Materials Posted Online:
 PowerPoint Presentation
 Handout 1:3 Shifts in ELA
 Handout 2: Social studies sample
 Handout 3: Depth of Knowledge Chart
2012-13 Webinar Series
Part II:
CCSS English Language Arts
Dec. 19, 2012

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We’d like to know a little about who is out there.
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Time for a poll.
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English Language Arts

1.
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Shared Learning
Common Core State Standards: Washington’s implementation
English Language Arts: the big shifts overview
Smarter Balanced Assessment System and Washington
Transitions
2.
Making the shifts work in English Language Arts
and social studies/History: we’re joined by Carol
Coe, Social Studies Program Supervisor at OSPI!
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English Language Arts

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.
1)
2)
3)
4)
5)
Meet our Constitutional Obligation to Fully-fund our Public Schools
Improve Achievement for ALL Students
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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
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WA CCSS Implementation Timeline
2010-11 2011-12 2012-13 2013-14 2014-15
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
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Washington’s K-12 Learning Standards Landscape
(CCSS-M, CCSS-ELA, EALRS, GLEs, PEs,)
Washington’s
Reading (2005), Writing (2005) and Math (2008) Standards
Washington’s Science Standards
(2009)
Learning Standards/Guidelines in:
Social Studies
The Arts
Health and Fitness
World Languages
Ed Tech
Early Learning and Development, B-Gr.3
Common Core State Standards for
English Language Arts and
Mathematics
Adopted July, 2011
Assessed 2014-15
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 2016-17, more likely 2017-18.
Current Standards Continue
Intentional connections will be made across subjects focused on building literacy skills across content areas
English Language Arts

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.
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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
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English Language Arts

“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
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English Language Arts

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The art, science, skills, knowledge, and joy of reading, writing, speaking, and listening
CCSS 2012-13 Webinar Series - Part II
English Language Arts

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K
Shifting to comprehensive literacy
1 2 3 4 5 6 7 8 9-10
Print concepts and alphabetic principle
Phonological awareness
Phonics and word recognition
Fluency
11-12
Foundational Skills
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
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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%
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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 vie w.
Language Standards
Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.
OSPI at WERA_12.7.12

•
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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English Language Arts

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Are we done teaching fiction and story writing?
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Should I stop teaching plot development and literary terms?
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Am I supposed to stop teaching text-to-self strategies and prior knowledge?
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Do my kids get to express opinions?
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English Language Arts

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English Language Arts

Getting to the shift:
Ensuring a balance of writing types, modes, genres, modes, products
Literature fiction, drama, poetry
Literary
Nonfiction
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CCSS 2012-13 Webinar Series - Part II
English Language Arts

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Are we throwing out all our novel sets?
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Does this mean I have to quit teaching fiction in my
English class?
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Do I have to teach all the texts listed in the Appendices?
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Do non-English teachers have to teach reading and writing instead of their subjects?
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English Language Arts

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CCSS 2012-13 Webinar Series - Part II English Language Arts
Best made by educators employing their professional judgment

Webb, Norman L. and others.
Feb. 2006. <http://www.wcer.wisc.edu/WAT/index.aspx>.
CCSS 2012-13 Webinar Series - Part II
English Language Arts

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If a student is behind in comprehension, am I not supposed to give her an at-level text?
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Does every text I use have to be complex?
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How do I get the right texts?
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English Language Arts

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English Language Arts

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English Language Arts

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English Language Arts

how word choice contributes to meaning and tone (RL.8.4) be able to cite textual evidence
(RL.8.1)
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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).
support the assertions
(arguments) they make in writing (W.8.1, W.8.9)
CCSS 2012-13 Webinar Series - Part II
English Language Arts

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Updates and overview
CCSS 2012-13 Webinar Series - Part II
English Language Arts

Summative assessments
Benchmarked to college and career readiness
Common
Core State
Standards specify
K-12 expectations for college and career readiness
Teachers and schools have information and tools they need to improve teaching and learning
Teacher resources for formative assessment practices to improve instruction
Interim assessments
Flexible, open, used for actionable feedback
All students leave high school college and career ready
24 CCSS 2012-13 Webinar Series - Part II English
Language Arts

