Common Core State Standards
for Mathematics
Webinar Series – Part three
Office of Superintendent of Public Instruction
Randy I. Dorn, State Superintendent
Welcome!
Agenda for today’s webinar…
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Vision for the state and highlights from previous webinar
Statewide efforts to build capacity
Classroom transition supports that will be available
Smarter Balanced Assessment Consortium
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But First…About You
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We’d like to know a little about who is out there.
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Time for a poll.
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OSPI CCSS Mathematics Webinar - Part 3
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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.
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Washington State Implementation Timeline
August 2011
2010-11
2011-12
2012-13
2013-14 2014-15
Phase 1: CCSS Exploration
Phase 2: Build Awareness & Begin
Building Statewide Capacity
Phase 3: Build Statewide Capacity
and Classroom Transitions
January 2012
Phase 4: Statewide Application and
Assessment
Ongoing: Statewide Coordination
and Collaboration to Support
Implementation
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Common Core State Standards
for Mathematics
A Review of Progressions, Shifts, Design, and Focus
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Content Progressions and Major Shifts
Major Shifts
Focus
• Fewer big ideas --learn more
• Learning of concepts
is emphasized
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Coherence
• Articulated progressions of topics
and performances that are
developmental and connected to
other progressions
OSPI CCSS Mathematics Webinar - Part 3
Application
• Being able to apply
concepts and skills to
new situations
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CCSS Design and Organization
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Critical Areas of Focus
Grade
K–2
3–5
6
7
8
10
Priorities in Support of Rich Instruction and
Expectations of Fluency and Conceptual
Understanding
Addition and subtraction, measurement using
whole number quantities
Multiplication and division of whole numbers and
fractions
Ratios and proportional reasoning; early
expressions and equations
Ratios and proportional reasoning; arithmetic of
rational numbers
Linear algebra
OSPI CCSS Mathematics Webinar - Part 3
March 20, 2012
Common Core State Standards
for Mathematics
Next Steps in Building Statewide Capacity
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Focusing on the Foundation…
Washington’s Implementation Timeline & Activities
2010-11
2011-12
2012-13
2013-14 2014-15
Phase 1: CCSS Exploration
Phase 2: Build Awareness & Begin
Building Statewide Capacity
Phase 3: Build Statewide Capacity
and Classroom Transitions
Phase 4: Statewide Application and
Assessment
Ongoing: Statewide Coordination
and Collaboration to Support
Implementation
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Implementation Partnerships
Washington
PLUS…
Large School Districts
Higher Education
Statewide Education and Content Associations
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Begin Building Statewide Capacity

CCSS Overview and Content-Specific Learning
Opportunities
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Opportunities in each ESD region for professional
learning focused on Math and ELA CCSS – consistent
content, no charge to attend.

