Webinar Series Part 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 Webinar Series - Part II English Language Arts 2

Our time today 1. 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! CCSS Webinar Series - Part II English Language Arts 3

Superintendent Dorn’s Priorities 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 Opportunities CCSSM Webinar 12/18/12 4

WA CCSS Implementation Timeline CCSSM Webinar 12/18/ 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 K-12 Learning Standards Landscape (CCSS-M, CCSS-ELA, EALRS, GLEs, PEs,) CCSS Webinar Series - Part II English Language Arts 6

Theory of Practice for CCSS Implementation in Washington 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…”  Professional learning systems are critical A Vision for the Common Core CCSS Webinar Series - Part II English Language Arts 7

“These standards are not intended to be new names for old ways of doing business.” CCSSM, page 5 CCSS Webinar Series - Part II English Language Arts 8 “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

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 CCSS Webinar Series - Part II English Language Arts 9

K 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 areas  By grade 4—opinion =30%; information = 35%; narrative =35% Balance of writing types, including writing in the content areas  Grade 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_ Shifting to comprehensive literacy

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 CCSS Webinar Series - Part II English Language Arts 11

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? CCSS Webinar Series - Part II English Language Arts 12

The Shifts Build Toward College and Career Readiness for All Students CCSS Webinar Series - Part II English Language Arts 13

Getting to the shift: Ensuring a balance of writing types, modes, genres, modes, products CCSS Webinar Series - Part II English Language Arts 14

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? CCSS Webinar Series - Part II English Language Arts 15

Getting to the shifts: The Right Texts, at the Right Times, for the Right Reasons Best measured by computer software CCSS Webinar Series - Part II English Language Arts 16 Best measured by an attentive human reader Best made by educators employing their professional judgment

Depth of Knowledge(DOK) CCSS Webinar Series - Part II English Language Arts 17

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? CCSS Webinar Series - Part II English Language Arts 18

What it can look like in action CCSS Webinar Series - Part II English Language Arts 19

The Reading Standards for Informational Text… CCSS Webinar Series - Part II English Language Arts 20

The Reading Standards for Literacy in History/Social Studies… CCSS Webinar Series - Part II English Language Arts 21

CCSS Webinar Series - Part II English Language Arts 22 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).

What about the Assessment System? Updates and overview CCSS Webinar Series - Part II English Language Arts 23

Smarter Balanced Assessment System Components CCSS Webinar Series - Part II English Language Arts 24 Common Core State Standards specify K-12 expectations for college and career readiness Common Core State Standards specify K-12 expectations 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 practices to improve instruction

Smarter Balanced Timeline – Washington’s Involvement  OSPI staff involved in workgroups  Teachers involved in item writing Summer/Fall 2012  Sample Released Items – October  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  Operational use in CCSSM Webinar 12/18/12 25

A Balanced Assessment System CCSS Webinar Series - Part II English Language Arts 26 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 and Performance Tasks Computer Adaptive Assessment and Performance Tasks Scope, 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

Sample Items and Performance Tasks Smarter Balanced Website  CCSS Webinar Series - Part II English Language Arts 28

Testing System Transition Current 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 * 11 th 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). CCSS Webinar Series - Part II English Language Arts 29

Note: 10 th grade exams measure high school proficiency with passage required for graduation; 11 th grade exams measure career and college-ready standards. * 10 th grade math exams could be separate Algebra and Geometry EOC exams. GradeSubject Tested 2012–13 and 2013–14 Measure current Reading, Writing, Algebra, Geometry, and Biology Standards 2014–15 and Beyond Measure Common Core State Standards and current Biology Standards 10ReadingHSPE 10WritingHSPE 10E/LA SBAC 10AlgebraEOC 10GeometryEOC 10Math SBAC 10BiologyEOC 11E/LA SBAC 11Math SBAC CCSSM Webinar 12/18/12 30 Using SBAC for High School Graduation Tests – Policy Questions Abound… *

Resources and Support Resources from local, regional, state, and interstate collaboration: what’s new and what’s next CCSS Webinar Series - Part II English Language Arts 31

Washington’s “We” CCSS Webinar Series - Part II English Language Arts 32 Including: School Districts Higher Education Education and Educator Content Associations Third Party Providers / Vendors Washington

CCSS Statewide Support System (Handout 3) CCSS Webinar Series - Part II English Language Arts 33 Opportunities and Resources CCSS Awareness and Professional Learning Opportunities and Materials ( OSPI CCSS Webinar Series PD Offered through all 9 ESDs CCSS District Implementation Network Collaborations Instructional Materials Quality Considerations & Supports Assessment System Resources Smarter Balanced Released Sample Items / Perf. Tasks Dynamic Learning Map Assessment Literacy Supports Teacher-Leader Capacity Building Opportunities Math and ELA “Fellows” build capacity around common learning (Spring 2013) Statewide CCSS Collaborations Educator Membership Associations Publisher Representatives

Transition Plan for Washington State OSPI at WERA_ 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. Achieve The Core  EngageNY/ New York Materials for teachers and teams, videos of classroom application EngageNY/ New York  Kansas Department of Ed Collection of teacher-created work for CCSS in the classroom Kansas Department of Ed  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. Literacy Design Collaborative (LDC)  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. International Reading Association (IRA  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! National Council of Teachers of English OSPI at WERA_

What about our materials? From CCSS Developers…  CCSS Publisher’s Criteria – ELA and Math ( Going deeper with other states…  Tri-State Quality Review Rubrics and Process ( These tools can be used to…  Inform materials review and adoption process  Consider existing materials  Facilitate targeted discussions, collaboration, and professional development with publishers and other providers OSPI at WERA_

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 OSPI at WERA_

CCSS Webinar Series - Part II English Language Arts 38 Thank you! Common Core Supports: ELA Support: Liisa Moilanen Potts, Luisa Sanchez-Nilsen, General Support: - General - Jessica Vavrus, Math / CCSS Grant-Specific Support: - Greta Bornemann,