presented by: liisa moilanen potts english language arts director
DESCRIPTION
2013-14 Webinar Series Part 4: CCSS ELA: Instructional Materials, Supports and Engagement for High School. Presented by: Liisa Moilanen Potts English Language Arts Director Teaching and Learning Department, OSPI. Please have your cell phone ready to do a text poll! . - PowerPoint PPT PresentationTRANSCRIPT
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2013-14 Webinar Series Part 4:
CCSS ELA: Instructional Materials, Supports and Engagement for High School
Presented by: Liisa Moilanen PottsEnglish Language Arts Director
Teaching and Learning Department, OSPI13-14CCRWebSeriesPart4ELA_5-27-14
Please have
your cell
phone ready
to do a text
poll!
Agenda
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Current context of CCSS ELA in Washington
Classroom Impact of the CCSS in ELA/Literacy in the High School: what does it look like? How does it sound? What do teachers and teams need ASAP?
Instructional Materials Considerations for Grades 9-12
Assessment System Updates
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Materials are
hyperlinked
throughout
CCSS and NGSSWashington’s Implementation Phases and Timelines
2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
Phase 1: CCSS and NGSSExploration
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
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Before we dig in…some formative information gathering (polleverywhere.com) What is your role?
How prepared are you?
How familiar are you with the following resources available to consider quality of instructional materials for ELA and Math? CCSS Publishers Criteria for English Language Arts and/or
Mathematics EQuip Rubrics (from Achieve, Inc) for evaluating lessons for
English Language Arts and/or Mathematics Instructional Materials Evaluation Tools for English Language
Arts and/or Mathematics
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Washington’s Reading (2005), Writing
(2005)and Math (2008) Standards
Common Core State Standards for
English Language Arts and Mathematics
Adopted July, 2011Assessed 2014-15
Washington’s K-12 Learning Standards Landscape(CCSS-M, CCSS-ELA, EALRS, GLEs, PEs,)
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Washington’s English Language Development
Standards (2003)
Next Generation English Language Proficiency (ELP)
Standards (ELA and Math)
Adopted by WA – December 2014
Assessment Development (ELPA21):
Beginning 2013-14Anticipated Operational in 2015-
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Washington’s K-12 Learning Standards Landscape, Continued(CCSS-M, CCSS-ELA, EALRS, GLEs, PEs,)
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Learning Standards/Guidelines in:
Social StudiesThe Arts
Health and FitnessWorld Languages
Ed TechEarly Learning and
Development, B-Gr.3
Current Standards Continue
Intentional connections will be made across subjects and
programs focused on building literacy skills across content areas
Washington’s Science Standards (2009)
Current Standards Continue as WA Considers the Next
Generation Science Standards (NGSS)
NGSS Final Spring 2013 Adopted in October 2013
Assessment of NGSS in 2016-17 or 2017-18.
Power of the Shifts
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Know them – both the what and the why
Internalize them
Apply them to decisions about Time Energy Resources Conversations with parents, students, colleagues, partners
This effort is about much more than implementing the next version of the standards. It is about preparing all
students for college and careers.
High School: Thinking Ahead
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Content
Practices
Culture
Classroom Impact of CCSS in High School
Peer relationships
Writing foundations
Reading comprehension
Reading in many contents
Growing language skillsBecoming articulate in words and media
Transferring skillsPracticing LISTENING
Writing process in many modes
Text to self: “Why do I care about this?”
Reading deeply
Leveraging funds of knowledge
Discovering self
Managing learning
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Thinking ahead
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The Big Ideas(introduction, page 7)
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Anchored in the Foundations of Literacy & Communication… Reading Writing Language Speaking & Listening Literacy in SS/H Literacy in Sci/T
•Building language skills for allStudents
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how word choice contributes to meaning and tone (RL.8.4)
be able to cite textual evidence
(RL.8.1)
support the assertions (arguments) they make in writing (W.8.1, W.8.9)
Grade 8: compare and contrast the structure of two or more texts and
analyze how the different structure of each text contributes to its meaning
and style (RL.8.5).
