Webinar Series: CCSS in English Language Arts Part 1 Sept. 20, 2012

Welcome! Agenda and Materials for today’s webinar  Review of CCSS English Language Arts Shifts  Resource Update  Smarter Balanced Assessment Review  Statewide Supports OSPI CCSS ELA Webinar Part 19/20/2012

Before we begin…About You  We’d like to know a little about who is out there.  Time for a poll. OSPI CCSS ELA Webinar Part 19/20/2012

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 OSPI CCSS ELA Webinar Part 19/20/2012

Washington’s Reading, Writing, and Math Standards Common Core State Standards for English Language Arts and Mathematics Adopted July, 2011 Assessed Our Context: Washington State Learning Standards (aka…EALRs, GLEs, etc.) Washington’s Science Standards Current Standards Continue as WA Considers the Next Generation Science Standards (NGSS) Standards Final Spring 2013 Adoption may occur in Jan/Feb Assessment of NGSS , more likely Washington’s Learning Standards in… Social Studies The Arts Health and Fitness World Languages Current Standards Continue Intentional connections will be made across subjects focused on building literacy skills across content areas OSPI CCSS ELA Webinar Part 1 9/20/2012

CCSS Implementation Timeline 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 OSPI CCSS ELA Webinar Part 19/20/2012

Our guiding beliefs and approach for CCSS Implementation in WA 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…”  Belief that districts across the state have the conditions and commitment present to engage wholly in this work.  Professional learning systems are critical OSPI CCSS ELA Webinar Part 19/20/2012

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. A Shift 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 OSPI CCSS ELA Webinar Part 19/20/2012

Shift One: Building content knowledge through content- rich nonfiction \\ OSPI CCSS ELA Webinar Part 19/20/2012 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.

Balance of Literary and Informational Texts 11 Sue Pimental talks about the balance of texts Sue Pimental talks about the balance of texts eature=player_detailpage

Shift Two: Reading, writing, and speaking grounded in evidence from text, both literary and informational OSPI CCSS ELA Webinar Part 19/20/2012 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?”

Staying “inside” a text: reading and writing  The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades. What kinds of assignments do you do currently that “look like” this?

Applying reading and writing: Focus on Research  … short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical. How do your students currently engage in research?

Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

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 9/20/2012

Text complexity is defined by: w of Text Complexity Qualitative 2.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitativ e 1.Quantitative measures – readability and other scores of text complexity often best measured by computer software. Reader and Task 3.Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

What might this look like? Consider your professional learning and transition while keeping the end in mind… 9/18/2012OSPI CCSS ELA Webinar Part 1

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’s IN and what’s OUT?” 9/20/2012OSPI CCSS ELA Webinar Part 1 INOUT 1. Daily encounters w/ complex texts1. Leveled texts (only) 2. Texts worthy of close attention2. Reading “any old text” that is the right level 3. Balance of literary and info. texts3. Solely literature 4. Coherent sequences of texts4. Collection of unrelated texts 5. Mostly text-dependent question5. Mostly text-to-self questions 6. Mainly evidence-based analyses6. Mainly writing without sources 7. Accent on academic vocabulary7. Accent on literary terminology 8. Emphasis on reading and re-reading8. Emphasis on pre-reading 9. Reading strategies (as means) 10. Reading foundations (central and integrated) 9. Reading strategies (as end goal) 10. Reading foundations (peripheral and detached)

Transition Plan for Washington State OSPI CCSS ELA Webinar Part 19/20/2012 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 Educators: keep watching  Achieve The Core Guidance and templates on how to begin implementing the shifts, assembled by the nonprofit Student Achievement Partners. Achieve The Core  Publishers Criteria K-2 and Publishers' Criteria 3-12Provides criteria for aligned materials to CCSS. The documents intend to guide the work of publishers and curriculum developers, as well as states and school districts, as they design, evaluate, and select materials or revise existing materials. Publishers Criteria K-2Publishers' Criteria 3-12  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)  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 CCSS ELA Webinar Part 19/20/2012

What should educators be doing to implement CCSS?  Use the 3-year transition plan as a guide  Attend ESD trainings on the CCSS aligned our transition plan  Take time to collaboratively learn the CCSS in the transition areas  Read and re-read the CCSS  Read the appendices and collaborate with your colleagues about “how WE can make this happen”  Consider the balance of reading, writing, listening, and speaking in your classroom today: what needs enhancement?  Understand the demands in knowledge and skills in the CCSS  Look for opportunities to incorporate the CCSS in the classroom OSPI CCSS ELA Webinar Part 19/20/2012

