presented by: liisa moilanen potts english language arts director

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2013-14 Webinar Series Part 3:

CCSS ELA: Instructional Materials, Supports, and Engagement for the Middle Grades

Presented by: Liisa Moilanen PottsEnglish Language Arts Director

Teaching and Learning Department, OSPICCSS_ELA_WebinarPt3_Middle_Grades_3.25.14

Please have

your cell

phone ready

to do a text

poll!

Agenda

CCSS_ELA_WebinarPt3_Middle_Grades_3.25.14

Current context of CCSS ELA in Washington

Classroom Impact of the CCSS in ELA/Literacy in the Middle Grades: what does it look like? How does it sound?

Instructional Materials Considerations for Middle Grades

Assessment System Updates2

Materials

are

hyperlinke

d

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


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,)


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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,)


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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.

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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 Publisher’s 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


Power of the Shifts


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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.

The Middle Grades!


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Content

Practices

Culture

Classroom Impact of CCSS in the Middle Grades (so much happening!)

Peer relationships

Writing foundations

Reading comprehension

Reading in many contents

Growing language skillsBecoming articulate

Transferring skills

Learning to LISTEN

Writing process

Text to self: “Why do I care about this?”

Reading deeply

Leveraging funds of knowledge

Discovering self

Managing learning

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The Big Ideas(introduction, page 7)

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Middle School Students: Lots of Change,Lots of Energy, Lots of Opportunity


Self awarenessSelf managementSocial awarenessRelationship skillsResponsible decision making


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 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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Shift Three (yes, we skipped 2 on purpose):

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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Text Complexity Model: the right text at the right time for the right

reason


Best measured by computer software

Best

measured by

an attentive

human

reader

Best made by educators

employing their professional judgment19


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Considering Depth of Knowledge/DOK


Webb, 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>. 21


What’s the level?

What will kids

need to understand and make this textrelevant

andlasting?


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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Practice with Academic Discourse is Key


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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 from earlier grades and support later concepts?

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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Scaffolding your instruction for all: a basic continuum


Read Aloud/Think Aloud & Modeled Writing

Shared Reading & Writing Guided Reading & Writing Independent Reading & Writing

What do your students know?What can your students do?How do you know?? What do you need?


These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.

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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


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Considering Instructional Materials

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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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The “How”, continued…

Reflect again now on what you will be able to observe (see, hear) when you have successfully implemented Common Core State Standards in your schools and districts.

Teacher Practices?Student Work?Instructional Materials?


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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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What is the Toolkit? An Overview

Purpose: • To catalyze the impact that the CCSS can have on

student achievement by building and applying a common vision of CCSS aligned, high quality instructional and assessment materials

What it is: • Collaboration between Achieve, CCSSO and Student

Achievement Partners• A resource that brings together a set of interrelated,

freely available tools for evaluating instructional and assessment materials for alignment to CCSS

• Support for the evaluation of comprehensive textbook or textbook series, units, lessons, grade or course-level assessments, item banks, and individual assessment items and can be applied to both print and digital materials


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Key Design Features

• The Publishers’ Criteria were developed from the perspective that publishers and purchasers are equally responsible for ensuring high quality instructional materials.

• They do not define, endorse or prescribe curriculum; those decisions are, and should be, local within each state or district.

• All tools provided directly support the expectations of the CCSS and are derived from or closely aligned with the guidelines provided in the Publishers’ Criteria for mathematics and English language arts/literacy

• Included tools do not address all factors that may be important in determining whether instructional materials and assessments are appropriate in a given local or state context but instead aim to clearly articulate the criteria for alignment to the CCSS


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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 Evaluating

Instructional 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.CCSS_ELA_WebinarPt3_Middle_Grades

_3.25.14


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Evaluators must be well versed in the ShiftsELA/Literacy

1. Regular practice with complex text and its academic language

2. Reading, writing and speaking grounded in evidence from text, both literary and informational

3. Building knowledge through content-rich nonfiction

Mathematics

1. Focus strongly where the Standards focus

2. Coherence: Think across grades, and link to major topics within grades

3. Rigor: In major topics, pursue with equal intensity: conceptual understanding, procedural skill and fluency, and application

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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-Negotiables

Text 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

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Questions and Tasks– Non-Negotiable 4: Text-Dependent and Text-

