CCSS ELA Webinar
Series: Part 4
CCSS ELA Shifts &
Academic Vocabulary
and Text Complexity:
Next Steps
Today’s Agenda
CCSS
ELA Shifts & Academic Vocabulary and Text
Complexity: Next Steps

Smarter Balanced Assessment

Resources and professional learning opportunities
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OSPI CCSS Quarterly Webinar Series
http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar
Year 2 Topics: 2012-13
CCSS Systems for District
and Building Leaders
1. September 2012: Recap / State Context / Resources /
Where to Start / Professional Learning Systems
2. December 2012: The Basics for School Boards
3. March 2013: Focus on Instructional Materials / Principal
Leadership
4. May 2013: Focus on Communications and Smarter Balanced
Digital Library
CCSS-M Content for Leaders 1. September 2012: Recap / Math Shifts and Resources
and Cross-Content Teams
2. December 2012: Diving into the Math Shifts for Elementary
3. March 2013: Diving into the Math Shifts for Middle School
4. May 2013: Diving into the Math Shifts for High School
CCSS-ELA for Leaders and
Cross-Content Teams
3
1. September 2012: Recap / ELA Shifts and Resources
2. December 2012: Diving into ELA and Text Selection /
Implications for ELA in History/Social Studies
3. March 2013: Diving into the ELA: A Focus on Evidence in
Reading/Writing/Speaking & Listening
4. May 2013: Diving into ELA: Academic Vocabulary and Text
Complexity: Next Steps
OSPI_CCSS.ELA_Part4_5.30.13
Before we begin…About You

We’d like to know a little about who is out there.

Time for a poll (one more time…)
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OSPI_CCSS.ELA_Part4_5.30.13
Career and college ready learning standards
for k-12
Vision
Every Washington
Student and Educator
All
students
leave
high
school
college
and career
ready
Our Purpose: To develop a statewide system with resources
that support partners at all levels in their preparation of ALL
educators and ALL students to implement the CCSS.
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5
Washington’s State Learning Goals
are the Foundation
(HB 1209+; RCW 28A.150.210)
1.
Read with comprehension, write effectively, and communicate successfully in a
variety of ways and settings and with a variety of audiences;
1.
Know and apply the core concepts and principles of mathematics; social,
physical, and life sciences; civics and history, including different cultures and
participation in representative government; geography; arts; and health and
fitness;
1.
Think analytically, logically, and creatively, and to integrate technology literacy
and fluency as well as different experiences and knowledge to form reasoned
judgments and solve problems; and
1.
Understand the importance of work and finance and how performance, effort,
and decisions directly affect future career and educational opportunities.
Updated in 2011: SSB 5392)
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CCSS Implementation Timeline
Phase 1: CCSS Exploration
Phase 2: Build Awareness & Begin
Building 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
(CCSS-M, CCSS-ELA, EALRS, GLEs, PEs,)
Washington’s
Reading (2005), Writing (2005)
and Math (2008) Standards
Common Core State Standards for
English Language Arts and
Mathematics
Adopted July, 2011
Assessed 2014-15
Next Generation English Language
Development Standards
(ELA and Math)
Washington’s English Language
Development Standards
(2006-ish)
Under Development:
Drafts Summer 2013
Finals Anticipated in late 2013/Early 2014
Assessment Development (ELPA21):
Beginning 2013-14
Anticipated Operational in 2015-16
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Washington’s K-12 Learning Standards
(CCSS-M, CCSS-ELA, EALRS, GLEs, PEs,)
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
9
Current Standards Continue as WA
Considers the Next Generation
Science Standards (NGSS)
NGSS Final Spring 2013
Adoption may occur in Summer 2013
Assessment of NGSS in
2016-17 or 2017-18.
Current Standards Continue
Intentional connections will be made
across subjects and programs focused on
building literacy skills across content areas
OSPI_CCSS.ELA_Part4_5.30.13
The Big Ideas:







introduction, page 7
Demonstrate independence
Build strong content knowledge
Respond to the varying demands of audience, task, purpose,
and discipline
Comprehend as well as critique
Value evidence
Use technology strategically and capably
Come to understand other perspectives and cultures
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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 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?”
http://www.teachertube.com/viewVideo.php?video_id=24576
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0
Shift Three: Regular practice with
complex text and its academic
language
14

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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Critical thinking= tangling with
concepts and building knowledge
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Where can we start? Where should we?