What about instructional materials? NOW  Overall quality that attends to the major shifts within the standards And  Deeper connections among reading, writing, listening, and speaking… and explicitly connecting across content areas  Integrated high leverage instructional practices that allow every student access to the CCSS within the instructional materials Versus… THEN  Standard-by-Standard alignment  Unique supports for special populations of students OSPI CCSS ELA Webinar Part 19/20/2012

Resources and Opportunities 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 CCSS ELA Webinar Part 19/20/2012

Statewide Assessment Landscape and Update New Assessment System for CCSS: What we know so far OSPI CCSS ELA Webinar Part 19/20/2012

A National Consortium of States 28 states representing 44% of K-12 students 21 governing, 7 advisory states Washington state is fiscal agent OSPI CCSS ELA Webinar Part 19/20/2012

A Balanced Assessment System: ELA and Math --Grades 3-8 and High School 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 OSPI CCSS ELA Webinar Part 19/20/2012

A Balanced Assessment System OSPI CCSS ELA Webinar Part 19/20/2012

Assessment Claims for English Language Arts “Students can demonstrate progress toward college and career readiness in reading, writing, speaking, and listening.” “Students can demonstrate college and career readiness in reading, writing, speaking, and listening.” “ Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Reading, literary and informational text.” “ Students can produce effective and well grounded writing for a range of purpose and audiences.” “ Students can employ effective speaking and listening skills for a range of purposes and audiences.” “ Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.” Overall Claim (Gr. 3-8) Overall Claim (High School) Claim 1 Claim 2 Claim 3 Claim 4

Time and format  Summative: For each content area - ELA & Math  Computer Adaptive Testing  Selected response (MC), Constructed Response (open-ended), Technology enhanced (e.g., drag and drop, video clips, limited web- interface)  Performance Tasks (like our CBAs)  Up to 2 per content area in grades 3-8  Up to 6 per content area in High School  Shorter option for states (~3 hours ELA, ~2 hours Math)  Scale score on comprehensive test (met/not met determination)  Longer option for states (~5 hours ELA, ~3 hours Math)  Able to report data on claims for individual students OSPI CCSS ELA Webinar Part 19/20/2012

 Will 11 th grade exam be used for graduation (exit exam) in Washington?  If these exams are our exit exams what will the CAA options be?  Will the Summative Smarter Balanced test replace our End of Course exams or will it have End of Course exams too?  How will Washington’s science tests mesh with these tests? Still to be worked out: Washington’s Policy Discussion… OSPI CCSS Mathematics Webinar Part 19/18/2012

Find Out More: www. SmarterBalanced.orgwww. SmarterBalanced.org State Contact: OSPI CCSS ELA Webinar Part 19/20/2012

CCSS Statewide Supports Opportunities and Resources Resources for Regional/Local CCSS Awareness Activities OSPI CCSS Web Site Achieve the Core Resources - development-modules development-modules CCSS Implementation Planning Resources -CCSS District Implementation Network Participants -Implementation Planning Resources Content-Specific Professional Learning Materials CCSS Professional Learning Opportunities – Digging Deeper -Offered through all 9 ESDs -Will build on and into existing work of ESDs in the content areas OSPI CCSS ELA Webinar Part 19/20/2012

More Supports Opportunities and Resources CCSS Statewide Symposia for District Teams -Support shared learning and build readiness to begin implementation -Districts share and learn from each other - At least one in each ESD region starting in November/December Schedule to be Announced in late September Statewide CCSS Collaborations -Annual Statewide Conferences -Professional Learning Educator Membership Associations -Publisher Representatives OSPI CCSS Quarterly Webinar Series **All webinars offer new information and resources related to WA state transition plans, and include connections with the Smarter Balanced Assessment System OSPI CCSS ELA Webinar Part 19/20/2012

Reflection and Discussion  As you work with your educator teams, what are the areas that emerge most often in which you need support?  What specific actions will you take in the next 30 days regarding your school’s transition to the CCSS? OSPI CCSS ELA Webinar Part 19/20/2012

Thank you – See you next time! 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, OSPI CCSS ELA Webinar Part 19/20/2012