Good Morning! 1  Please sign-in (each team member!)  WiFi FWPS Guest  Username: guest  Password: fwpsguest  On the Sign-In Sheet…Indicate which breakout session each member of your team will attend today  M or  ELA

CCSS District Implementation Network Grantee Workshops Summer 2012 August 7 and 8, Spokane August 8 and 9, Federal Way Welcome Back to Day 2! Please sign in!

Our Focus and Learning Targets 5/29/12 3 Participants will… 1. Use results of the CCSS implementation Readiness Assessment to create (or build on) their CCSS Implementation plan for and beyond. 2. Sharpen understanding and apply learnings about professional learning systems. 3. Connect CCSS Implementation with other district initiatives, especially Teacher and Principal Evaluation. 4. Consider their role to share with colleagues in their region and learn about opportunities for continued connections for supporting each other and other districts in their regions. AGENDA REVIEW

Welcome Back! Reflection on Day 1 to Inform Day 2 5/29/12 4 At your tables:  Reflect on the notes you took during the Case Study/Problem of Practice Session yesterday  Gather a pile of post-it notes and capture your thoughts from yesterday  What did I hear/learn that might inform my district’s CCSS implementation plan? (1 idea per sticky)  Share all of your post-its with your team  Sort to determine categories  Discuss the category with the most comments and discuss how this will impact your plan

Revisiting the CCSS and Digging into Resources Math and ELA Breakout Sessions (8:45 – 10) 10:00 BREAK 10:15 Reconvene with your Teams WA CCSS Implementation -WaCTE Summer Conference,

TEAM TIME: Linking the Resources to your Plans 5/29/12 6  How do the resources for both ELA and Math fit into your district plan?  What resources will best serve which audiences?  What other resources did you find that you need to support varied audiences?  What do you need to consider in light of the instructional shifts and resources available?

Large Group Reflection 5/29/12 7 How confident do you feel in your team’s ability to reach your 30 day goals given your plan?  Rank your readiness…TEXT VOTING

Large Group Reflection

Connecting CCSS to Other Initiatives Making connections: How do CCSS and Educator Evaluation Systems work together? 5/29/129

Making Connections: How do CCSS and TPEP work together? August 9, 2012

CCSS through the TPEP Lens or Vice Versa Pilots RIGs Those just starting the journey

Essential Questions How does the language of the frameworks connect with the Common Core State Standards? How do you help make sense of two “really big deals”? How do plan for the managed implementation of both?

Racing up the Mountain…

A View from the Top!

Background Teacher and Principal Evaluation Project (TPEP) Anacortes Central Valley Kennewick North Thurston North Mason Othello Snohomish Wenatchee ESD 101 Consortium Almira Davenport Liberty Medical Lake Pullman Reardan-Edwall Wellpinit Wilbur 15 TPEP Pilots 12 SIG Districts 71 RIG I 98 RIG II Open a RIG III in Fall

Criteria 2 Criteria 1 Criteria 3 Criteria 4 Criteria 5 Criteria 6 Criteria 7 Criteria 8 Frameworks + Student Growth Rubrics Observation Artifacts Other evidence relevant to the frameworks Observation Artifacts Other evidence relevant to the frameworks Student Growth Measures (From 3 specific criteria) Student Growth Measures (From 3 specific criteria) State determined process Distinguished Proficient Basic Unsatisfactory Student Growth Impact Ratings: Low, Average, High Student Growth Impact Ratings: Low, Average, High District determined process Distinguished Proficient Basic Unsatisfactory District determined process Distinguished Proficient Basic Unsatisfactory

Teachers: “fostering and managing a safe, positive learning environment.” “collaborative and collegial practices focused on improving instructional practice and student learning.” Principals: “creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff.” “providing for school safety.”

Teachers: “using multiple student data elements to modify instruction and improve student learning.” Principals: “development, implementation, and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements.”

Teachers: “providing clear and intentional focus on subject matter content and curriculum.” Principals: “assisting instructional staff with alignment of curriculum, instruction, and assessment with state and local district learning goals.”

Teachers: Implementing the instructional framework Principals: “monitoring, assisting, and evaluating effective instruction and assessment practices.”

Teachers: “communicating and collaborating with parents and school community.” Principals: “partnering with the school community to promote learning.”

Table Talk Where do you already see and want to make the connection between the criteria and CCSS?

Essential Questions How does the language of the frameworks connect with the Common Core State Standards? How do you help make sense of two “really big deals”? How do you plan for the managed implementation of both?