Provide rich, relevant, rigorous texts for all students…

… in all content areas! Students need to read and work
with full texts in all their content areas, not just English
Language Arts.

Support building and enhancing literacy skills with reading
and writing strategies.
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Text Complexity:
Getting Started with the “What”
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Best made by
educators employing
their professional
judgment
A comprehensive, collaborative approach is
key:

Work with cross-content as well as grade band teams to
consider students’ access to rich, relevant texts of
different lengths

Use the Text Complexity Tools to identify how students
are experiencing and working with texts. What kinds of
tasks in reading? In writing? In Speaking?
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OSPI_CCSS.ELA_Part4_5.30.13
What does working with text look like?
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What kids read is important
 Yes, provide
at-level text
 Yes, provide
access to the actual
grade level text
 YES, open
22
the door to what’s next
OSPI_CCSS.ELA_Part4_5.30.13
The how:
Text-dependent questions
1.
2.
In “Letter from a Birmingham Jail,”
Dr. King discusses nonviolent
protest. Discuss, in writing, a time
when you wanted to fight against
something that you felt was unfair.
In “The Gettysburg Address”
Lincoln says the nation is
dedicated to the proposition that
all men are created equal. Why is
equality an important value to
promote?
23
What can you infer from King’s
letter about the letter that he
received?
“The Gettysburg Address”
mentions the year 1776.
According to Lincoln’s speech,
why is this year significant to the
events described in the speech?
OSPI_CCSS.ELA_Part4_5.30.13
Academic Vocabulary = Access to the content
and building critical thinking






perception:
Sahel: Means ‘coastline’ in
Arabic. The dry area of land
located on the southern edge
of the Sahara desert.
savanna:
sub-Saharan: .
indigenous:
migration:
24

How can we
teach/organize these
important content words
for the best impact on
student learning?
OSPI_CCSS.ELA_Part4_5.30.13
Curate and Teach the Right Words at
the Right Times… for the Right Reasons
From this:





Cinquain
Sestina
Shakespearean Sonnet
Rhyme scheme
Alliteration
To this:
AP/ English Major
Cinquain
Sestina
CCR
Sonnet
Shakespeare
High School Exit
Rhyme scheme
Alliteration
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VERB
noun
Think about how and
stamp
when and why we
“the
“stamp of
practice
memory is vocabulary
approval”
forever
stamped on
my heart”
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“These standards
are not intended
to be new names
for old ways of
doing business.”
CCSSM, page 5
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What can you do in your classroom?







Curate materials; work with your librarian
Read and consider text complexity
Read and rethink vocabulary lessons, K12
Share and collaborate vocabulary teaching with crosscontent and cross-grade level teams
Identify rich writing, speaking, and technology work
Work with your specialists (ELL, Special Education,
literacy, etc.) and grapple together with access and
support
Consider organized abandonment in favor of
comprehensive, deeper learning opportunities
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A Look at Assessment
29
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CCSS Assessment System Transitions


Our change to Common Core is at the heart of
assessment changes for ELA and Math
NCLB requires states to assess state standards

We’ve changed standards so we need to change assessments


What we change to is our choice
Smarter Balanced is where we are headed for ELA and Math