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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
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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
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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?”
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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.
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Text Complexity Model: the right text at the right time for the right
reason
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Best measured by computer softwareBest
measured by
an attentive
human
reader
Best made by educators
employing their professional judgment18
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Considering Instructional Materials
High School Needs and Wants!
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Content
Practices
Culture
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The “How”: Guidance & Counseling Impacts of CCSS
i.e. Guidance lesson alignments
i.e. increased individual guidance support
i.e. school climate focus on every student being successful and supported
How does the master schedule
support this work?
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Consider a student’s schedule: 1 PER ALGEBRA 2 2 PER SPANISH 1 3 PER LEADERSHIP 4 PER H ENGLISH 9 5 PER H BIOLOGY 6 PER H WORLD HISTORY
? CTE? ELL? Theater? PE? Music? Dance? Fine Arts? Business? Psychology? Running Start?
How can teachers work
together to support the
student access
into all the contents?
Considering Depth of Knowledge/DOK
13-14CCRWebSeriesPart4ELA_5-27-14Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. <http://www.wcer.wisc.edu/WAT/index.aspx>. 23
Practice with Academic Discourse is Key
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Speaking and Listening: Questions, Arguments, Oral Processing, Discussion, Seminar, Speech
(model, scaffold, practice, and build skills in academic and social conversation, listening, and collaborating)
Technology integration in harmony with physical writing (Why are we using this technology?)
Revising and re-reading– grit and perseverance practice
Growing into adult learners: are my students giving me enough information to help them learn? Will they be able to transfer to independence?
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Questions for Educators and Teams! How does this task/learning build on prior knowledge?
How does this task connect with other content areas?
How does this task provide access for ALL students?
What do we do to support students reading below or above this level?
What do we do to support students who disengage (and … why are they disengaged?)25
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Rethinking Instructional Materials and Resources
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What do we mean when we talk about “instructional materials”?
INSTRUCTIONAL MATERIALS
K-12 Core
Curricula
Supplemental resources
Individual lessons and plans
District-created materials/resour
ces
Teacher-created materials
Full courses
Purchased and/or “open education
resources”
Formally adopted or
not
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Publishers Criteria: Possible Uses
Informing purchases and adoptions
Working with previously purchased materials
Reviewing teacher-developed materials and guiding their development
As a tool for professional development
What States, Districts and Teachers Can Do
Ensure that instructional resource purchasing criteria and decisions are aligned to the Standards.
Use the Publishers’ Criteria to review existing materials and adjust to improve alignment (remove or supplement).
Use the Publishers’ Criteria to support teachers in developing materials and ensure that teacher-developed resources are aligned.
Share the Publishers’ Criteria with teachers and use it to support teacher understanding of the standards.
Use Cases
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Suite of Tools to Evaluate Alignment (Updated March 2014 – pdf Handout)
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Types of Tools in the ToolkitType of Tool Used for EvaluatingInstructional Materials Evaluation Tool (IMET)
Comprehensive mathematics and English language arts or reading curricula in print and digital format.
EQuIP Rubric for Lessons and Units
Lesson plans and units of instruction in mathematics and English language arts/literacy.
Assessment Evaluation Tool (AET)
Assessments or sets of assessments and item banks for mathematics and English language arts/literacy, including interim/benchmark assessments, and classroom assessments designed to address a grade or course.
Assessment Passage and Item Quality Criteria Checklist
Assessment passages and assessment items or tasks.13-14CCRWebSeriesPart4ELA_5-27-14
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ELA/Literacy – Non Negotiable CriteriaI. Text Selection
– Non-Negotiable 1: Complexity of Texts– Non-Negotiable 2: Range of Texts– Non-Negotiable 3: Quality of Texts
II. Questions and Tasks– Non-Negotiable 4: Text-Dependent and Text-Specific Questions– Non-Negotiable 5: Scaffolding and Supports
III. Foundational Skills (Grades 3-5)– Non-Negotiable 6: Foundational Skills
IV. Writing to Sources and Research– Non-Negotiable 7: Writing to Sources
V. Speaking and Listening– Non-Negotiable 8: Speaking and Listening
VI. Language– Non-Negotiable 9: Language
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When will we have time to
consider these
criteria as a TEAM?