Framework Danielson Framework for Teaching CEL 5D+ TM Teacher Evaluation Rubric 2.0 Marzano Art and Science of Teaching Framework Domain or Dimension Domains Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Dimensions  Purpose  Student Engagement  Curriculum and Pedagogy  Assessment for Student Learning  Classroom Environment and Culture  Professional Collaboration and Communication Domains Domain 1: Classroom Strategies and Behaviors Domain 2: Planning and Preparing Domain 3: Reflecting on Teaching Domain 4: Collegiality and Professionalism Components Evaluation Level Rubric (4 level) Components – 22 (Example: Component 1b: Demonstrating Knowledge of Students) Sub-dimensions – 13 (Example: Student Engagement 5: Use of Background to plan lessons and units) Components– 31 (Example: 3.1 The teacher knows individual student learning needs to design instruction) Support for observation Indicators Possible Teacher Evidence Possible Student Evidence Critical Attributes/Possible Examples – teacher and student Possible Teacher Observables Possible Student Observables Possible Artifacts Possible Impacts Note: The component numbers for both Danielson and CEL are reflective of the component numbers in their original frameworks, thus they may not be in numerical order

Criterion 1: Centering instruction on high expectations for student achievement Key Word: EXPECTATIONS Definition: The teacher develops and communicates high expectations for student learning. DanielsonCEL 5D+Marzano Domain 2: The Classroom Environment 2b: Establishing a Culture for Learning Domain 3: Instruction 3a: Communicating with Students 3c: Engaging Students in Learning Purpose P1: Connection to standards, broader purpose and transferable skill P4: Communication of learning target(s) P5: Success criteria and performance task(s) Student Engagement SE3: Work of high cognitive demand Classroom Environment & Culture CEC3: Discussion, collaboration and accountability Component 1.1: Providing Clear Learning Goals and Scales (Rubrics) Component 1.2: Celebrating Success Component 1.3: Understanding Students’ Interests and Backgrounds Component 1.4: Demonstrating Value and Respect for Low Expectancy Students

Exploration Time Using documents regarding Criterion 1 (teacher) or Criterion 4 (principal), – review the indicators, rubric language and observables/evidence – discuss (highlight if you wish)what connections you see with CCSS – discuss how you will plan for keeping these connections clear to others

Implications for CCSS/TPEP Implementation Classroom Teachers Building Administrator District Office

More information will be posted on OSPI website. TPEP Webinars 29 Webinar #1 Evaluation System Orientation - Instructional and Leadership Frameworks Student Growth - Summative Methodology Thursday, August 23 from 1:30-3:30pm Webinar #2 Evaluation System Orientation - Instructional and Leadership Frameworks Student Growth - Summative Methodology Thursday, August 30 from 1:30-3:30pm

TEAM TIME: Bringing it Home: Making Connections in your CCSS Plans 5/29/12 30  Where does TPEP implementation fit within your CCSS plan and next steps?  What are key actions you need to take to integrate it into your plan?  What opportunities are present to support this?  Who are key champions to support this effort?

Next Steps – How to stay connected 5/29/1231

Staying connected as a professional learning SYSTEM around the CCSS … 5/29/12 32  What opportunities exist at your local level?  Within your district?  With districts nearby?  What opportunities exist at your regional, ESD, levels?  District teaching and learning leader collaboratives (assistant superintendents)  Content-specific “cadres”

Staying connected as a professional learning SYSTEM around the CCSS… 5/29/12 33  OSPI Webinar Series, ; Statewide presentations  Learning Forward Washington connections  Follow on Twitter and #CCSSLFWA)  LF WA Blog  Become a member CCSS System Thinking for District/Building Leaders CCSS Mathematics CCSS English Language Arts September 12, :30–11:30 a.m. September 18, :30–4:30 p.m. September 20, :30–4:30 p.m. December 12, :30–11:30 a.m. December 18, :30–4:30 p.m. December 20, :30–4:30 p.m. March 7, :30–11:30 a.m. March 12, :30–4:30 p.m. March 14, :30–4:30 p.m. May 23, :30–11:30 a.m. May 28, :30–4:30 p.m. May 30, :30–4:30 p.m.

Staying connected as a professional learning SYSTEM around the CCSS … 5/29/12 34  What are ways that you can commit to keeping the momentum within your team and with districts around you?

And now…Onto ! WA CCSS Implementation -WaCTE Summer Conference,  Ways to stay connected:  CCSS OSPI Web Site:  OSPI Teaching and Learning Monthly Newsletter  TEACH:

36 Thanks and see you tomorrow! 5/29/12