1. To save a time with passing out handouts, place all handouts in order at each seat.
Put a playing card face down next to each set of handouts.
[HO] = HANDOUT
[D] = DISCUSSION
[R] = RECORD

2. Warm Up Find the others with the same number or face card as you.
Briefly share with each another some of the ways your district and/or school is working toward the transition of the CCSS. Include your successes and/or challenges.
Give 7 minutes to discuss.

3. Common Core State Standards Our goals for today…
Participants will…
Briefly be reminded of content from the ELA CCSS session I
Briefly review the purpose and highlights of the Smarter Balanced Assessment System
Deepen their understanding of the vertical articulation of the standards
Deconstruct a standard and begin to evaluate its rigor as defined by Hess’s Cognitive Rigor matrix
Engage in Vertical & Horizontal Alignment of Writing Standard 1
Consider implications for their work

4. (includes Speaking and Listening)
Current WA Standards (GLEs) – Grades K-10 Common Core ELA Standards – Grades K-12
Reading
Writing
Communication
(includes Speaking and Listening)
ELA Common Core Standards
Speaking and Listening
Reading
Writing
Language
Media & Tech
We will VERY BRIEFLY REVIEW SLIDES 5-16
Our current Washington State standards are divided into the three content areas: reading, writing, and communication which includes speaking and listening.
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 and encompass all content stands. This allows students to develop mutually reinforcing skills, reading skills that support writing, language skills that support speaking and listening, etc.

5. History/Social Studies, Science, and Technical Subjects
CCSS for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects
Standards
for
Reading
Standards
for
Writing
Standards for Speaking and Listening
Standards
for
Language
Literature and Informational Text
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Argumentative,
Informative/Explanatory, Narrative
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Speaking and Listening
Comprehension and Collaboration
Presentation of Knowledge and Ideas
Language
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
This graphic organizer shows the relationships between the strands in the ELA Standards in more detail including the subheadings (based on the CCRs) for each Strand.
Foundational Skills K-5)
1. Print Concepts
Phonological Awareness
3. Phonics and word Recognition
4. Fluency
Literacy in History/Social Studies, Science, and Technical Subjects (Grades 6-12)

6. The ELA Document Structure
Introduction 1-10
K-5 page 11
Reading
Foundational Skills
Writing
Speaking and Listening
Language
6-12 page 35
Reading
Writing
Speaking and Listening
Language
Literacy in History/Social Studies, Science, and Technical Subjects
[HO] Give a short minute for people to look at them.
Overall structure of the complete document
Appendices A, B, C

7. ELA Common Core Standards Framework
Strands
Sub-headings
Grade Level Standards
The major areas or disciplines of study within each content area.
“What” students should know and be able to do at each grade level and band.
The main focus of the content within each strand.
Here’s just another way to represent the structure of the ELA CCSS.
The ELA Standards are organized by:
Strands - major areas of study: reading, writing, listening/speaking and language.
Topics - organizational grouping of the standards
Standard Statements - essential knowledge and skills to be learned at each grade level or grade band
Reminder: This is the ELA common core format. The formatting of the Math Standards is different.

8. Reading Strand Abbreviation Strand Sub-heading Grade Levels
Quick review of the nomenclature.
Sub-heading

9. RL.4.3 The ELA CCSS Code Reading Literature Standard 3 Grade 4
Quick representation of how the ELA CCSS are coded.
Grade 4

10. Smarter Balanced Assessment Consortium
A Peek at the Assessment System

11. The Purpose of the Consortium
To develop a comprehensive and innovative assessment system for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards, so that...
...students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching
[The assessments shall be operational across Consortium states in the school year]

12. A National Consortium of States
28 states representing 48% of K-12 students
21 governing, 7 advisory states
Washington state is fiscal agent
Numbers in bullets reflect that Kentucky left the consortia in May, 2012