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ELA/Literacy – Non-NegotiablesText Selection
– Non-Negotiable 1: Complexity of Texts– Non-Negotiable 2: Range of Texts– Non-Negotiable 3: Quality of Texts
– Evidence for complexity analysis (quantitative and qualitative)– Range – build knowledge, anchor texts, opportunity– Worth reading
Text Complexity CollectionAppendix AWhy Text Complexity Matters (PDF)
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SCASS Rubric
Instructional Materials—What is available?
Achieve the Core – Instructional Materials Alignment Toolkit; Lessons and Annotated Tasks
Engage NY – Districts Adopting
Achieve – Exemplar Units and Lessons
Illustrative Mathematics – CCSS-aligned Math tasks K-12
Basal Alignment Project – CCSS-aligned ELA lessons, assessments, tasks K-12
Smarter Balanced Practice Test – Examples of computer adaptive items and performance tasks.
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Additional Resources for Considering Instructional Materials
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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/ Spring 2013 Review of Algebra 1/ Integrated I and ELA Grades 11-12 Spring 2014 Review of Geometry / Integrated II and ELA Grades 9-10
ALL of these resources can be used to… Inform materials review and adoption process Consider existing and currently used materials Facilitate targeted discussions, collaboration, and professional
development with publishers and other providers
Smarter Balanced Updates
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OSPI Smarter Balanced Informational Webinars (http://www.k12.wa.us/TestAdministration/Trainings/default.aspx)
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Focus: Smarter Balanced Field Testing in Spring 2014 General Smarter Balanced Updates As available – more information on Smarter Balanced Interim Assessments
Dates/Times: Future webinars are scheduled for 3:30-4:30 PM on:
June 10 July 15 August 13 PowerPoints and answers to questions raised during the webinars
are posted on OSPI’s Smarter Balanced web-page http://www.k12.wa.us/smarter/default.aspx; audio recording of webinars are included.
We will minimize repeating previously provided information, so please check the webpage.
Smarter Balanced Assessment System Components
Common Core State Standards specify
K-12 expectatio
ns for college and
career readiness
All students
leave high
school college
and career ready
Teachers and schools have information and tools
they need to improve teaching
rand learning
Summative: College and career
readiness assessments for
accountability
Interim: Flexible and open
assessments, used for actionable
feedback
Formative Educator Resources:
Digital Library with Instructional and
professional learning resources that include embedded formative
assessment processesPage 38 13-14CCRWebSeriesPart4ELA_5-27-14
Balanced Assessment • Coverage of full breadth/depth of Common
Core• Computer Adaptive Testing (CAT)
• Precise assessment of all students• More engaging assessment experience
• Performance Tasks – real world problems
Summative Assessments
for Accountability
• Optional for district, school or classroom use• Fully aligned with Common Core – same item
pool• Focus on set of standards or mirror
summative test• Teachers can review and score responses
Interim Assessments
to Signal Improvement • Digital library gives access to high-quality
resources • Tools/materials for classroom-based
assessments• Professional social networking (Web-based
PLCs)• Useful for in-service and pre-service
development
Formative Tools and
Resources for Improved
Instruction
✔
✔ ✔
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Digital Library Updates
Page 40
Communication Coming to Districts:
Will include details about accessing the DL and Log-in
process
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All Resources are Grounded in the Four Attributes of the Formative Assessment Process and Reviewed using Quality Criteria
Clarify IntendedLearning
Elicit Evidence
Act onEvidence
Interpret Evidence
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Interim Assessment Design Principles Administered through the same system as
Summative Can be administered at various points in the year Optional for districts Online administration Adaptive as appropriate Adhere to Usability, Accessibility, and
Accommodations Guidelines Items drawn from same pool as Summative; full
array of item types Not intended for accountability decisions
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Interim Assessment Components
Interim Assessment
Interim Comprehensive
Assessment (ICA)
Interim Assessment
Blocks (IAB)
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Interim Comprehensive Assessments (ICA): Sample Use Cases
Mid-year (e.g., February), a teacher might want to know how students are doing in preparation for the summative test, to better know what areas to focus more efforts/attention on.
