2013-14 Webinar Series Part 4:
CCSS ELA: Instructional Materials, Supports
and Engagement for High School
Presented by: Liisa Moilanen Potts
English Language Arts Director
Teaching and Learning Department, OSPI
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Agenda

Current context of CCSS ELA in Washington

Classroom Impact of the CCSS in ELA/Literacy in the High
School: what does it look like? How does it sound? What do
teachers and teams need ASAP?

Instructional Materials Considerations for Grades 9-12

Assessment System Updates
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CCSS and NGSS
Washington’s Implementation Phases and Timelines
2011-12
2012-13
2013-14
2014-15 2015-16 2016-17
Phase 1: CCSS and NGSS
Exploration
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
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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?



4
CCSS Publishers 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
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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
Common Core State Standards for
English Language Arts and
Mathematics
Adopted July, 2011
Assessed 2014-15
Washington’s English Language
Development Standards
(2003)
5
Next Generation English Language
Proficiency (ELP) Standards
(ELA and Math)
Adopted by WA – December 2014
Assessment Development (ELPA21):
Beginning 2013-14
Anticipated Operational in 2015-16
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Washington’s K-12 Learning Standards Landscape,
Continued
(CCSS-M, CCSS-ELA, EALRS, GLEs, PEs,)
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.
Learning Standards/Guidelines in:
Social Studies
The Arts
Health and Fitness
World Languages
Ed Tech
Early Learning and Development, B-Gr.3
6
Current Standards Continue
Intentional connections will be made
across subjects and programs focused on
building literacy skills across content areas
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Power of the Shifts

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.
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High School:
Thinking Ahead
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Classroom Impact of CCSS
in High School
Thinking ahead
Text to self: “Why do I care about this?”
Reading in many contents
Peer relationships
Transferring skills
Practicing LISTENING
Content
Culture
Reading comprehension
Reading deeply
Managing learning
Becoming articulate in words and media
Writing foundations
Leveraging funds of knowledge
9
Practices
Growing language skills
Discovering self
Writing process in many modes
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The Big Ideas
(introduction, page 7)
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Anchored in the Foundations
of Literacy & Communication…






Reading
Writing
Language
Speaking & Listening
Literacy in SS/H
Literacy in Sci/T
•Building language skills for all
Students
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how word choice
contributes to
meaning and
tone (RL.8.4)
be able to cite
textual evidence
(RL.8.1)
Grade 8: compare and contrast the
structure of two or more texts and
analyze how the different structure of
each text contributes to its meaning
and style (RL.8.5).
support the assertions
(arguments) they make
in writing (W.8.1, W.8.9)
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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 Three:
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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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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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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Text Complexity Model:
the right text at the right time for the right reason
18
Best made by
educators employing
their professional
judgment
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Considering Instructional
Materials
High School Needs and Wants!
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The “How”:
Guidance & Counseling Impacts of CCSS
i.e. Guidance lesson
alignments
Content
Culture
i.e. school climate focus
on every student being
successful and supported
Practices
i.e. increased individual
guidance support
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Consider a student’s schedule:






1 PER
2 PER
3 PER
4 PER
5 PER
6 PER
ALGEBRA 2
SPANISH 1
LEADERSHIP
H ENGLISH 9
H BIOLOGY
H WORLD HISTORY
? CTE? ELL? Theater? PE? Music? Dance? Fine Arts?
Business? Psychology? Running Start?
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Considering Depth of Knowledge/DOK
23
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>.
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Practice with Academic Discourse is Key
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?
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Questions for Educators and Teams!

How does this task/learning build on prior knowledge?

How does this task connect with other content areas?