13. A Balanced Assessment System
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

14. English Language Arts and Mathematics, Grades 3–8 and High School
System Highlights
English Language Arts and Mathematics, Grades 3–8 and High School
BEGINNING OF YEAR
END OF YEAR
Last 12 weeks of 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.
INTERIM ASSESSMENT
INTERIM ASSESSMENT
Computer Adaptive
Assessment and
Performance Tasks
Computer Adaptive
Assessment and
Performance Tasks
PERFORMANCE
TASKS
Reading
Writing
Math
END OF YEAR
ADAPTIVE ASSESSMENT
Scope, sequence, number, and timing of interim assessments locally determined
Pause for a moment to talk about:
Again, the major components of the SMARTER BALANCED ASSESSMENT SYSTEM include:
A digital clearinghouse of formative tools, processes, and exemplars. Model curriculum units, etc., including Interim Computer Adaptive Assessment and Performance Tasks, and End-of-Year Summative Assessments which include Performance Tasks in Reading, Writing, and Math.
Re-take option
Optional Interim assessment system—
Summative assessment for accountability
* Time windows may be adjusted based on results from the research agenda and final implementation decisions.
Source:

15. The Four Claims – Students can . . .
Read closely and analytically to comprehend a range of increasingly complex literacy and informational texts.
Produce effective and well-grounded writing for a range of purposes and audiences.
Employ effective speaking and listening skills for a range of purposes and audiences.
Engage appropriately research/inquiry to investigate topics, and to analyze, integrate, and present information.
Talk a little about the four claims:
The Smarter Balanced Assessment Consortium Content Specifications for ELA is a bridge document
linking the CCSS to the Smarter Balanced assessment claims and targets.
There are four claims for ELA/Literacy, each with a number of targets which provide evidence to support each claim. The four claims are:
Claim #1 – Students can read closely and analytically to comprehend a range of increasingly
complex literary and informational texts.
Claim #2 – Students can produce effective and well-grounded writing for a range of purposes and
audiences.
Claim #3 – Students can employ effective speaking and listening skills for a range of purposes and
Claim #4 – Students can engage in research/inquiry to investigate topics, and to analyze, integrate,
and present information.
Smarter Balanced ELA Content Specifications emanate from the Common Core State Standards and
demand the same rigor, the same complexity, and the same expectation of college- and career-
readiness.
**The Smarter Balanced assessment is different from previous assessments because it is more stringent, expecting students to demonstrate complex abilities in reading, writing, speaking and listening, and language. Performance tasks will provide opportunities for students to show their knowledge and skills over longer periods and in greater depth.

16. Next Generation Assessments
More rigorous tests measuring student progress toward “college and career readiness”
Grades 3-8 and High School
Have common, comparable scores across member states, and across consortia
Without reading slides verbatim- touch on each bullet.

17. Next Generation Assessments
Provide achievement and growth information to help make better educational decisions and professional development opportunities
Assess all students, except those with “significant cognitive disabilities”
Administer online, with timely results
Use multiple measures
[D] Pause to allow a few minutes discussion at tables. Each group will write questions, comments, concerns about anything covered to this point on a post-it note and place it on the chart paper provided.
[R] Here’s where we will capture any comments, questions, concerns on post-it notes and have the groups place them on chart paper. Address a couple and then group/sort them while the other person is facilitating. Address more after breaks, as things come up during the presentation, etc.

18. Common Core State Standards in English Language Arts
Vertical Articulation and Cognitive Rigor

19. Vertical Articulation Asks:
How are the content standards/objectives related from one year/grade to the next?
Deepening of the cognitive processes for the same content
Knowledge or skills extend to a wider range of content
New content or skills are introduced
Level of scaffolding/teacher support is decreased
Content standards are clearly articulated across grades if:

20. Example of Grade-Level Progression in Reading
CCSS Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
[HO] This slide page full-sized.
A brief illustration of vertical alignment as well as the similarities between literature and informational text standards.
[D] Discuss at your tables where you see:
Deepening of the cognitive processes for the same content
Knowledge or skills extend to a wider range of content
New content or skills are introduced
Level of scaffolding/teacher support is decreased

21. Discuss at your tables where you see:
Deepening of the cognitive processes for the same content
Knowledge or skills extend to a wider range of content
New content or skills are introduced
Level of scaffolding/teacher support is decreased
Participants look for these in the standards shown on the slide 21 handout. The idea is to set the stage for the work/activities that follow.
Share out a couple for each.