Beginning of the year, students entered a class from another state, and the teacher did not have data for them. A teacher decides to give these students the previous year’s ICA to complete the data for the class.
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Interim Assessment Blocks (IABs) Sample Use Cases A teacher is providing focused instruction on
opinion in grades 3-5 writing (argumentative in the higher grades). Teacher could use a block focused on opinion writing to determine degree of students’ understanding before or after the instruction.
An 8th grade math team of teachers wants to be informed about how their students are doing in geometry after teaching a geometry unit.
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Interim Assessments Timeline Interim Assessments will be available in late fall of
2014 Items have to get through field testing, scoring, and
standard setting Initial release will include a fixed form Interim
Comprehensive Assessment (ICA) for each grade level and content area Adaptive forms will be available as the item pool allows
Initial release will also include a fixed form Interim Assessment Block (IAB) for most blocks Adaptive IABs will be available as the item pool allows All blocks will have adaptive IABs after 2014-15
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Current Timelines
All components of Smarter Balanced operational in 2014-15
Digital Library available fall 2014 (end of Sept) Preview begins June 3 – sign-ups needed (more info next week)
Interim assessments available late fall 2014 (Dec?)
Summative assessments administered in spring 2015 11th grade – last 7 weeks of year 3-8th grade – last 12 weeks of year Grade 3 ELA results must be returned in time for principals to meet
with parents before the end of the year (test window is March 9 to April 23 for online, and March 9 to April 15 for paper/pencil)
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Resources and Support Resources from local, regional, state, and inter-state collaboration: what’s new and what’s next
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OSPI CCR Quarterly Webinar Series http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar
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2013-14 Topics Dates1. CCR Standards & System Implications
Audience: District and Building Leaders
• Relevant state standards and assessment updates
• Resources for building capacity among district and building leaders for CCSS / NGSS transitions and implementation
• Focus on system issues such as communications, instructional materials supports, and professional learning
• Sept. 16, 2013
• Jan. 8, 2014• March 12,
2014• May 14, 2014
2. CCSS-MathematicsAudience: Teachers, Leaders, and Cross-Content Teams
• Grade-band specific foci• Digging into instructional tools and
resources focused on CCSS-M
• Sept. 16, 2013
• Dec. 17, 2013• March 26,
2014• May 27, 2014
3. CCSS-English language artsAudience: Teachers, Leaders, and Cross-Content Teams
• Digging into instructional tools and resources focused on CCSS-ELA
• ELA within the content areas – tools and how it looks in classrooms
• Sept. 18, 2013
• Dec. 18, 2013• March 25,
2014• May 29, 2014
4. Science and the NGSSAudience: Teachers, Leaders, Cross-Content Teams
• WA 2009 Science standards and the transition to NGSS
• Orientation to state supports and 4-year Transition Plan (starting with “Year 0”)
• Sept. 24, 2013
• Dec.19, 2013• March 27,
2014• May 28, 2014
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OSPI Smarter Balanced Informational Webinars (http://www.k12.wa.us/TestAdministration/Trainings/default.aspx)
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Focus: Smarter Balanced Field Testing in Spring 2014 General Smarter Balanced Updates As available – more information on Smarter Balanced
Interim Assessments
Audience: District Assessment Coordinators and Curriculum Leaders
Dates/Times:• January 14• Feb. 4• Feb. 27• March 20
• April 9• May 13• June 10
• All webinars will be held 3:30 – 4:30 pm and will be recorded
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Spring 2014 CCSS and NGSS Professional Learning Opportunities
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Washington School Counselor’s Association 2014 Conference (February) - http://www.wa-schoolcounselor.org/content.asp?contentid=138
