from High-Performing Hong Kong, Singapore, and Korea? American Institutes for Research (2009, p. 13)

Fellows Kick-off Webinar 2-20-13

coherence link to major topics within grades
Coherence: Link to major topics within grades

Example: Geometric measurement

3.MD, third cluster

Fellows Kick-off Webinar 2-20-13

slide17
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

Fellows Kick-off Webinar 2-20-13

required fluencies in k 6
Required Fluencies in K-6

Fellows Kick-off Webinar 2-20-13

it starts with focus
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

Fellows Kick-off Webinar 2-20-13

the structure is the standards
The Structure is the Standards

A Grecian urn

You have just purchased an expensive Grecian urn and asked the dealer to ship it to your house. He picks up a hammer, shatters it into pieces, and explains that he will send one piece a day in an envelope for the next year. You object; he says “don’t worry, I’ll make sure that you get every single piece, and the markings are clear, so you’ll be able to glue them all back together. I’ve got it covered.” Absurd, no? But this is the way many school systems require teachers to deliver mathematics to their students; one piece (i.e. one standard) at a time. They promise their customers (the taxpayers) that by the end of the year they will have “covered” the standards.

“The Standards” refers to all elements of the design—the wording of domain headings, cluster headings, and individual statements; the text of the grade level introductions and high school category descriptions; the placement of the standards for mathematical practice at each grade level.

Adapted from “The Structure is the Standards”

by Bill McCullum, Phil Daro and Jason Zimba

Fellows Kick-off Webinar 2-20-13

standards for mathematical practice
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

Fellows Kick-off Webinar 2-20-13

standards for mathematical practices
Standards for Mathematical Practices

Graphic

Fellows Kick-off Webinar 2-20-13

some old ways of doing business
Some Old Ways of Doing Business
  • A different topic every day
  • Every topic treated as equally important
  • Elementary students dipping into advanced topics at the expense of mastering fundamentals
  • Infinitesimal advance in each grade; endless review
  • Incoherence and illogic – bizarre associations, or lacking a thread

Fellows Kick-off Webinar 2-20-13

some new ways of doing business
Some New Ways of Doing Business

2.NBT.A

Fellows Kick-off Webinar 2-20-13

some new ways of doing business1
Some New Ways of Doing Business

Fellows Kick-off Webinar 2-20-13

a see interpret the structure of expressions
A.SEE Interpret the structure of expressions.

Some New Ways of Doing Business

Suppose P and Q give the sizes of two different animal populations, where Q>P.

In (a)–(d), say which of the given pair of expressions is larger. Briefly explain your reasoning in terms of the two populations.

Fellows Kick-off Webinar 2-20-13

slide28

“Students can demonstrate progress toward college and career readiness in mathematics.”

Claims for the Mathematics Summative Assessment

  • “Students can demonstrate college and career readiness in mathematics.”

Overall Claim for Grades 3-8

  • “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”

Overall Claim for Grade 11

  • “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”

Claim #1 - Concepts & Procedures

  • “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

Claim #2 - Problem Solving

  • “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

Claim #3 - Communicating Reasoning

Claim #4 - Modeling and Data Analysis

Fellows Kick-off Webinar 2-20-13

slide29

Smarter Balanced

Resources and Opportunities

Find Out More: www.SmarterBalanced.org

Monthly e-Newsletter: http://www.smarterbalanced.org/2012/05/check-out-smarter-news-the-consortiums-monthly-enewsletter/

State Contact: Robin.Munson@k12.wa.us

Fellows Kick-off Webinar 2-20-13

transition plan for washington state
Transition Plan for Washington State

Fellows Kick-off Webinar 2-20-13

top resources for math educators
Top Resources for Math Educators
  • Inside Mathematics Video excerpts of mathematics lessons correlated with the practice standards, resources on content standards alignment, and videos of exemplary lessons in both elementary and secondary settings.
  • Illustrative Mathematics Guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students experience in a faithful implementation of the Common Core State Standards.
  • Progressions Documents for the Common Core Math Standards Narrative documents describing the progression of a topic across a number of grade levels.
  • Publishers Criteria Provides criteria for aligned materials to CCSS. Based on the two major evidence-based design principles of the CCSSM, focus and coherence, the document intends to guide the work of publishers and curriculum developers, as well as states and school districts, as they design, evaluate, and select materials or revise existing materials.
  • Achieve The Core Guidance and templates on how to begin implementing the shifts, assembled by the nonprofit Student Achievement Partners.

Fellows Kick-off Webinar 2-20-13

slide32

Thank you!

  • Greta Bornemann, Greta.Bornemann@k12.wa.us

Fellows Kick-off Webinar 2-20-13