ccss ela webinar series: part 4

CCSS ELA Webinar Series: Part 4

CCSS ELA Shifts & Academic Vocabulary and Text Complexity: Next Steps

Today’s Agenda

OSPI_CCSS.ELA_Part4_5.30.132

CCSS ELA Shifts & Academic Vocabulary and Text Complexity: Next Steps

Smarter Balanced Assessment

Resources and professional learning opportunities

OSPI CCSS Quarterly Webinar Series http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar


Year 2 Topics: 2012-13

CCSS Systems for District and Building Leaders

1. September 2012: Recap / State Context / Resources / Where to Start / Professional Learning Systems

2. December 2012: The Basics for School Boards3. March 2013: Focus on Instructional Materials /

Principal Leadership4. May 2013: Focus on Communications and

Smarter Balanced Digital Library

CCSS-M Content for Leaders and Cross-Content Teams

1. September 2012: Recap / Math Shifts and Resources

2. December 2012: Diving into the Math Shifts for Elementary

3. March 2013: Diving into the Math Shifts for Middle School

4. May 2013: Diving into the Math Shifts for High School

CCSS-ELA for Leaders and Cross-Content Teams

1. September 2012: Recap / ELA Shifts and Resources

2. December 2012: Diving into ELA and Text Selection / Implications for ELA in History/Social Studies

3. March 2013: Diving into the ELA: A Focus on Evidence in Reading/Writing/Speaking & Listening

4. May 2013: Diving into ELA: Academic Vocabulary and Text Complexity: Next Steps

Before we begin…About You


We’d like to know a little about who is out there.

Time for a poll (one more time…)

Career and college ready learning standards for k-12

5

All students

leave high

school college

and career ready

All students

leave high

school college

and career ready

Vision

Purpose

Core V

alues

Every Washington Student and Educator

Our Purpose: To develop a statewide system with resources that support partners at all levels in their preparation of ALL educators and ALL students

to implement the CCSS. 5 OSPI_CCSS.ELA_Part4_5.30.13

Washington’s State Learning Goals are the Foundation (HB 1209+; RCW 28A.150.210)


1. Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences;

1. Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness;

1. Think analytically, logically, and creatively, and to integrate technology literacy and fluency as well as different experiences and knowledge to form reasoned judgments and solve problems; and

1. Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities.

Updated in 2011: SSB 5392)

CCSS Implementation Timeline


Phase 1: CCSS Exploration

Phase 2: Build Awareness & Begin Building Capacity

Phase 3: Build State & District Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Statewide Coordination and Collaboration to Support Implementation

Washington’s K-12 Learning Standards (CCSS-M, CCSS-ELA, EALRS, GLEs, PEs,)


The Big Ideas: introduction, page 7


Demonstrate independence Build strong content knowledge Respond to the varying demands of audience,

task, purpose, and discipline Comprehend as well as critique Value evidence Use technology strategically and capably Come to understand other perspectives and

cultures

Three Shifts in English Language Arts


• Building content knowledge through content-rich nonfiction

• Reading, writing, and speaking grounded in evidence from text, both literary and informational

• Regular practice with complex text and its academic language


Shift One: Building content knowledge through content-rich nonfiction

•Provides an ideal context for building language, vocabulary, knowledge, and reasoning

•Is challenging, complex, and has deep comprehension-building potential

•Is an opportunity for students to learn how to engage, interact, and have “conversations” with the text in ways that prepare them for the type of experiences they will encounter in college and careers.


Shift Two: Reading, writing, and speaking grounded in evidence from text, both literary and informational

Moving from “how do you feel about what you just read? Do you like it?”

to

“Identify three examples that let you know what the author’s purpose is. Do you agree with the author?”

http://www.teachertube.com/viewVideo.php?video_id=245760


Shift Three: Regular practice with complex text and its academic language

Careful, targeted scaffolding of text complexity

Focus on appropriately rigorous texts

Strategic teaching of Tier 2 and Tier 3 vocabulary with authentic application of new words and terms

Critical thinking= tangling with concepts and building knowledge


Where can we start? Where should we? Provide rich, relevant, rigorous texts for all

students…

… in all content areas! Students need to read and work with full texts in all their content areas, not just English Language Arts.