Time: Spring and summer 2012
OSPI CCSS Mathematics Webinar - Part 3
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Common Core State Standards
for Mathematics
Classroom Transition Supports
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Standards for Mathematical Practice
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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
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Standards for Mathematical Practices
Graphic
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Three-Year Transition Plan for Common Core State
Standards for Mathematics by Grade Level
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Professional Development Plan CCSS-M
 Three-year transition plan focuses on one or two domain
areas for each year.
 Domain of focus for year one aligns to the current testing
of the MSP and EOC.
 Each year additional domains will be added, but the
process can be repeated each year of the transition.
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Professional Development Plan CCSS-M
Step 0:
Introduction and Overview of the Common Core
State Standards for Mathematics (CCSS-M) (approx. 1-2 hours)
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Professional Development Plan CCSS-M
Step One:
Decoding the Language of the Common Core State
Standards for Mathematics (CCSS-M) – (approx. 3
hours)
During this training, educators will dig into the language of the standards
and examine the student expectations within the content standards.
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What does this mean?
The 2008 standards asks students to:
6. 3.C
Solve single- and multi-step word problems involving ratios,
rates, and percents, and verify solutions.
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In the Common Core State Standards students will need
to:
6.RP.3
Use ratio and rate reasoning to solve real-world and
mathematical problems, e.g., by reasoning about tables of
equivalent ratios, tape diagrams, double number line
diagrams, or equations.
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What does this mean?
6.RP.3
 a. Make tables of equivalent ratios relating quantities with
whole-number measurements, find missing values in the tables,
and plot the pairs of values on the coordinate plane. Use table
to compare ratios.
 b. Solve unit rate problems including those involving unit
pricing and constant speed.
 c. Find a percent of a quantity as a rate per 100; solve
problems involving finding the whole, given a part and the
percent.
 Use ratio reasoning to convert measurement units; manipulate
and transform units appropriately when multiplying or dividing
quantities.
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An Example
For every 5 cups grape juice mix in 2
cups peach juice.
http://math.arizona.edu/~ime/progressions/
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http://math.arizona.edu/~ime/progressions/
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Professional Development Plan CCSS-M
Step Two:
Deepening Your Understanding of the Mathematics in
the Common Core State Standards (CCSS–M) (approx. 4 hours)
Educators will further unpack the standards by looking at examples and
connecting content standards to the Standards of Mathematical Practices.
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Your Turn
A runner ran 20 miles in 150 minutes. If she
runs at that speed,
a) How long would it take her to run 6 miles?
b) How far could she run in 15 minutes?
c) How fast is she running in miles per hour?
d) What is her pace in minutes per mile?
http://illustrativemathematics.org/
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Professional Development Plan CCSS-M
Step Three:
Connecting the Common Core State Standards for
Mathematics (CCSS-M) to Instructional Materials –
(approx. 1.5 hours)
Educators will have an opportunity to link the Common Core State
Standards for Mathematics to instructional materials and other
resources. Teachers will examine the cognitive complexity of tasks
within their materials and consider the amount of scaffolding that is
appropriate.
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Begin Building Statewide Capacity

CCSS Overview and Content-Specific Learning
Opportunities
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
Opportunities in each ESD region for professional
learning focused on Math and ELA CCSS – consistent
content, no charge to attend.

Time: Spring and summer 2012
OSPI CCSS Mathematics Webinar - Part 3
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SMARTER
Balanced Assessment System
New Assessment System:
What We Know So Far
A National Consortium of States
• 28 states
representing
44% of K-12
students
• 21 governing,
7 advisory
states
• Washington
state is fiscal
agent
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Next Generation Assessments
• More rigorous tests measuring student progress toward
“college and career readiness”
•
Grades 3-8 and High School
• Have common, comparable scores across member states,
and across consortia
• Provide achievement and growth information to help make
better educational decisions and professional development
opportunities
• Assess all students, except those with “significant cognitive
disabilities”
• Administer online, with timely results
• Use multiple measures
Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85
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A Balanced Assessment System:
ELA and Math --Grades 3-8 and High School
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Summative
assessments
Benchmarked to
college and career
readiness
Teachers and
schools have
information and
tools they need to
improve teaching
and learning
Teacher resources for
formative assessment
practices
to improve instruction
March 20, 2012
All students
leave
high school
college
and career
ready
Interim assessments
Flexible, open, used for
actionable feedback
OSPI CCSS Mathematics Webinar - Part 3
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Grades Supported Through Smarter Balanced
Grades
8
3
10
9
11
12
March 20, 2012
Summative
Interim
(Optional)
Formative Tools
and Professional
Learning
(Optional)
✔
✔
✔
1-2 Performance
Tasks as Required
to Cover CCSS
✔
✔
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EOC and
Comprehensive
✔
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EOC and
Comprehensive
Optional
✔
EOC and
Comprehensive
OSPI CCSS Mathematics Webinar
- Part 3
✔
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A Balanced Assessment System
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OSPI CCSS Mathematics Webinar - Part 3
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Time and format
• Summative:
For each content area - ELA & Math
– Computer Adaptive Testing
• Selected response (MC), Constructed Response (openended), Technology enhanced (e.g., drag and drop,
video clips, limited web-interface)
– Performance Tasks (like our CBAs)
• Up to 2 per content area in grades 3-8
• Up to 6 per content area in High School
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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
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Time and format
• Interim assessments
– Can be used as often as needed
– Can be customized by districts/schools
• To focus on selected strands
• To clone summative test
– Will use Computer Adaptive Technology
– Released items from summative item bank
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Washington’s Testing System Transition
Current Testing System
 Reading and Math: Grades 3–8 and 10
 Writing: Grades 4, 7, 10
 Science: Grades 5, 8, 10
SBAC/CCSS Testing System
 English/Language Arts and Math: Grade 3–8 and 11*
 Science exams are required under ESEA but are not
included in SBAC
*11th grade to measure college and career readiness. We are working with higher ed to explore the
possible use of these measures as an alternative for college placement (or entrance).
()
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Still to be worked out:
System Development and Implementation Details
•
•
•
•
•
•
•
How can teachers volunteer for item writing?
How can schools volunteer for limited pilot?
Will everyone have to participate in the field test?
What retake opportunities will there be?
Mandatory testing schedule?
Will translations be available?
What tools will be allowed (e.g., calculator, highlighter,
thesaurus)?
• What accommodations will be allowed?
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Still to be worked out:
System Development and Implementation Details
• What technology infrastructure will be required
(survey for districts coming this spring)?
• What if there are not enough computers?
• What will parent and classroom reports look like?
• What happens to the Smarter Balanced Consortium
at the end of the grant (Oct 2014)?
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Still to be worked out:
Washington’s Policy Discussion…
• Will 11th grade exam be used for graduation (exit
exam) in Washington?
• If these exams are our exit exams what will the CAA
options be?
• Will the Summative SBAC test replace our End of
Course exams or will SBAC have End of Course exams
too?
• How will Washington’s science tests mesh with these
tests?
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Find Out More: www.SmarterBalanced.org
State Contact: Robin.Munson@k12.wa.us
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Key next steps and additional resource for Phase 2
– Spring & Summer 2012
Continue Building Statewide Awareness…(http://k12.wa.us/CoreStandards/default.aspx)