Specific Questions– Non-Negotiable 5: Scaffolding and Supports

– 80% high quality, text-dependent and text-specific– Focused pre-reading, begin with the text– Strategies as distinct from comprehension– Support for academic language– Progress includes gradual release of scaffolds and

increase in independence

Text Dependent Question ResourcesPD Module: Understanding TDQ


http://achievethecore.org/page/710/text-dependent-question-resources

http://achievethecore.org/dashboard/408/search/3/1/0/1/2/3/4/5/6/7/8/9/10/11/12/page/396/understanding-text-dependent-questions

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ELA/Literacy – Non-NegotiablesFoundational Skills (Grades 3-5)

– Non-Negotiable 6: Foundational Skills

Writing to Sources and Research– Non-Negotiable 7: Writing to Sources

Prominent and varied writing opportunitiesShort research projects

Sample Writing TasksPARCC Model Content Framework

Grades 3-5 Exposition 35%

Persuasion 30%

Narrative 35%

Grades 6-8 Exposition 35%

Argument 35%

Narrative 30%

HS Exposition 40%

Argument 40%

Narrative 20%


http://achievethecore.org/page/711/sample-writing-tasks

http://www.parcconline.org/mcf/ela/parcc-model-content-frameworks-browser

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Speaking and Listening– Non-Negotiable 8: Speaking and Listening

Language– Non-Negotiable 9: Language


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ELA/Literacy

• Indicators of Superior Quality– Usefulness, Design and Focus

Ex. Are there suggestions and materials for adapting instruction for varying student needs?


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.


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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


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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/

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For your consideration…


As you consider the materials being used (or being newly selected for use) in classrooms,

what could OSPI and state partners do to support you?

(Polleverywhere)

Smarter Balanced Updates


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Improving Teaching & Learning

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 and learning

Summative: College and career

readiness assessments for

accountability

Interim: Flexible and open

assessments, used for actionable

feedback

Formative resources:

Digital Library with instructional and

professional learning resources for

educators to improve instruction

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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

✔

✔ ✔


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Digital Library Basics, 2-26-14

Smarter Balanced Digital Library:Formative Assessment Practices and

Professional Learning – educator involvement

National Advisory Panel (NAP)

• 11-20 experts• Begins December 2012• Provides policies and

criteria for resources

State Leadership Team (SLT)• 10-14 WA members• Provides support and

training for State Network of Educators

• Promote statewide communications

State Network of Educators (SNE)• 85 WA Members (1,500+

nationally)• Representation from

LEAs, AEAs, content leaders, ELL, IHE

• Serve Summer 2013 – Late Fall 2014

• Submit and review resources

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Digital Library BasicsOne Stop:

• The Digital Library will be accessed through a single sign-on with user permission levels so educators have access to all of the instructional and professional learning resources for each grade band (Grades K-2, 3-5, 6-8, 9-12). There will be resources that educators can share or use with students and families, but students and families will not be able to access materials directly.

– It WILL NOT be a “bank” of formative assessment items alone. All resources will have the formative assessment process embedded within them.

• All submitted materials will be vetted through a Quality Criteria Review Process by SNEs across the nation. • Each resource will be reviewed and rated by at least 3 SNEs• If they do not meet the quality criteria, resources will not be included in the library

• Functionality

• Educators will be able to view and download resources• The applications uses state-of-the art tagging and search features so that educators will

be able to quickly find resources by CCSS, formative assessment process attributes, etc.• Educators will be able to rate resources• Educators will be able to use social networking features to collaborate with other

educators across the Consortium by posting questions and sharing their knowledge.

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Resources in the Digital Library

* Resources include the following file types: Video, HTML5, Audio, PPT, Excel, Word, and PDF.

• Commissioned professional development modules• Resources for students and families

• Frame formative assessment within a balanced assessment system• Articulate the formative assessment process• Highlight formative assessment practices and tools

• Commissioned professional development modules• Instructional materials for educators • Instructional materials for students

• Demonstrate/support effective implementation of the formative process• Focus on key content and practice from the Common Core State

Standards for Mathematics and English Language Arts

• High-quality vetted instructional resources and tools for educators• High-quality vetted resources and tools for students and families

• Reflect and support the formative process• Reflect and support the Common Core State Standards for Mathematics

and English Language Arts• Create Professional Learning Communities

Assessment Literacy Modules

Exemplar Instructional Modules

Education Resources

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Resources in the Digital Library

Assessment Literacy Modules

Exemplar Instructional Modules

Education Resources

* Resources include the following file types: Video, HTML5, Audio, PPT, Excel, Word, and PDF.

• Not an assessment bank

• Not an item bank

• Not a learning management system where educators can register for training or receive credit by completing specific online courses

• Not a library for general public (will require registration and login)

• Not a site where any resource can automatically be posted; all resources must be vetted through the Quality Criteria

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Grounded in this Definition of Formative Assessment Process

• Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals.

