presented by: liisa moilanen potts english language arts director

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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

13-14CCRWebSeriesPart4ELA_5-27-14

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


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,)


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,)


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


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


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


Best measured by computer softwareBest

measured by

an attentive

human

reader

Best made by educators

employing their professional judgment18


Considering Instructional Materials

High School Needs and Wants!

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Content

Practices

Culture


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?


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


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?


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


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


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)


http://achievethecore.org/page/642/text-complexity-collection

http://achievethecore.org/page/59/ccss-appendix-a-on-text-complexity

http://achievethecore.org/content/upload/Why_Text_Complexity_Matters.pdf


SCASS Rubric

http://achievethecore.org/page/656/finding-ccss-grade-levels-for-texts-scass-rubrics

http://achievethecore.org/page/656/finding-ccss-grade-levels-for-texts-scass-rubrics

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.


http://www.achievethecore.org/dashboard/300/search/1/2/0/1/2/3/4/5/6/7/8/9/10/11/12

http://www.engageny.org/

http://www.engageny.org/

http://www.achieve.org/EQuIP

http://www.illustrativemathematics.org/

http://www.achievethecore.org/dashboard/300/search/6/1/0/1/2/3/4/5/6/7/8/9/10/11/12basal-alignment-project

http://www.smarterbalanced.org/pilot-test/

Additional 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/ 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

http://www.k12.wa.us/CurriculumInstruct/InstructionalMaterialsReview.aspx



http://digitallearning.k12.wa.us/oer/

http://digitallearning.k12.wa.us/oer/

Smarter Balanced Updates


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OSPI Smarter Balanced Informational Webinars (http://www.k12.wa.us/TestAdministration/Trainings/default.aspx)


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.

http://www.k12.wa.us/TestAdministration/Trainings/default.aspx


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

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

✔

✔ ✔


Digital Library Updates

Page 40

Communication Coming to Districts:

Will include details about accessing the DL and Log-in

process


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

Page 41 13-14CCRWebSeriesPart4ELA_5-27-14

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


Interim Assessment Components

Interim Assessment

Interim Comprehensive

Assessment (ICA)

Interim Assessment

Blocks (IAB)


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.


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.


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


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)


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


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

http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar



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OSPI Smarter Balanced Informational Webinars (http://www.k12.wa.us/TestAdministration/Trainings/default.aspx)


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


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

http://www.wa-schoolcounselor.org/content.asp?contentid=138

http://www.wa-schoolcounselor.org/content.asp?contentid=138

http://www.wspra.com/site/default.aspx?PageID=1



http://www.ncce.org/index.php/2014

http://www.ncce.org/index.php/2014

http://wabewa.org/conference-2014

http://wabewa.org/conference-2014

http://wcm.awsp.org/commoncore

http://wcm.awsp.org/commoncore

http://wcm.awsp.org/AWSP/Professional_Development/Conference/Conference_Summer/Event_Details_Summer_Conference.aspx?Materials=2#Materials



http://www.k12.wa.us/TitleIIA/PrivateSchools/Conference.aspx



Communicating supports


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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http://www.cgcs.org/Page/244

Communications Campaign


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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http://www.readywa.org/

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


Washington

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

Staying Connected…


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

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

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

http://www.k12.wa.us/Science/NGSS.aspx



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

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

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.


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]


mailto:[email protected]

mailto:[email protected]

presented by: liisa moilanen potts english language arts director

Documents

successful ccss implementation

classroom impact of

current context of ccss

ccss publishers criteria

learning department

statewide application

statewide coordination

statewide capacityphase