Graduation requirements are a state’s choice


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IMPT: There are currently no assessment consortia established for Science
Supt Dorn is proposing reduced graduation requirements
ESEA Waiver changes expectation that all students are
proficient next year (2014) – it gives us more time and
more individualized school-based goals
OSPI_CCSS.ELA_Part4_5.30.13
Smarter Balanced Assessment System
Components
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Summative
assessments
Benchmarked to
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
31
All students
leave
high school
college
and career
ready
Interim assessments
Flexible, open, used for
actionable feedback
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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
Computer Adaptive
Assessment and
Performance Tasks
Optional Interim
Assessment
Computer Adaptive
Assessment and
Performance Tasks
PERFORMANCE
TASKS
• ELA/Literacy
• Mathematics
Scope, sequence, number and timing of interim assessments locally determined
*Time windows may be adjusted based on results from the research agenda and final implementation decisions.
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OSPI_CCSS.ELA_Part4_5.30.13
COMPUTER
ADAPTIVE
TESTS
•ELA/Literacy
•Mathematics
Re-take option
Claims for the Mathematics
Summative Assessment
Overall Claim for Grades 3-8
“Students can demonstrate progress toward college and career
readiness in mathematics.”
“Students can demonstrate college and career readiness in
mathematics.”
Overall Claim for Grade 11
Claim #1 - Concepts &
Procedures
“Students can explain and apply mathematical concepts and
interpret and carry out mathematical procedures with precision and
fluency.”
Claim #2 - Problem Solving
“Students can solve a range of complex well-posed problems in pure
and applied mathematics, making productive use of knowledge and
problem solving strategies.”
Claim #3 - Communicating
Reasoning
“Students can clearly and precisely construct viable arguments to
support their own reasoning and to critique the reasoning of others.”
Claim #4 - Modeling and Data
Analysis
33
“Students can analyze complex, real-world scenarios and can
construct and use mathematical models to interpret and solve
problems.”
OSPI_CCSS.ELA_Part4_5.30.13
Smarter Balanced Timeline –
Washington’s Involvement
(http://www.k12.wa.us/SMARTER/default.aspx)








OSPI staff involved in workgroups 2010-2014
Teachers involved in item writing Summer/Fall 2012
Sample Released Items and Performance Tasks – October 2012
(view the OSPI webinar!)
Small Scale Trials in Oct/Nov 2012
Pilot in Spring 2013
Practice Test widely available May 29
Comprehensive field test in 2013-14
Operational use in 2014-15
The Digital Library…

Work begins late spring 2013

State Network of Educators to be recruited in May 2013 to populate
the
digital library
OSPI_CCSS.ELA_Part4_5.30.13
34
Smarter’s Vision for the Digital Library



Provide an online, interactive clearinghouse with all the
formative tools and resources necessary to transform
classroom practices to support student success.
Prior to summative assessment, primary focus
professional development.
With the summative, data from summative and interim
score reports integrated into resources for teachers,
students, and parents.
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Digital Library Features
One Stop:
 The Digital Library will have links to all test engine systems through a single
sign-on with user permission levels so teachers, parents, and students have
access to all of the curriculum and professional learning resources.
 Assessment literacy
 Formative assessment resources
 Links to other resources and other components of the Smarter online
system
Interactive Teacher Space
 Opportunities to keep journals of practices
 Key words or phrases in the journals will generate suggested lists of
resources.
 Record resources consulted and suggest others.
 Teachers can request resources matched to student assessment results.
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Digital Library Deliverables

Teaching and Learning Resources for Educators
Modules for Grades K-2, 3-5, 6-8, 9-12

Assessment Literacy Modules


144 Assessment Literacy professional learning modules that
include:


37
how to build, administer, score, evaluate, interpret, and use data from
formative, interim, and summative assessments
Includes resources for each grade band that address English
Language Learners and Students With Disabilities
OSPI_CCSS.ELA_Part4_5.30.13
Digital Library Deliverables