Washington School Public Relations Association (Spring) http://www.wspra.com/site/default.aspx?PageID=1
NW Council for Computer Educators (March) - http://www.ncce.org/index.php/2014
WA Association of Bilingual Education (April) - http://wabewa.org/conference-2014
AWSP CCSS Workshops – Full (http://wcm.awsp.org/commoncore) Plan to build out as modules accessible online
AWSP/WASA Summer Conference (June/July) - http://wcm.awsp.org/AWSP/Professional_Development/Conference/Conference_Summer/Event_Details_Summer_Conference.aspx?Materials=2#Materials
WA Private Schools Summer Conferences (June/August) – 2014 Focus is Common Core ELA and Math http://www.k12.wa.us/TitleIIA/PrivateSchools/Conference.aspx
Communicating supports
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Council of Great City Schools: Parent Roadmaps to the Common Core Standards– English Language Arts ://www.cgcs.org/Page/244
What do your parents and community members need to know to support students?
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Communications Campaign
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www.ReadyWA.org
Ready Washington is a coalition of state and local education agencies, associations and
advocacy organizations that support college- and career-ready learning standards. The coalition believes all students should be
better prepared for college, work and life to build the skills to
compete for the quality jobs that our state has to offer.
*Initial support for ReadyWA received in October 2012 grant awarded from
College Spark Washington to Partnership for Learning & Office of Superintendent of Public Instruction
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Ongoing: Statewide Coordination and Collaboration to Support Implementation (Professional Learning Providers and Partners Across WA )
Including:• School Districts (
CCSS District Implementation Network) • Higher Education• Education and Educator Content
Associations• Business Partners
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Washington
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Staying Connected…
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Upcoming OSPI Standards and Assessment Webinars: CCR Series (for CCSS and Science) – May (Part 4)
Look for new dates starting in September 2014! OSPI Smarter Balanced Series – August 2014
OSPI’s State Learning Standards Web Sites State Learning Standards:
http://www.k12.wa.us/curriculumInstruct/default.aspx CCSS: http://www.k12.wa.us/Corestandards/default.aspx Science and NGSS: http://www.k12.wa.us/Science/NGSS.aspx
OSPI’s Testing Information and Smarter Balanced http://www.k12.wa.us/TestAdministration/Trainings/default.aspx http://www.k12.wa.us/SMARTER/default.aspx
OSPI Teaching and Learning Newsletter TEACH: http://www.k12.wa.us/CurriculumInstruct/news.aspx
English Language Arts OfficeTeaching and Learning, OSPI360-725-6064
K 1 2 3 4 5 6 7 8 9-10 11-12
Foundational Skills Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency
Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support.
Reading Literature and Informational Texts
Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read.
*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.
Balance grades K-5 = 50%* literature; 50%* informational text
Balance grade 6-8 = 45%* literature; 55%* informational text
Balance grades 9-12 = 30%* literature; 70%* informational text
Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects
Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.
Writing Standards
Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.
Balance of writing types, including writing in the content areasBy grade 4—opinion =30%; information = 35%; narrative =35%
Balance of writing types, including writing in the content areasGrade 8 – argument = 35%; information = 35%; narrative = 30%Grade 12 – argument = 40%; information = 40%; narrative = 20%
Speaking & Listening Standards
Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speaker’s point of view.
Language Standards
Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.
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Thank you!English Language Arts/Literacy
ELA/Literacy Support:•Liisa Moilanen Potts, [email protected]
Math Support Anne Gallagher, [email protected]
General Support / Overall CCSS Leadership:- General email: [email protected] Jessica Vavrus, [email protected]
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