22. Break

23. Bloom’s Taxonomy (1956)
Labels the type of thinking (verbs) needed to complete a task; tracing the verbs reveals a deepening of the cognitive processes through a standard from K-12.
Briefly show this. Emphasize that the verbs describe the depth of thinking.

24. Bloom’s Revised Taxonomy
Taxonomy of cognitive objectives
1950s- developed by Benjamin Bloom
Means of qualitatively expressing different kinds of thinking
Adapted for classroom use as a planning tool and continues to be one of the most universally applied models
Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking
In Lorin Anderson (former student of Bloom) revisited the taxonomy, and as a result, a number of changes were made
(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)
A brief review of Bloom’s Taxonomy
In 2001, Anderson, et al. presented a structure for rethinking Bloom’s. The original taxonomy possessed one dimension, the revised taxonomy table applied two dimensions- cognitive processes and knowledge. The descriptions have been expanded and better differentiated for analyzing educational objectives. The revised descriptors consider both the processes (the verbs) and the knowledge (the nouns) used to articulate educational objectives.
Source: Hess, Karin, K.; et al., What exactly do “fewer, and higher standards” really look like in the classroom? Using a cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments, Found at:

25. A Comparison Original Revised
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Bloom’s revised taxonomy.
[D] Discuss at your tables. What are the changes in Bloom’s Revised Taxonomy. Why do you think they were made?
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

26. Bloom’s Taxonomy Levels
Cognitive process
Verbs Associated with Level/Process
1. Remembering:
Retrieving, recognizing, and recalling relevant knowledge from long-term memory
choose, define describe, find, identify, label, list, locate, match, name, recall, recite, recognize, record, relate, retrieve, say, select, show, sort, tell
2. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
categorize, clarify, classify, compare, conclude, construct, contrast, demonstrate, distinguish, explain, illustrate, interpret, match, paraphrase, predict, represent, reorganize, summarize, translate, understand
3. Applying: Carrying out or using a procedure through executing, or implementing.
apply, carry out, construct, develop, display, execute, illustrate, implement, model, solve, use
4. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
analyze, ascertain, attribute, connect, deconstruct, determine, differentiate, discriminate, dissect, distinguish, divide, examine, experiment, focus, infer, inspect, integrate, investigate, organize, outline, reduce, solve (a problem), test for
5. Evaluating: Making judgments based on criteria and standards through checking and critiquing.
appraise, assess, award, check, conclude, convince, coordinate, criticize, critique, defend, detect, discriminate, evaluate, judge, justify, monitor, prioritize, rank, recommend, support, test, value
6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
adapt, build, compose, construct, create, design, develop, elaborate, extend, formulate, generate, hypothesize, invent, make, modify, plan, produce, originate, refine, transform
[HO] Give as a handout:
[D] Take a few minutes to review the handout. Then with an elbow partner look for evidence of these in the CCR Anchor Standards for Reading. (next slide)
Works Cited
Anderson, L. W., et. al. (2001) A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
Bloom, B.S., et al. (1956). The Taxonomy of Educational Objectives: Handbook I, cognitive Domain. New York: David McKay.

27. College and Career Readiness Anchor Standards for ELA
College and Career Readiness (CCR) Standards – Overarching standards for each of four ELA strands that are further defined by grade-specific standards
Reading - 10
Writing - 10
Speaking and Listening - 6
Language - 6
Discuss the idea of anchor standards, how many there are at each grade level and how they are followed by more specific standards by grade level. All subject areas will be referenced at this time.
[HO] Full page handout of this slide (single-sided)
See CCR Anchor Standards for Reading (page 10 grades K-5 or page 35 grades 6-12)
Have participants read handout of Bloom’s Taxonomy Levels silently to themselves.
Have participants read the anchor standards highlighting the verbs
Participants will locate the verbs within the Bloom’s handout
[D] What do you notice when comparing the Bloom’s document and the 10 anchor standards? Briefly discuss what you notice.
Facilitator -
The verbs are high on the taxonomy, which indicates a high level of thinking reflected in the standards.
Discuss how this document was designed backward. Point out that students need to attain the standard at each grade level in order to be ready for the next, and that each of the grade-levels is linked to the one above and below it through an upward progression of critical thinking skills, knowledge depth, and more refined content.

