CCSS District Implementation Network Grantee Workshop May 29 & 30, 2012

1. CCSS District Implementation Network Grantee Workshop May 29 & 30, 2012

2. Welcome!Why we are here…. • Belief that past standards implementation efforts have provided a strong foundation on which to build for CCSS. • We are entering a “new generation” of standards implementation… • Belief that successful CCSS implementation will not take place top down or bottom up – it must be “both, and…” • Coherent and coordinated vision and supports at state, regional, and local levels • Belief that your district have the conditions and commitment present to engage wholly in this work. • District teams; Collaborative time for educators; agreement to serve as a resource for other districts

3. Our time together today and tomorrow… You will experience: • Shared learning and processing around: • State and national context and CCSS implementation support efforts • Key instructional shifts of the CCSS • Implementation as part of a professional learning system You will have time to: • Process with colleagues about your learning • Articulate a vision for CCSS implementation in your district within your local context You will leave with: • The start of your district’s comprehensive CCSS implementation plan with specific next steps to focus your implementation efforts this summer

4. First things first…Who are YOU and where do you stand? Road Map Team Introductions Choose one “road sign” that represents your "current reality“ in light of this work As a team share: "Our road sign is______. We chose it because _______."

5. Washington’s Context for CCSS Implementation

6. A Focus on Strong Standards Implementation 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. Our Vision: Every student will have access to the CCSS through high quality instruction aligned with the standards every day; and that all educators 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.

7. Common Core State Standards Students System inputs and considerations… Educators

8. Handout 1. What do all students need to know and be able to do as a result of the CCSS? 3. How do we design a professional learning system to support them? 2. What do the adults in the system need to know and be able to do to support all students?

9. Attending to the whole…A Balanced Assessment System Summative assessments Benchmarked to college and career readiness Teachers and schools have information and tools they need to improve teaching and learning Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teacher resources for formative assessment practices to improve instruction Interim assessments Flexible, open, used for actionable feedback

10. “Dramatic shift in teaching…” “The dramatic shift in teaching prompted by the common core will require practical, intensive, and ongoing professional learning – not one-off “spray and pray” training that exposes everyone to the same material and hope it sticks” --Stephanie Hirsch, Learning Forward

11. What’s Different: Implementation Considerations • Changing roles and capacities • State, Regional, Local • New Statewide Structures • CCSS Steering Committee • CCSS Communications Advisory • Content Association Collaboration • Smarter Balanced Assessment Work Teams, including Higher Ed • Coordination & Connection Among Major State Initiatives

12. Washington What’s Different: Implementation Partnerships – To name a few… PLUS… Large School Districts Higher Education Statewide Education and Content Associations

13. 2011-12 CCSS Timeline and Foci… OSPI Quarterly Webinar Series August/Sept. 2011 January 2012 March and May 2012

14. Spring and Summer 2012 CCSS Opportunities to Build Statewide… Awareness:

15. Spring and Summer 2012 CCSS Opportunities to Build Statewide… Capacity:

16. Spring and Summer 2012 CCSS Opportunities to Continue Statewide… Coordination and Collaboration:

17. What is YOUR District’s Context?Table Time • Draw a picture of your district’s school improvement efforts. • What does your local landscape look like? • What things are important to your district right now? What are the foci?

18. Handout 1. What do all students need to know and be able to do as a result of the CCSS? 1. What do all students need to know and be able to do as a result of the CCSS? Let’s unwrap the Math Common Core State Standards! 2. What do the adults in the system need to know and be able to do to support all students?

19. Common Core State Standards in MATHEMATICS

20. CCSS-Mathematics: What do we already know? What do I already KNOW? What do I WANT TO KNOW/learn? What did I learn/ new questions? K W L

21. Major Shifts within Mathematics CCSS • 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

22. Traditional U.S. Approach

23. Focusing attention within Number and Operations

24. Priorities in Mathematics

25. Required Fluencies in K-6

26. CCSS Design and Organization

27. 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

28. Standards for Mathematical Practices Graphic

30. Critical Areas of Focus

31. Grade Level Organization

32. Design and Organization

33. High School Pathways • The CCSSM Model Pathways • Two models that organize the CCSSM into coherent, rigorous courses • NOT required. The two sequences are examples, not mandates • 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.

34. Michigan State Study - Teachers Thoughts about CCSSM • 90% have heard of the CCSSM • 70% have read them • More than 90% like the idea of Common Standards Bill Schmidt - Michigan State University Center for the Study of Curriculum

35. Michigan State Study - Teachers Thoughts about CCSSM • After reading sample CCSSM topics for their grade, ~80% say CCSSM is “pretty much the same” as their former standards • If CCSSM places a topic they currently teach in a different grade only about ¼ would drop it Bill Schmidt - Michigan State University Center for the Study of Curriculum

36. Michigan State Study - Teachers Sense of Preparedness to Teach CCSSM Topics • Grades 1-5: About ½ feel well prepared to teach their topics • Grades 6-8: Around 60% feel well prepared to teach their topics • High School: Around 70% feel well prepared to teach their topics Bill Schmidt - Michigan State University Center for the Study of Curriculum

37. Reading: The Structure is the Standards • Individually: Read the article & highlight passages that are interesting or important to you • Share around your table: 1 passage per person • “This passage was interesting/important to me because…..” • After all have shared, open up the discussion to ask each other questions, provide information, etc.

38. How do the shifts in the CCSS-M impact the math classroom? • Phil Daro - Against "Answer-Getting"

39. Reflection: • Considering what you have learned so far this morning: • What challenges are you thinking about? • What was new for you? • What resonated with you? • What reinforced your work?

40. LUNCH

41. Standards for Mathematical Practice • Describes “habits of mind” that mathematics students at all levels should develop • Describes varieties of expertise that mathematics educators at all levels should seek to develop in their students. • Rest on important processes and proficiencies with longstanding importance in mathematics.

42. 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.

43. Standards for Mathematical Practice Graphic

45. Assign & Unpack Pairs/Trios at each table select different SMP groupings to focus on (see last slide) • 10 min Read, highlight & discuss with your partner to clarify language of the 2 Mathematical Practices in your group • 10 min Share & get input from others at your table. Record critical features on template

46. What does this look like in the classroom??? Observe: Number Talks video Record: • Evidence of students engaging in mathematical practices • Teacher strategies that support this Share: • Discuss & record observations at tables • Select one you would share with whole group

47. Do the Math: Buttons Task • Do task….individual think time then small group • How many different ways can you approach this problem? • Which SMP could be in play for students? Record on template

48. Digging Deeper…..student work • Small Groups: • Review the samples of student work from 5th grade Buttons task • What different methods did students use? • Can you add to your list of student evidence for the Mathematical Practices your table is exploring?

49. Digging Deeper…..classroom video Re-engagement Lesson • Observe: • Re-engagement Lesson Record: • Evidence of students engaging in mathematical practices • Teacher strategies that support this Share: • Discuss & record observations at tables • Select one you would share with whole group

50. What are the implications…..for Common Core implementation? • For classroom practice? • For teacher professional learning? • For district mathematics leaders?