2012-13 webinar series part ii: ccss english language arts dec. 19, 2012

2012-13 Webinar SeriesPart II:

CCSS English Language Arts

Dec. 19, 2012

Materials Posted Online: PowerPoint Presentation Handout 1:3 Shifts in ELA Handout 2: Social studies sample Handout 3: Depth of Knowledge Chart

Before we begin…About You We’d like to know a little about who is out

there.

Time for a poll.

CCSS 2012-13 Webinar Series - Part II English Language Arts

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Our time today1. Shared Learning

Common Core State Standards: Washington’s implementation

English Language Arts: the big shifts overview Smarter Balanced Assessment System and

Washington Transitions

2. Making the shifts work in English Language Arts and social studies/History: we’re joined by Carol Coe, Social Studies Program Supervisor at OSPI!


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Superintendent Dorn’s Priorities2011-2014

OSPI’s Mission: To provide funding, resources, tools, data and technical assistance to educators so that they can

help students to be successful in our public schools and in college and careers.

1)Meet our Constitutional Obligation to Fully-fund our Public Schools

2)Improve Achievement for ALL Students Reduce the opportunity gap Reduce the dropout rate Increase STEM opportunities Provide additional student supports

3)Improve our Student Assessment System 4)Expand Career and Technical Education

(CTE)5)Expand and Enhance Early Learning

OpportunitiesCCSSM Webinar 12/18/124

WA CCSS Implementation Timeline

CCSSM Webinar 12/18/125

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 State & District Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Statewide Coordination and Collaboration to Support Implementation

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 Science Standards (2009)

Current Standards Continue as WA Considers the Next

Generation Science Standards (NGSS)

NGSS Final Spring 2013 Adoption may occur in Jan/Feb

2014.Assessment of NGSS 2016-17,

more likely 2017-18.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 focused on

building literacy skills across content areas

Theory of Practice for CCSS Implementation in Washington2-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…” Professional learning systems are critical

A Vision for the Common Core


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http://vimeo.com/51933492


“These standards are not intended to be new names for old ways of doing business.” CCSSM, page 5

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“Common Core State Standards call for “game changing” shifts in not only what students are expected to know and do, but also major shifts in how teachers design and facilitate instruction, and how principals support teachers to make the shifts.”

- Learning Forward, 2012


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The Big Picture of CCSS ELA:what it looks like in the classroom

The art, science, skills, knowledge, and joy of reading, writing, speaking, and listening

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.

OSPI at WERA_12.7.12

Shifting to comprehensive literacy

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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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Big Shifts Mythbusters Are we done teaching fiction and story

writing?

Should I stop teaching plot development and literary terms?

Am I supposed to stop teaching text-to-self strategies and prior knowledge?

Do my kids get to express opinions?

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The Shifts Build Toward College and Career Readiness for All Students


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Getting to the shift: Ensuring a balance of writing types, modes, genres, modes, products

Increased quantity of materials and instructional time devoted to

informational text

English Language ArtsLiteratu

refiction, drama, poetry

Literary Nonfictio

n

Social Studies, Science, Technical

Subjects

Other informational Text



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Balance Mythbusters! Are we throwing out all our novel sets?

Does this mean I have to quit teaching fiction in my English class?

Do I have to teach all the texts listed in the Appendices?

Do non-English teachers have to teach reading and writing instead of their subjects?

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Getting to the shifts: The Right Texts, at the Right Times, for

the Right ReasonsBest measured by computer software


Best

measured by

an attentive

human

reader

Best made by educators

employing their professional judgment

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Depth of Knowledge(DOK)


Webb, 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>.


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Text Complexity Mythbusters!

If a student is behind in comprehension, am I not supposed to give her an at-level text?

Does every text I use have to be complex?

How do I get the right texts?


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What it can look like in action


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The Reading Standards for Informational Text…


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The Reading Standards for Literacy in History/Social Studies…

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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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What about the Assessment System?

Updates and overview

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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 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

Smarter Balanced Timeline – Washington’s Involvement OSPI staff involved in workgroups 2010-2014 Teachers involved in item writing Summer/Fall

2012 Sample Released Items – October 2012http://www.k12.wa.us/SMARTER/default.aspx 47 districts invited to conduct Small Scale Trials in

Oct/Nov 2012 Limited pilot in Spring 2013

Need 22% of state Available to all

Comprehensive field test in 2013-14 Operational use in 2014-15


http://www.k12.wa.us/SMARTER/default.aspx

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A Balanced Assessment System


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

Assessment Claims for ELA / Literacy

“Students can demonstrate progress toward college and career readiness in English Language arts and literacy.”