28. DoK Levels
DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure
DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display
data, interpret/use simple graphs
DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer
DOK-4 - Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/ multiple sources
[HO] Depth of Knowledge (Wheel)
Webb (1997) developed a process and criteria for systematically analyzing the alignment between standards and standardized assessments. Since then the process and criteria have demonstrated application to reviewing curricular alignment as well. This body of work offers the Depth of Knowledge (DOK) model employed to analyze the cognitive expectation demanded by standards, curricular activities and assessment tasks (Webb, 1997). The model is based upon the assumption that curricular elements may all be categorized based upon the cognitive demands required to produce an acceptable response. Each grouping of tasks reflects a different level of cognitive
expectation, or depth of knowledge, required to complete the task.
It should be noted that the term knowledge, as it is used here, is intended to broadly encompass all forms of knowledge (i.e. procedural, declarative, etc.). The table reflects an adapted version of the model.

29. Cognitive Rigor Matrix by Karin Hess
Combines Bloom’s Taxonomy with Webb’s Depth of Knowledge framework.
A tool for:
Designing units of study that have a range of cognitive demand.
Assessing tasks for the thinking they require of a student

30. Webb’s DOK Levels
Provide an important perspective of cognitive complexity
Name four different and deeper ways a student might interact with content
Are used by states in test specifications to include both the content assessed in a test item and the intended cognitive demand
Complexity of content (e.g., interpreting literal vs. figurative language)
Task required (e.g., summarizing in your own words vs. using evidence from various sources to support your summary)
Source: Hess, Karin, K.; et al., What exactly do “fewer, and higher standards” really look like in the classroom? Using a cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments, Found at:

31. The Cognitive Rigor Matrix
Depth + thinking
Level 1
Recall & Reproduction
Level 2
Skills & Concepts
Level 3
Strategic Thinking/ Reasoning
Level 4
Extended Thinking
Remember
- Recall, locate basic facts, details, events
Understand
- Select appropriate words to use when intended meaning is clearly evident
- Specify, explain relationships
- summarize
– identify main ideas
- Explain, generalize, or connect ideas using supporting evidence (quote, example…)
- Explain how concepts or ideas specifically relate to other content domains or concepts
Apply
- Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning
– Use context to identify meaning of word
- Obtain and interpret information using text features
- Use concepts to solve non-routine problems
- Devise an approach among many alternatives to research a novel problem
Analyze
- Identify whether information is contained in a graph, table, etc.
– Compare literary elements, terms, facts, events
– analyze format, organization, & text structures
- Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text
– Analyze multiple sources
- Analyze complex/abstract themes
Evaluate
– Cite evidence and develop a logical argument for conjectures
- Evaluate relevancy, accuracy, & completeness of information
Create
- Brainstorm ideas about a topic
- Generate conjectures based on observations or prior knowledge
- Synthesize information within one source or text
- Synthesize information across multiple sources or texts
[HO] Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s DOK Levels to Bloom’s Cognitive Process Dimensions – ELA
[D] Talk at your table groups about any new understanding you have about cognitive rigor and these foundational frameworks used by the authors of the CCSS.
Bloom’s Taxonomy and Webb’s DOK differ in both scope and application. Bloom’s categorizes the cognitive skills required of the brain to perform a task, describing the “type of thinking processes” necessary to answer a question. Depth of Knowledge relates more closely to the depth of content understanding and scope of a learning activity, which is demonstrated in the skills required to complete a task from start to finish.
Source: Hess, Karin, K.; et al., What exactly do “fewer, and higher standards” really look like in the classroom? Using a cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments, Found at:

32. Task Predicts Performance
This is important because…
Task Predicts Performance
TEACHER
STUDENT
CONTENT
TASK
Elevate the cognitive demand of the task, and you elevate the performance.
Briefly show that when the task includes a higher cognitive demand (or depth of knowledge) the students’ performance level is elevated.