Support building and enhancing literacy skills with reading and writing strategies.

16 OSPI_CCSS.ELA_Part4_5.30.13

Text Complexity: Getting Started with the “What”


Best measured by computer software

Best

measured by

an attentive

human

reader

Best made by educators

employing their professional

judgment

A comprehensive, collaborative approach is key:

Work with cross-content as well as grade band teams to consider students’ access to rich, relevant texts of different lengths

Use the Text Complexity Tools to identify how students are experiencing and working with texts. What kinds of tasks in reading? In writing? In Speaking?

19 OSPI_CCSS.ELA_Part4_5.30.13

What does working with text look like?


What kids read is important


Yes, provide at-level text

Yes, provide access to the actual grade level text

YES, open the door to what’s next

The how: Text-dependent questions


What can you infer from King’s letter about the letter that he received?

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

1. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

2. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

Academic Vocabulary = Access to the content and building critical thinking


perception: Sahel: Means

‘coastline’ in Arabic. The dry area of land located on the southern edge of the Sahara desert.

savanna: sub-Saharan: . indigenous: migration:

How can we teach/organize these important content words for the best impact on student learning?

Curate and Teach the Right Words at the Right Times… for the Right ReasonsFrom this: To this:


Cinquain Sestina Shakespearean

Sonnet Rhyme scheme Alliteration

AP/ English MajorCinquainSestina

CCRSonnetShakespeare

High School ExitRhyme schemeAlliteration

stamp


VERB

noun

“stamp of

approval”

“the memory is

forever stamped on my heart”

Think about how and when and why

we practice vocabulary


“These standards are not intended to be new names for old ways of doing business.”

CCSSM, page 5

What can you do in your classroom?


Curate materials; work with your librarian Read and consider text complexity Read and rethink vocabulary lessons, K12 Share and collaborate vocabulary teaching with

cross-content and cross-grade level teams Identify rich writing, speaking, and technology

work Work with your specialists (ELL, Special

Education, literacy, etc.) and grapple together with access and support

Consider organized abandonment in favor of comprehensive, deeper learning opportunities

A Look at Assessment


CCSS Assessment System Transitions


Our change to Common Core is at the heart of assessment changes for ELA and Math

NCLB requires states to assess state standards We’ve changed standards so we need to change

assessments What we change to is our choice Smarter Balanced is where we are headed for ELA and Math

IMPT: There are currently no assessment consortia established for Science

Graduation requirements are a state’s choice Supt Dorn is proposing reduced graduation requirements

ESEA Waiver changes expectation that all students are proficient next year (2014) – it gives us more time and more individualized school-based goals

Smarter Balanced Assessment SystemComponents


Common Core State Standards specify

K-12 expectatio

ns for college and

career readiness

Common Core State Standards specify

K-12 expectatio

ns for college and

career readiness

All students

leave high

school college

and career ready

All students

leave high

school college

and career ready

Teachers and schools have information and tools

they need to improve

teaching and learning

Interim assessments Flexible, open,

used for actionable feedback

Summative assessments

Benchmarked to college and career

readiness

Teacher resources for

formative assessment

practicesto improve instruction

A Balanced Assessment System

32

School Year Last 12 weeks of the year*

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.

English Language Arts/Literacy and Mathematics, Grades 3-8 and High School

Computer Adaptive

Assessment andPerformance

Tasks

Computer Adaptive

Assessment andPerformance

TasksScope, sequence, number and timing of interim assessments locally determined

*Time windows may be adjusted based on results from the research agenda and final implementation decisions.