“Students can demonstrate college and career readiness in English language arts and literacy.”

“Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”

“Students can produce effective and well-grounded writing for a range of purposes and audiences.”

“Students can employ effective speaking and listening skills for a range of purposes and audiences.”

“Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”

Overall Claim (Gr. 3-8)

Overall Claim (High School)

Reading

Writing

Speaking and Listening

Research/Inquiry

AWSP Fall Conference, Elem.10-21-12 27

Sample Items and Performance TasksSmarter Balanced Website

http://www.smarterbalanced.org/sample-items-and-performance-tasks/CCSS 2012-13 Webinar Series - Part II English

Language Arts

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http://www.smarterbalanced.org/sample-items-and-performance-tasks/


Testing System TransitionCurrent Testing System Reading and Math: Grades 3–8 and 10 Writing: Grades 4, 7, 10 Science: Grades 5, 8, 10

SMARTER Balanced (SBAC) / Common Core State Standards (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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Note: 10th grade exams measure high school proficiency with passage required for graduation; 11th grade exams measure career and college-ready standards.* 10th grade math exams could be separate Algebra and Geometry EOC exams.

Grade

Subject Tested

2012–13 and 2013–14

Measure current Reading, Writing, Algebra, Geometry ,

and Biology Standards

2014–15 and BeyondMeasure Common

Core State Standards and current

Biology Standards

10 Reading HSPE 10 Writing HSPE 10 E/LA SBAC10 Algebra EOC 10 Geometry EOC 10 Math SBAC10 Biology EOC EOC11 E/LA SBAC11 Math SBAC


Using SBAC for High School Graduation Tests – Policy Questions Abound…

*


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

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Washington’s “We”


Including:• School Districts • Higher Education• Education and Educator Content

Associations• Third Party Providers / Vendors

Washington


CCSS Statewide Support System (Handout 3)

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Opportunities and ResourcesCCSS 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 & SupportsAssessment System ResourcesSmarter Balanced Released Sample Items / Perf. TasksDynamic Learning Map Assessment Literacy SupportsTeacher-Leader Capacity Building OpportunitiesMath and ELA “Fellows” build capacity around common learning (Spring 2013)Statewide CCSS CollaborationsEducator Membership AssociationsPublisher Representatives

http://www.k12.wa.us/CoreStandards/Resources.aspx

Transition Plan for Washington State


Year One: read, re-read, re-re-read the CCSS for ELA, and

Understand the increasing text complexity, its role in preparing students to be career and college ready, and implications for instruction and materials.

Year Two:Build a shared responsibility for the development of reading and writing skills and knowledge across content areas through a balance of nonfiction and literature texts

Focus on the role of argument in reading and writing and speaking and listening instruction, with particular emphasis incorporating text-based questions and writing using evidence from sources.

Intentionally address academic vocabulary and its role in reading comprehension and written and oral language production.

• Begin to develop, enhance, and integrate literacy skills across social studies/ History, science, and other technical subjects.

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!


http://www.achievethecore.org/

http://engageny.org/teachers/

http://engageny.org/teachers/

http://www.ksde.org/Default.aspx?tabid=4778

http://www.literacydesigncollaborative.org/

http://www.reading.org/Resources/ResourcesByTopic/CommonCore-resourcetype/CommonCore-rt-overview.aspx

http://www.ncte.org/standards/commoncore

What about our materials?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


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

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

Connect with Washington’s ELA Network (ELAN)

Ongoing collaboration through ELAN: Communication network Connecting you to our state and national

literacy associations, workgroups, and opportunities

Professional learning for you and collaborative partnership to strengthen literacy across all regions



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Thank you!Common Core Supports:

ELA Support:Liisa Moilanen Potts, [email protected] Luisa Sanchez-Nilsen, [email protected]

General Support:- General email: [email protected] Jessica Vavrus, [email protected]

Math / CCSS Grant-Specific Support: - Greta Bornemann, [email protected]

2012-13 webinar series part ii: ccss english language arts dec. 19, 2012

Documents

ccss english language

english language arts2

successful ccss implementation

ccss exploration phase

webinar seriespart

content shifts

shifts work

major shifts