1. CCSS English Language Arts
Materials Posted Online:
PowerPoint Presentation
Handout 1:3 Shifts in ELA
Handout 2: Social studies sample
Handout 3: Depth of Knowledge Chart
Webinar Series
Part II:
CCSS English Language Arts
Dec. 19, 2012

2. 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

3. Our time today Shared Learning
Common Core State Standards: Washington’s implementation
English Language Arts: the big shifts overview
Smarter Balanced Assessment System and Washington Transitions
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

4. Superintendent Dorn’s Priorities 2011-2014
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.
Meet our Constitutional Obligation to Fully-fund our Public Schools
Improve Achievement for ALL Students
Reduce the opportunity gap
Reduce the dropout rate
Increase STEM opportunities
Provide additional student supports
Improve our Student Assessment System
Expand Career and Technical Education (CTE)
Expand and Enhance Early Learning Opportunities
CCSSM Webinar 12/18/12

5. WA 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
Drop if everywhere else
CCSSM Webinar 12/18/12

6. Washington’s K-12 Learning Standards Landscape (CCSS-M, CCSS-ELA, EALRS, GLEs, PEs,)
Reading (2005), Writing (2005)
and Math (2008) Standards
Common Core State Standards for
English Language Arts and Mathematics
Adopted July, 2011
Assessed
Washington’s Science Standards (2009)
Current Standards Continue as WA Considers the Next Generation Science Standards (NGSS)
NGSS Final Spring 2013
Adoption may occur in Jan/Feb 2014.
Assessment of NGSS ,
more likely
Jessica
Snapshot/overview of Washington’s involvement in each step of the process
Washington state has been involved from the very beginning in providing input on working drafts of the standards
Starting in late 2009, workgroups of ELA and Math educators were convened to review and provide input on the standards
Learning Standards/Guidelines in:
Social Studies
The Arts
Health and Fitness
World Languages
Ed Tech
Early Learning and Development, B-Gr.3
Current Standards Continue
Intentional connections will be made across subjects focused on building literacy skills across content areas
CCSS Webinar Series - Part II English Language Arts

7. Theory of Practice for CCSS Implementation in Washington
2-Prongs:
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.
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
3-minute video:
CCSS Webinar Series - Part II English Language Arts

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

9. 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
3:45
CCSS Webinar Series - Part II English Language Arts

10. Shifting to comprehensive literacyK 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
Balance of writing types, including writing in the content areas
By grade 4—opinion =30%; information = 35%; narrative =35%
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.
The CCSS are divided into Reading, Writing, Speaking and Listening, and Language for conceptual clarity (in other words, it makes sense for how the book is laid out), however the learning processes are closely intertwined throughout the document. Research and media skills and understandings are embedded throughout the Standards, rather than treated in a separate section.
Conceptually, this is a big move from “silos” to a comprehensive English Language Arts plan. There is much positive feedback from the teachers, “this is what we already do/want to do”] thinking in new ways about ELA instruction; supporting and honoring great thinking and great efforts in the past.
The CCSS is changing the way a lot of us do business with literacy. For some teachers, this is a moot switch—they’ve already been working this way.
For others, this will be a big shift. This isn’t “every teacher is a reading teacher”—this is “every teacher is responsible for supporting kids’ critical and analytical thinking, reading, speaking, and listening”
Literacy skills are the levers and tools that provide access into the worlds of literature, of science, of math, of CTE—this is a sentiment that isn’t new, but we’re making it official.
We are done dating this idea. It’s time to tie the knot!
2/16
OSPI at WERA_

11. 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
Overview: the big speech, how all the practical components work together to move us from now to better.
Shifts represent things that are… shifts! They are moves from one skill set and knowledge base to another
What we are continuing to strengthen aren’t shifts– things like foundational reading skills, like working with plot and theme, character development in fiction– those components still live as important, but are not identified as SHIFTS
The shifts represent a re-framing of how we think about literacy– fewer discrete skills, and now a more comprehensive, authentic way to think about literacy
CCSS Webinar Series - Part II English Language Arts

12. 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

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

14. Social Studies, Science, Technical Subjects
Getting to the shift: Ensuring a balance of writing types, modes, genres, modes, products
Increased quantity of materials and instructional time devoted to informational text
English Language Arts
Literature fiction, drama, poetry
Literary Nonfiction
Social Studies, Science, Technical Subjects
Other informational Text
CCSS Webinar Series - Part II English Language Arts

15. 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

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

17. Depth of Knowledge(DOK)
Think about the level of cognition or thinking your asking students to produce as you progress through or design your lesson. Are you asking for level 1 thinking (recall/reproduction) or are you asking them to think critically about what the text is about.
CCSS Webinar Series - Part II English Language Arts

18. 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?
4:00
CCSS Webinar Series - Part II English Language Arts

19. What it can look like in action
HANDOUT
Liisa & Carol
**we can pick another text– I just grabbed this because it’s on top. It might be too low level…
Here’s a sample text plucked from the CCSS Literacy in History/social studies
Carol:[ what the text is about– provide summary]
Liisa: so when we talk about “what CCSS looks like in action,” we go back to the standards
CCSS Webinar Series - Part II English Language Arts