CCSS Webinar Series, web resources
(http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar )

CCSS Overview Presentations and Support (OSPI and ESD partners)
Continue Statewide Coordination and Collaboration
 Convene statewide professional learning content associations to coordinate
statewide PD offerings for FALL 2012
 Higher education coordination
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
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WA Assoc. Colleges of Teacher Education (April)
PESB Endorsement Competency Revision Process
HECB / SBAC – “Core to College” project
Begin Building Statewide Capacity…
In collaboration with 9 regional ESDs and other state partners:
 CCSS Overview and Content-Specific Learning Opportunities
 Establish CCSS District Implementation Network Pilot Project
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Washington CCSS Upcoming Events

2011-12 OSPI Quarterly Webinar Series (September and January

WA State PTA Conference – May 4-6, 2012

ESD Content Leader PD dates To Be Determined (will be
webinars and materials posted at
http://k12.wa.us/CoreStandards/UpdatesEvents.aspx ) :
 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
posted on OSPI CCSS Web Site:
http://k12.wa.us/Corestandards/default.aspx).
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Ways to keep in touch
http://k12.wa.us/CurriculumInstruct/news.aspx
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Washington State Educational Service Districts
Math Coordinator Network Team
2011-2012
ESD
Location
Math Coordinator
Phone
NEW ESD 101
Spokane
Erik Wolfrum
(509) 789-3551
ESD 105
Yakima
Ann Sipe
(509) 853-1100
ESD 112
Vancouver
Sue Bluestein
(360) 750-7500,
Ext. 143
ESD 113
Olympia
Heather Dorsey
(360) 464-6704
Olympic ESD 114
Bremerton
Katy Absten
(360) 782-5061
Puget Sound ESD 121
Renton
Sandy Christie
(425) 917-7934
ESD 123
Pasco
Cathey Bolson
(509) 544-5736
North Central ESD 171
Wenatchee
Mary Jane Ross
(509) 667-3633
Northwest ESD 189
Anacortes
Jeanette Grisham
(360) 299-4716
Email
ewolfrum@esd101.net
ann.sipe@esd105.org
sue.bluestein@esd112.org
hdorsey@esd113.org
kabsten@oesd.wednet.edu
schristie@psesd.org
cbolson@esd123.org
maryr@ncesd.org
jgrisham@nwesd.org
Cheryl Lydon
Statewide ESD Math/Science Director
425-917-7866
CSS Webinar
Series Part 3: Mathematics
clydon@psesd.org
Thank you.
Common Core Questions:
Email: corestandards@k12.wa.us OR
Greta Bornemann, OSPI CCSS Project
Lead, E-mail:
Greta.Bornemann@k12.wa.us
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