PERFORMANCE TASKS

•ELA/Literacy•Mathematics

Re-take option

COMPUTER ADAPTIVE

TESTS

•ELA/Literacy•Mathematics

Optional Interim

Assessment

Optional Interim

Assessment


Overall Claim for Grades 3-8

Overall Claim for Grade 11

Claim #1 - Concepts & Procedures

Claim #2 - Problem Solving

Claim #3 - Communicating Reasoning

Claim #4 - Modeling and Data Analysis

Claims for the Mathematics Summative Assessment


Smarter Balanced Timeline – Washington’s Involvement (http://www.k12.wa.us/SMARTER/default.aspx)


OSPI staff involved in workgroups 2010-2014 Teachers involved in item writing Summer/Fall 2012 Sample Released Items and Performance Tasks –

October 2012 (view the OSPI webinar!) Small Scale Trials in Oct/Nov 2012 Pilot in Spring 2013 Practice Test widely available May 29 Comprehensive field test in 2013-14 Operational use in 2014-15

The Digital Library… Work begins late spring 2013 State Network of Educators to be recruited in May 2013

to populate the digital library

Smarter’s Vision for the Digital Library


Provide an online, interactive clearinghouse with all the formative tools and resources necessary to transform classroom practices to support student success.

Prior to summative assessment, primary focus professional development.

With the summative, data from summative and interim score reports integrated into resources for teachers, students, and parents.

Digital Library Features


One Stop: The Digital Library will have links to all test engine systems

through a single sign-on with user permission levels so teachers, parents, and students have access to all of the curriculum and professional learning resources. Assessment literacy Formative assessment resources Links to other resources and other components of the Smarter

online system

Interactive Teacher Space Opportunities to keep journals of practices Key words or phrases in the journals will generate suggested

lists of resources. Record resources consulted and suggest others. Teachers can request resources matched to student assessment

results.

Digital Library Deliverables


Teaching and Learning Resources for Educators Modules for Grades K-2, 3-5, 6-8, 9-12

Assessment Literacy Modules 144 Assessment Literacy professional learning

modules that include: how to build, administer, score, evaluate, interpret, and

use data from formative, interim, and summative assessments

Includes resources for each grade band that address English Language Learners and Students With Disabilities

Digital Library Deliverables

OSPI_CCSS.ELA_Part4_5.30.13Page 38

Exemplar Instruction Modules 50 instructional modules for each grade band

(Grades K-2, 3-5, 6-8, 9-12)ELA/Literacy – Proposed Modules

Mathematics – Proposed Modules

Balance of Inf. and Literary Text Focus

Literary in the Content Areas Coherence

Increased complexity of text Fluency

Text-Based questions and answers Duel Intensity

Academic Vocabulary Deep Understanding

Writing using evidence Math Practices across various standards

Writing using evidence

(Wireless Generation Response pg. 97)

Deliverables – Exemplar Instruction Modules


…each instructional module will:Start by identifying the learning targets for the lesson, which align with the CCSS in ELA or Math. Begin lesson with a formative pre-assessment to determine the level of knowledge students have about the learning target. (ASSESS)

Use formative assessment data/information to plan the lesson so that the teacher knows individual students’ needs related to the learning targets. (PLAN)

Provide examples of instruction that can teach the learning target and also meet the needs of diverse learners.(TEACH)

Conclude the lesson with a formative post- assessment whose data will determine the plan for the next lesson (ASSESS)

Contain embedded links to the Digital Library resources, Assessment Literacy modules and glossary, and additional resources as available.

(Wireless Generation Response pg. 108 )

Deliverables – Exemplar Instruction


Each module will show video clips on:Classroom instruction of the learning targetsFormative assessment (pre and post instruction) of the learning targetsTeacher and student reflections following the lessonThe length of each video will be between 1–3 minutes, with the final length of each module no longer than 15–25 minutes.

Each module will include a Teacher Resource Guide with:Graphic/visual and text versions of the full cycle of instruction using formative assessment practices; and key CCSS-M/ELA instructional shiftsStudent work samples (by grade band) from diverse student groupsExamples of the writing required in each grade levelEvidence gathering tools and techniques (by content and grade band) including pre-assessments (prior to lesson), post-assessments(following the lesson)Links to resources on CCSS, formative assessments, appropriate accommodations for CCSS content and meeting needs of diverse learners.