33. CCSS Key Changes and Their Evidence
David Coleman Susan Pimentel ELA CCSS Team Coordinators Q: How do the key changes relate to cognitive rigor?
Video is hyperlinked to slide heading. It is 6:25 in length.
Discusses:
• Historical context of the need for change in ELA Standards • Six critical shifts from earlier standards: text complexity; analysis, inference and evidence; writing to sources; mastery of writing and speaking; academic vocabulary • Importance of academic vocabulary, especially for English Learners
[D] Discuss with your table group how do the key changes relate to Bloom’s Revised Taxonomy?

34. The Spiral Staircase Using CCR Anchor Standard for Reading #1
Start at Kindergarten and work up to grades highlighting the additions and deletions of the grade level standard as it progresses toward the College and Career Readiness Anchor Standards (CCRS)
Then go back and . . .
Underline the key concepts (important nouns or noun phrases)
Circle the verbs describing skills required of students
[HO] Vertical Articulation Document for each CCR Reading #1
[D] Discuss highlighted additions with a partner as you identify them.
The Vertical Alignment pages align and articulate a K-12 pathway (staircase) linking elementary, middle, high school, and end-of-high school college and career readiness
Talk about the reverse order or the back mapping.
Model highlighting for grade 11-12
Trace the vertical articulation in a given standard from Kindergarten through Grade 12, showing how each builds upon the next, highlighting the additions.
Explain that this activity provides a foundation for further work in cognitive complexity and depth of knowledge and that it will inform instruction, lesson/unit design and assessment.
Ask participants to choose a standard from the packet, and work with a partner to trace the additions from Kindergarten to the CCR.

35. Analyzing the Standards
Model highlighting additions

36. Implications
What statements can you make regarding the vertical articulation of the standard you just analyzed?
Use the cognitive rigor matrix to assist you.
[D] In your table groups discuss (the questions on slide).
Whip-around shareout.

37. 5 Minute Rest

38. Let’s shift to Writing . . . Example:
College and Career Readiness (CCR) Anchor Standard for Writing number 1 is about argumentative writing and the components needed in a logical argument.
It emphasizes:
Writing sound arguments
Sufficient supporting evidence
Valid reasoning
The need to read critically
Analysis of substantive topics/text

39. Going Deeper
Use the template provided to take a deeper look at Writing Standard #1.
What questions do you have about the standard?
What will be your next steps?
[HO] Going Deeper: Writing Standard #1 Template
To close: What questions do you have about the standard? What will be your next steps?
Analyzing the standard to the level of instruction and Depth of Knowledge (DOK). This activity will provide an opportunity for the participant to isolate one standard at their grade level and going deeper. With the framing of “how this impacts their instruction .”

40. Considerations for transition and implementation
As a result of your learning and work today, what can you bring back to your school and/or district to support the transition to the ELA CCSS and the implementation plan?
[D] Question on slide.
Quick Whip-around. 1 person per/district

41. Common Core State Standards Our goals for today…
How well did we?
Briefly go over content from the ELA CCSS session I
Briefly review the purpose and highlights of the Smarter Balanced Assessment System
Deepen your understanding of the vertical articulation of the standards
Deconstruct a standard and begin to evaluate its rigor as defined by Hess’s Cognitive Rigor matrix
Engage in Vertical & Horizontal Alignment of Writing Standard 1
Consider implications for your work

42. Resources for Implementation
ELA overview documents (one-pagers) as connected with WA standards:
Publisher’s Criteria in ELA and Literacy:
Alignments cross-walk documents:
Parent Resource Guides:

43. Thank you. corestandards@k12.wa.us
[HO] Clock Hour Evals and Clock Hour Forms.