CCSS ELA Webinar Series: Part 4 CCSS ELA Shifts & Academic Vocabulary and Text Complexity: Next Steps CCSS ELA Webinar Series: Part 4 CCSS ELA Shifts & Academic Vocabulary and Text Complexity: Next Steps

Todays Agenda OSPI_CCSS.ELA_Part4_ CCSS ELA Shifts & Academic Vocabulary and Text Complexity: Next Steps Smarter Balanced Assessment Resources and professional learning opportunities

OSPI CCSS Quarterly Webinar Series OSPI_CCSS.ELA_Part4_ Year 2 Topics: 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 Boards 3.March 2013: Focus on Instructional Materials / Principal Leadership 4.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 OSPI_CCSS.ELA_Part4_ Wed 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 Vision Purpose Core Values 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. 5OSPI_CCSS.ELA_Part4_

Washingtons State Learning Goals are the Foundation (HB 1209+; RCW 28A ) RCW 28A OSPI_CCSS.ELA_Part4_ 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 OSPI_CCSS.ELA_Part4_ 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

Washingtons K-12 Learning Standards (CCSS-M, CCSS-ELA, EALRS, GLEs, PEs,) OSPI_CCSS.ELA_Part4_

Washingtons K-12 Learning Standards (CCSS-M, CCSS-ELA, EALRS, GLEs, PEs,) OSPI_CCSS.ELA_Part4_

The Big Ideas: introduction, page 7 OSPI_CCSS.ELA_Part4_ 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 OSPI_CCSS.ELA_Part4_ 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

OSPI_CCSS.ELA_Part4_ 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.

OSPI_CCSS.ELA_Part4_ 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 authors purpose is. Do you agree with the author? 0

OSPI_CCSS.ELA_Part4_ 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 OSPI_CCSS.ELA_Part4_

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. 16OSPI_CCSS.ELA_Part4_

Text Complexity: Getting Started with the What OSPI_CCSS.ELA_Part4_ Best measured by computer software Best measured by an attentive human reader Best made by educators employing their professional judgment

The what 6-12: a re-balancing of writing types, modes, genres, modes, products OSPI_CCSS.ELA_Part4_

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? 19OSPI_CCSS.ELA_Part4_

What does working with text look like? OSPI_CCSS.ELA_Part4_

OSPI_CCSS.ELA_Part4_

What kids read is important OSPI_CCSS.ELA_Part4_ Yes, provide at-level text Yes, provide access to the actual grade level text YES, open the door to whats next

The how : Text-dependent questions OSPI_CCSS.ELA_Part4_ What can you infer from Kings letter about the letter that he received? The Gettysburg Address mentions the year According to Lincolns 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 OSPI_CCSS.ELA_Part4_ 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 Reasons From this: To this: OSPI_CCSS.ELA_Part4_ Cinquain Sestina Shakespearean Sonnet Rhyme scheme Alliteration AP/ English Major Cinquain Sestina CCR Sonnet Shakespeare High School Exit Rhyme scheme Alliteration

stamp OSPI_CCSS.ELA_Part4_ VERB noun stamp of approval the memory is forever stamped on my heart Think about how and when and why we practice vocabulary

OSPI_CCSS.ELA_Part4_ 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? OSPI_CCSS.ELA_Part4_ 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 OSPI_CCSS.ELA_Part4_

CCSS Assessment System Transitions OSPI_CCSS.ELA_Part4_ Our change to Common Core is at the heart of assessment changes for ELA and Math NCLB requires states to assess state standards Weve 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 states 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 System Components OSPI_CCSS.ELA_Part4_ 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

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 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 OSPI_CCSS.ELA_Part4_

Students can demonstrate progress toward college and career readiness in mathematics. Students can demonstrate college and career readiness in mathematics. Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. 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 OSPI_CCSS.ELA_Part4_

Smarter Balanced Timeline – Washingtons Involvement ( OSPI_CCSS.ELA_Part4_ OSPI staff involved in workgroups 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 Operational use in The Digital Library… Work begins late spring 2013 State Network of Educators to be recruited in May 2013 to populate the digital library

Smarters Vision for the Digital Library OSPI_CCSS.ELA_Part4_ 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 OSPI_CCSS.ELA_Part4_ 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 OSPI_CCSS.ELA_Part4_ 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_ Page 38 Exemplar Instruction Modules 50 instructional modules for each grade band (Grades K-2, 3-5, 6-8, 9-12) ELA/Literacy – Proposed ModulesMathematics – Proposed Modules Balance of Inf. and Literary TextFocus Literary in the Content AreasCoherence Increased complexity of textFluency Text-Based questions and answersDuel Intensity Academic VocabularyDeep Understanding Writing using evidenceMath Practices across various standards Writing using evidence (Wireless Generation Response pg. 97)

Deliverables – Exemplar Instruction Modules OSPI_CCSS.ELA_Part4_ Page 39 …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 OSPI_CCSS.ELA_Part4_ Page 40 Each module will show video clips on: Classroom instruction of the learning targets Formative assessment (pre and post instruction) of the learning targets Teacher and student reflections following the lesson The 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 shifts Student work samples (by grade band) from diverse student groups Examples of the writing required in each grade level Evidence 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) OSPI_CCSS.ELA_Part4_ Overview: members per state and a minimum of 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 networks Receive stipends from Contractor Timeline: Statewide recruitment process in May 2013 – APPLY TODAY! Notifications in early July 2013 Work begins in Summer 2013

Resources and Support Resources from local, regional, state, and interstate collaboration: whats new and whats next OSPI_CCSS.ELA_Part4_

Top Resources for English Language Arts/Literacy Educators OSPI_CCSS.ELA_Part4_ 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

Our guiding beliefs and approach for CCSS Implementation in WA OSPI_CCSS.ELA_Part4_ 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 OSPI_CCSS.ELA_Part4_ Including: School Districts (CCSS District Implementation Network)CCSS District Implementation Network Higher Education Education and Educator Content Associations Business Partners Washington

Resources and Opportunities OSPI_CCSS.ELA_Part4_ From CCSS Developers… CCSS Publishers 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

Resources for Considering Instructional Materials OSPI_CCSS.ELA_Part4_ OSPI Instructional Materials Web Site: OSPIs Open Educational Resources Project: From CCSS Developers… CCSS Publishers Criteria – ELA and Math ( CCSS Evidence Guides: Common Core-aligned practice made clear (from Achieve the Core) CCSS Evidence Guides 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. Going deeper with other states… EQuip Review Rubrics and Process (

CCSS Implementation Resources & Activities OSPI_CCSS.ELA_Part4_ 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)

OSPI_CCSS.ELA_Part4_ Thank YOU! Common Core Supports: OSPI Lead Team: General Support / Overall CCSS Leadership: - General - Jessica Vavrus, Math Support / CCSS Coordination Lead: - Greta Bornemann, ELA Support: - Liisa Moilanen Potts,