(Wireless Generation Response pg. 109)

State Network of Educators (SNE)http://www.k12.wa.us/SMARTER/EducatorInvolvement.aspx


Overview:70-100 members per state and a minimum of 2700+ across all governing states (WA will have 92)Participate in web-based review and feedback cycles to develop (2 year commitment)

Digital Library Application Quality Criteria Policies Inventory of Currently Available Resources Smarter Balanced Professional Learning Resources Educator Training Materials

Identify and recommend additional resources for the Digital Library Disseminate web-based educator training to state professional learning networksReceive stipends from Contractor

Timeline:Statewide recruitment process in May 2013 – APPLY TODAY! Notifications in early July 2013Work begins in Summer 2013

Resources and Support Resources from local, regional, state, and interstate collaboration: what’s new and what’s next


Top Resources for English Language Arts/Literacy Educators


Achieve The Core Guidance and templates on how to begin implementing the shifts, assembled by the nonprofit Student Achievement Partners.

EngageNY/ New York Materials for teachers and teams, videos of classroom application

Kansas Department of Ed Collection of teacher-created work for CCSS in the classroom

Literacy Design Collaborative (LDC) Focuses on secondary with an eye to cross-content integration. The LDC work can also inform all ELA teachers as we move to more comprehensive literacy teaching.

International Reading Association (IRA) has just released some great work around implementing CCSS in ELA/Literacy. Working collaboratively with NCTE, IRA is leading the charge with reading.

National Council of Teachers of English is convening multiple experts and partners to provide teachers with comprehensive supports for English Language Arts and professional collaborative learning. Stay tuned – more coming this fall!

Our guiding beliefs and approach for CCSS Implementation in WA


2-Prongs:1.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.

2.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

Ongoing: Statewide Coordination and Collaboration to Support Implementation


Including:•School Districts (CCSS District Implementation Network) •Higher Education•Education and Educator Content Associations•Business Partners

Washington

Resources and Opportunities


From CCSS Developers… CCSS Publisher’s Criteria – ELA and Math

(http://engageny.org/resource/publishers-criteria-for-elaliteracy-and-math/)

Going deeper with other states…Tri-State Quality Review Rubrics and Process

(http://engageny.org/resource/tri-state-quality-review-rubric-and-rating-process/)

These tools can be used to…Inform materials review and adoption processConsider existing materialsFacilitate targeted discussions, collaboration, and professional development with publishers and other providers

Resources for Considering Instructional Materials


OSPI Instructional Materials Web Site: http://www.k12.wa.us/CurriculumInstruct/InstructionalMaterialsReview.aspx

OSPI’s Open Educational Resources Project: http://digitallearning.k12.wa.us/oer/

From CCSS Developers… CCSS Publisher’s Criteria – ELA and Math (http://engageny.org/resource/publishers-criteria-for-

elaliteracy-and-math/)

CCSS Evidence Guides: Common Core-aligned practice made clear (from Achieve the Core)

These tools provide specific guidance for what the CCSS for ELA / literacy and math looks like in planning and practice. They are designed as developmental tools for teachers and those who support teachers. http://www.achievethecore.org/leadership-tools-common-core/instructional-practice/

Going deeper with other states… EQuip Review Rubrics and Process (http://engageny.org/resource/tri-state-quality-review-

rubric-and-rating-process/)

2012-13 CCSS Implementation Resources & Activities


Opportunities and Resources

CCSS Awareness and Professional Learning Opportunities and Materials (http://www.k12.wa.us/CoreStandards/Resources.aspx)

OSPI CCSS Webinar SeriesPD Offered through all 9 ESDsCCSS District Implementation Network CollaborationsInstructional Materials Quality Considerations & Supports

Assessment System ResourcesSmarter Balanced Released Sample Items / Perf. TasksDynamic Learning Map Assessment Literacy Supports

Teacher-Leader Capacity Building OpportunitiesMath and ELA “Fellows” build capacity around common learning (Spring 2013)


Thank YOU!

Common Core Supports:OSPI Lead Team:

General Support / Overall CCSS Leadership:- General email: [email protected] Jessica Vavrus, [email protected]

Math Support / CCSS Coordination Lead: - Greta Bornemann, [email protected]

ELA Support:- Liisa Moilanen Potts,

[email protected]

ccss ela webinar series: part 4

Documents

ccss ela

recap ela shifts

learning standards ccss

ccss systems

ccss explorationphase

ccss implementation

recap math shifts

high schoolccssela