20. The Reading Standards for Informational Text…
HANDOUT
Liisa: talk through– highlight (animation) as we get to each point. In the ELA classroom, if I were using this, I would teach/ strategies/ focus…
The reason I would use this text
The outcome of the lesson would be
The skill I am building is
(etc)
CCSS Webinar Series - Part II English Language Arts

21. The Reading Standards for Literacy in History/Social Studies…
HANDOUT
Carol: talk through– highlight (animation) as we get to each point. In the ELA classroom, if I were using this, I would teach/ strategies/ focus…
The reason I would use this text
The outcome of the lesson would be
The skill I am building is
(etc)
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)
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).
This is one example of how the standards work together– English Language Arts– with writing informing reading, and reading informing writing…
?? If we have time we can dive into reading formally--- otherwise I was thinking we’d just keep that in the conversation, maybe send a handout?
support the assertions
(arguments) they make
in writing (W.8.1, W.8.9)
CCSS Webinar Series - Part II English Language Arts

23. What about the Assessment System?
Updates and overview
4:20
CCSS Webinar Series - Part II English Language Arts

24. Smarter Balanced Assessment System Components
Summative assessments
Benchmarked to college and career readiness
Teachers and schools have information and tools they need to improve teaching and learning
Common Core State Standards specify
K-12 expectations for college and career readiness
All students leave high school college and career ready
Teacher resources for
formative assessment practices
to improve instruction
Interim assessments Flexible, open, used for actionable feedback
CCSS Webinar Series - Part II English Language Arts

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

26. A Balanced Assessment System
English Language Arts/Literacy and Mathematics, Grades 3-8 and High School
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.
Optional Interim
Assessment
Optional Interim
Assessment
PERFORMANCE TASKS
ELA/Literacy
Mathematics
COMPUTER ADAPTIVE TESTS
ELA/Literacy
Mathematics
Computer Adaptive
Assessment and
Performance Tasks
Computer Adaptive
Assessment and
Performance Tasks
Assessment system that balances summative, interim, and formative components for ELA and mathematics:
Summative Assessment (Computer Adaptive)
Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growth
Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks
Interim Assessment (Computer Adaptive)
Optional comprehensive and content-cluster assessment
Learning progressions
Available for administration throughout the year
Formative Processes and Tools
Optional resources for improving instructional learning
Assessment literacy
Scope, sequence, number and timing of interim assessments locally determined
Re-take option
*Time windows may be adjusted based on results from the research agenda and final implementation decisions.
CCSS Webinar Series - Part II English Language Arts

27. Assessment Claims for ELA / Literacy
“Students can demonstrate progress toward college and career readiness in English Language arts and literacy.”
Overall Claim (Gr. 3-8)
Overall Claim (High School)
“Students can demonstrate college and career readiness in English language arts and literacy.”
Reading
“Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”
Writing
“Students can produce effective and well-grounded writing for a range of purposes and audiences.”
Brand new info from Smarter Balanced… note the level of depth and connection that each claim is actually asking.
Speaking and Listening
“Students can employ effective speaking and listening skills for a range of purposes and audiences.”
Research/Inquiry
“Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”
AWSP Fall Conference, Elem

28. Sample Items and Performance Tasks Smarter Balanced Website
Robin
Link is toward bottom of page
CCSS Webinar Series - Part II English Language Arts

29. 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
*11th 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).
This slide provides a snapshot of key activities related to the development process for the assessment system.
One of the key areas in which districts and states have concerns is regarding technology systems capacity to support operation of the digital library and the assessments themselves – this is an issue present for all states and is embedded within the work of the year to continue doing technology capacity and development work. States and school districts will be asked to participate and respond to efforts to evaluate overall system readiness during the year. This will likely be communicated and collected through and with district assessment coordinators.
It is also anticipated that the pool of interim items and formative assessment tools will become available sometime in late 2012.
CCSS Webinar Series - Part II English Language Arts

30. Using SBAC for High School Graduation Tests – Policy Questions Abound…
Grade
Subject 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 10
Reading
HSPE
Writing
E/LA
SBAC
Algebra
EOC
Geometry
Math
Biology 11 *
How much is appropriate?
Currently five at 10th grade: Algebra, Geometry, Reading, Writing, Biology
2014–15 Add two (SMARTER Balanced likely choice):
11th grade ELA
11th grade math
How many should be passed for graduation?
Class of 2015 (2012–13 sophomores) must pass five
College and career-ready cut score for 11th grade exams is likely too high for graduation
How much do graduation tests cost?
Approximately $10M for Collection of Evidence (COE) for Class of 2015
11th grade tests will add $30/student/test
Note: 10th grade exams measure high school proficiency with passage required for graduation; 11th grade exams measure career and college-ready standards. * 10th grade math exams could be separate Algebra and Geometry EOC exams.
CCSSM Webinar 12/18/12

31. 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

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

33. CCSS Statewide Support System (Handout 3)
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
CCSS Webinar Series - Part II English Language Arts

34. Transition Plan for Washington State
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.
OSPI at WERA_

35. 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.
EngageNY/ New York Materials for teachers and teams, videos of classroom application
Kansas Department of Ed Collection of teacher-created work for CCSS in the classroom
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.
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.
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!
HANDOUT
Carol, what can our History/social studies and humanities teachers do to gear up for this work? Are they going to be supported through this process as well?
OSPI at WERA_

36. 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_

37. 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_

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,
CCSS Webinar Series - Part II English Language Arts