Exemplar Instruction Modules

50 instructional modules for each grade band (Grades K-2, 3-5,
6-8, 9-12)
ELA/Literacy – Proposed Modules
Mathematics – Proposed Modules
Balance of Inf. and Literary Text
Focus
Literary in the Content Areas
Coherence
Increased complexity of text
Fluency
Text-Based questions and answers
Duel Intensity
Academic Vocabulary
Deep Understanding
Writing using evidence
Math Practices across various standards
Writing using evidence
(Wireless Generation Response pg. 97)
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Deliverables –
Exemplar Instruction Modules
…each instructional module will:
Start
by identifying the learning targets for the lesson, which align with the CCSS in
ELA or Math.
Begin
lesson with a formative pre-assessment to determine the level of knowledge
students have about the learning target. (ASSESS)
Use
formative assessment data/information to plan the lesson so that the teacher
knows individual students’ needs related to the learning targets. (PLAN)
Provide
examples of instruction that can teach the learning target and also meet the
needs of diverse learners.(TEACH)
Conclude
the lesson with a formative post- assessment whose data will determine
the plan for the next lesson (ASSESS)
Contain
embedded links to the Digital Library resources, Assessment Literacy
modules and glossary, and additional resources as available.
Page 39
(Wireless Generation Response pg. 108 )
OSPI_CCSS.ELA_Part4_5.30.13
Deliverables – Exemplar Instruction
Each module will show video clips on:
Classroom
Formative
Teacher
instruction of the learning targets
assessment (pre and post instruction) of the learning targets
and student reflections following the lesson
The
length of each video will be between 1–3 minutes, with the final length of each
module no longer than 15–25 minutes.
Each module will include a Teacher Resource Guide with:
Graphic/visual
and text versions of the full cycle of instruction using formative assessment
practices; and key CCSS-M/ELA instructional shifts
Student
work samples (by grade band) from diverse student groups
Examples
of the writing required in each grade level
Evidence
gathering tools and techniques (by content and grade band) including preassessments (prior to lesson), post-assessments(following the lesson)
Links
to resources on CCSS, formative assessments, appropriate accommodations for
CCSS content and meeting needs of diverse learners.
Page 40
(Wireless Generation Response pg. 109)
OSPI_CCSS.ELA_Part4_5.30.13
State Network of Educators (SNE)
http://www.k12.wa.us/SMARTER/EducatorInvolvement.aspx
Overview:
70-100
members per state and a minimum of 2700+ across all governing states (WA will have 92)
Participate
in web-based review and feedback cycles to develop (2 year commitment)

Digital Library Application

Quality Criteria Policies

Inventory of Currently Available Resources

Smarter Balanced Professional Learning Resources

Educator Training Materials
Identify
and recommend additional resources for the Digital Library
Disseminate
Receive
web-based educator training to state professional learning networks
stipends from Contractor
Timeline:
Statewide
recruitment process in May 2013 – APPLY TODAY!
Notifications
Work
41
in early July 2013
begins in Summer 2013
OSPI_CCSS.ELA_Part4_5.30.13
Resources and Support
Resources from local, regional, state, and interstate
collaboration: what’s new and what’s next
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OSPI_CCSS.ELA_Part4_5.30.13
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!
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Our guiding beliefs and approach for CCSS
Implementation in WA
2-Prongs:
1.The What: Content Shifts (for students and educators)

Belief that past standards implementation efforts have provided a strong
foundation on which to build for CCSS; HOWEVER there are shifts that
need to be attended to in the content.
2.The



44
How: System “Remodeling”
Belief that successful CCSS implementation will not take place top
down or bottom up – it must be “both, and…”
Belief that districts across the state have the conditions and
commitment present to engage wholly in this work.
Professional learning systems are critical
OSPI_CCSS.ELA_Part4_5.30.13
Ongoing: Statewide Coordination and
Collaboration to Support Implementation
Washington
Including:
•School Districts (CCSS District Implementation Network)
•Higher Education
•Education and Educator Content Associations
•Business
Partners
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Resources and Opportunities
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…
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…
Inform materials review and adoption process
Consider existing materials
Facilitate targeted discussions, collaboration, and professional
development with publishers and other providers
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OSPI_CCSS.ELA_Part4_5.30.13
Resources for Considering Instructional
Materials

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/
From CCSS Developers…


CCSS Publisher’s Criteria – ELA and Math (http://engageny.org/resource/publishers-criteria-for-elaliteracy-and-math/)
CCSS Evidence Guides: Common Core-aligned practice made clear (from
Achieve the Core)

These tools provide specific guidance for what the CCSS for ELA / literacy and math looks like in
planning and practice. They are designed as developmental tools for teachers and those who support
teachers. http://www.achievethecore.org/leadership-tools-common-core/instructional-practice/
Going deeper with other states…
 EQuip Review Rubrics and Process (http://engageny.org/resource/tri-state-quality-review-rubric-and-rating-process/)
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2012-13 CCSS Implementation
Resources & Activities
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)
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Thank YOU!
Common Core Supports:
OSPI Lead Team:
General Support / Overall CCSS Leadership:
- General email: corestandards@k12.wa.us
- Jessica Vavrus, jessica.vavrus@k12.wa.us
Math Support / CCSS Coordination Lead:
- Greta Bornemann, Greta.Bornemann@k12.wa.us
ELA Support:
- Liisa Moilanen Potts, Liisa.moilanenpotts@k12.wa.us
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