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OSPI staff involved in workgroups 2010-2014
Teachers involved in item writing Summer/Fall 2012
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Sample Released Items – October 2012 http://www.k12.wa.us/SMARTER/default.aspx
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47 districts invited to conduct Small Scale Trials in Oct/Nov
2012
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Limited pilot in Spring 2013
Need 22% of state
Available to all
Comprehensive field test in 2013-14
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Operational use in 2014-15
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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
Computer Adaptive
Assessment and
Performance Tasks
Optional Interim
Assessment
Computer Adaptive
Assessment and
Performance Tasks
Scope, sequence, number and timing of interim assessments locally determined
PERFORMANCE
TASKS
• ELA/Literacy
• Mathematics
COMPUTER
ADAPTIVE TESTS
• ELA/Literacy
• Mathematics
Re-take option
*Time windows may be adjusted based on results from the research agenda and final implementation decisions.
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English Language Arts

Overall Claim
(Gr. 3-8) “Students can demonstrate progress toward college and career readiness in English Language arts and literacy.”
Overall Claim (High School)
“Students can demonstrate college and career readiness in
English language arts and literacy.”
Reading
Research/Inquiry
“Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”
Writing
Speaking and Listening
“Students can produce effective and well-grounded writing for a range of purposes and audiences.”
“Students can employ effective speaking and listening skills for a range of purposes and audiences.”
“Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”
AWSP Fall Conference, Elem.10-21-12 27

Smarter Balanced Website
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 http://www.smarterbalanced.org/sample-items-and-performance-tasks/
CCSS 2012-13 Webinar Series - Part II English
Language Arts

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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
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English/Language Arts and Math: Grade 3–8 and 11 *
Science exams are required under ESEA but are not included in SBAC
*
11 th 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).
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English Language Arts

Using SBAC for High School Graduation Tests –
Policy Questions Abound…
Grade Subject Tested
10 Reading
10 Writing
10 E/LA
10 Algebra
10 Geometry
10 Math
2012–13 and
2013–14
Measure current Reading, Writing,
Algebra, Geometry , and
Biology Standards
HSPE
HSPE
EOC
EOC
2014–15 and Beyond
Measure Common
Core State Standards and current
Biology Standards
SBAC
* SBAC
10 Biology
11 E/LA
EOC EOC
SBAC
11 Math SBAC
Note: 10 th grade exams measure high school proficiency with passage required for graduation; 11 th grade exams measure career and college-ready standards.
* 10 th grade math exams could be separate Algebra and Geometry EOC exams.

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Resources from local, regional, state, and interstate collaboration: what’s new and what’s next
CCSS 2012-13 Webinar Series - Part II
English Language Arts

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Washington
Including:
• School Districts
• Higher Education
• Education and Educator Content Associations
• Third Party Providers / Vendors
CCSS 2012-13 Webinar Series - Part II
English Language Arts

(Handout 3)
Opportunities and Resources
CCSS Awareness and Professional Learning Opportunities and
Materials
( http://www.k12.wa.us/CoreStandards/Resources.aspx
)
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
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English Language Arts

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:
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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
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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 .
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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_12.7.12

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Achieve The Core Guidance and templates on how to begin implementing the shifts, assembled by the nonprofit Student Achievement Partners.
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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
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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.
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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!
OSPI at WERA_12.7.12

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From CCSS Developers…
CCSS Publisher’s Criteria – ELA and Math
( http://engageny.org/resource/publishers-criteria-for-elaliteracy-and-math/ )
Going deeper with other states…
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Tri-State Quality Review Rubrics and Process
( http://engageny.org/resource/tri-state-quality-review-rubric-and-rating-process/ )
These tools can be used to…
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Inform materials review and adoption process
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Consider existing materials
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Facilitate targeted discussions, collaboration, and professional development with publishers and other providers
OSPI at WERA_12.7.12

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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_12.7.12

Common Core Supports:
ELA Support:
Liisa Moilanen Potts, Liisa.moilanenpotts@k12.wa.us
Luisa Sanchez-Nilsen, Luisa.Sanchez-Nilsen@k12.wa.us
General Support:
- General email: corestandards@k12.wa.us
- Jessica Vavrus, jessica.vavrus@k12.wa.us
Math / CCSS Grant-Specific Support:
- Greta Bornemann, Greta.Bornemann@k12.wa.us
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