~ Compiled by the Digital Library National Advisory Panel

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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

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Quality Criteria for Professional Learning Resources

The resource…

1) Reflects research and/or the principles of effective professional learning

2) Incorporates formative assessment practices

3) Supports learner differences and personalized learning

4) Demonstrates utility, engagement, and user-friendliness

5) Integrates technology and media effectively

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Quality Criteria for Instructional Resources

The resource…

1) Aligns with the intent of the Common Core State Standards

2) Incorporates formative assessment practices

3) Contains accurate, complete, high-quality curriculum and instruction

4) Supports learner differences and personalized learning

5) Demonstrates utility, engagement, and user-friendliness

6) Integrates technology and media effectively

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SNE Resource Recommendation Options

• Recommend with distinction• Recommend• Recommend with revisions• Do not recommend

Do not recommend

Recommend with revisions

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Resource Posting Work FlowStep 1:

Resource Submitted

Step 3:Quality Criteria Applied

Step 4:Decision

Step 2:Gatekeeping

Criteria Applied

SNE1

SNE2

SNE3

SNE1

Posted

Sent to SLT

Returned to Submitter

Cover Profile

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Smarter Balanced Timeline – Washington’s Involvement (http://

www.k12.wa.us/SMARTER/default.aspx)

OSPI staff involved in workgroups 2010-2014Teachers involved

Item and stimulus writing and review Alignment Study Achievement Level Discriptors

Pilot in spring 2013Comprehensive field test in 2013-14 (Summative)

Practice Tests widely available

Digital Library - State Networks of Educators began vetting resources to populate the library in Fall 2013 “Soft Launch” of the Digital Library in late Spring 2014

All components of Smarter Balanced operational in 2014-15 Full Digital Library in fall 2014 Interim Assessments available late fall 2014 Summative administered in spring 2015

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


Staying Connected…


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Upcoming OSPI Standards and Assessment Webinars: CCR Series (for CCSS and Science) – May (Part 4) OSPI Smarter Balanced Series – Next Webinar March 20th!

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/TestAdministration/Trainings/default.aspx




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

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 Dates

1. 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



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Additional Opportunities on the Horizon…


CCSS Communications Leadership Summit Sponsored by Washington State ASCD, WSPTA,

OSPI, National ASCD April 21, 2014 in Yakima http://

www.ascd.org/common-core-state-standards/implementation-resources-for-washington.aspx

Professional Learning Grant Opportunity for School District Teams Informational PDF as webinar handout Look for Application in March via iGrants

http://www.ascd.org/common-core-state-standards/implementation-resources-for-washington.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

Opportunities to be involved

English Language Arts Networkhttp://www.surveygizmo.com/s3/1034072/ELA-Contact-List

ELA and Math “Fellows” build capacity around common learning

OSPI CCSS Webinar Series

PD Offered through all 9 ESDs


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https://legacymail.ospi.k12.wa.us/OWA/redir.aspx?C=hNDb9ai0vUORkD3mT3hMAcymi1tEztBIGhlLQP7SIoQjhm4mkAHZbqhwqNvDEytWb8Bm8YCmTFI.&URL=http://www.surveygizmo.com/s3/1034072/ELA-Contact-List

https://legacymail.ospi.k12.wa.us/OWA/redir.aspx?C=hNDb9ai0vUORkD3mT3hMAcymi1tEztBIGhlLQP7SIoQjhm4mkAHZbqhwqNvDEytWb8Bm8YCmTFI.&URL=http://www.surveygizmo.com/s3/1034072/ELA-Contact-List

2013-14 CCSS Implementation Resources


Top Resources – Big PictureAchieve The Core www.achievethecore.orgResources included annotated tasks, practice guides, assessment guides, instructional materials toolkit for systems, teams, and teachers

Assessment System Resources www.smarterbalanced.orgSmarter Balanced Released Sample Items / Perf. Tasks

Achieve www.achieve.orgMultiple array of resources to support implementation of CCSS

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2013-14 CCSS Implementation Resources


Top Resources – Big PictureAchieve The Core www.achievethecore.orgResources included annotated tasks, practice guides, assessment guides, instructional materials toolkit for systems, teams, and teachers

Assessment System Resources www.smarterbalanced.orgSmarter Balanced Released Sample Items / Perf. Tasks

Achieve www.achieve.orgMultiple array of resources to support implementation of CCSS

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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.


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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]


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mailto:[email protected]

mailto:[email protected]

presented by: liisa moilanen potts english language arts director

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