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?)
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Rethinking Instructional Materials and
Resources

What do we mean when we talk about “instructional
materials”?
INSTRUCTIONAL
MATERIALS
Individual lessons and plans
Formally
adopted or not
Teacher-created materials
District-created
materials/resources
26
Purchased and/or “open
education resources”
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Publishers Criteria: Possible Uses
Use Cases
What States, Districts and Teachers Can Do
Informing purchases and
adoptions
Ensure that instructional resource purchasing criteria
and decisions are aligned to the Standards.
Working with previously
purchased materials
Use the Publishers’ Criteria to review existing
materials and adjust to improve alignment (remove
or supplement).
Reviewing teacherdeveloped materials and
guiding their development
Use the Publishers’ Criteria to support teachers in
developing materials and ensure that teacherdeveloped resources are aligned.
As a tool for professional
development
Share the Publishers’ Criteria with teachers and use it
to support teacher understanding of the standards.
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Suite of Tools to Evaluate Alignment
(Updated March 2014 – pdf Handout)
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Types of Tools in the Toolkit
Type 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.
Assessments or sets of assessments and item banks
for mathematics and English language arts/literacy,
Assessment Evaluation
including interim/benchmark assessments, and
Tool (AET)
classroom assessments designed to address a grade
or course.
Assessment Passage
and Item Quality
Criteria Checklist
30
Assessment passages and assessment items or tasks.
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ELA/Literacy – Non Negotiable Criteria
I. 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
–
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Non-Negotiable 9: Language
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When will we
have time to
consider these
criteria as a
TEAM?
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 Collection
Appendix A
Why Text Complexity Matters (PDF)
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SCASS
Rubric
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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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Additional 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/
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
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Smarter Balanced Updates
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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
Dates/Times:
 Future webinars are scheduled for 3:30-4:30 PM on:
June 10
July 15
August 13

PowerPoints and answers to questions raised during the webinars are
posted on OSPI’s Smarter Balanced web-page
http://www.k12.wa.us/smarter/default.aspx; audio recording of
webinars are included.

We will minimize repeating previously provided information, so please
check the webpage.
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Smarter Balanced Assessment
System Components
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Page 38
Summative:
College and career
readiness
assessments for
accountability
Teachers and
schools have
information and
tools they need to
improve teaching
rand learning
Formative Educator
Interim:
Resources:
Flexible and open
Digital Library with
assessments, used
Instructional and
for actionable
professional learning
feedback
resources that include
embedded formative
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assessment processes
All students
leave
high school
college
and career
ready
✔
Balanced Assessment
Summative
Assessments for
Accountability
✔
✔
•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
Interim
Assessments to
Signal Improvement
Formative Tools and
Resources for
Improved
Instruction
39
•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
•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
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Digital Library Updates
Communication Coming to
Districts:
Will include details about accessing the
DL and Log-in process
Page 40
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All Resources are Grounded in the Four
Attributes of the Formative Assessment Process
and Reviewed using Quality Criteria
Page 41
Clarify
Intended
Learning
Elicit
Evidence
Act on
Evidence
Interpret
Evidence
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Interim Assessment Design Principles

Administered through the same system as Summative

Can be administered at various points in the year

Optional for districts
Online administration
Adaptive as appropriate
Adhere to Usability, Accessibility, and Accommodations
Guidelines
Items drawn from same pool as Summative; full array of item
types





Not intended for accountability decisions
Page 42
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Interim Assessment Components
Interim
Assessment
Interim
Comprehensive
Assessment (ICA)
Page 43
Interim Assessment
Blocks
(IAB)
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Interim Comprehensive Assessments (ICA):
Sample Use Cases

Mid-year (e.g., February), a teacher might want to know
how students are doing in preparation for the
summative test, to better know what areas to focus
more efforts/attention on.

Beginning of the year, students entered a class from
another state, and the teacher did not have data for
them. A teacher decides to give these students the
previous year’s ICA to complete the data for the class.
Page 44
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Interim Assessment Blocks (IABs) Sample
Use Cases

A teacher is providing focused instruction on opinion in
grades 3-5 writing (argumentative in the higher grades).
Teacher could use a block focused on opinion writing to
determine degree of students’ understanding before or
after the instruction.

An 8th grade math team of teachers wants to be
informed about how their students are doing in
geometry after teaching a geometry unit.
Page 45
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Interim Assessments Timeline

Interim Assessments will be available in late fall of 2014


Initial release will include a fixed form Interim
Comprehensive Assessment (ICA) for each grade level
and content area


Items have to get through field testing, scoring, and standard
setting
Adaptive forms will be available as the item pool allows
Initial release will also include a fixed form Interim
Assessment Block (IAB) for most blocks


Adaptive IABs will be available as the item pool allows
All blocks will have adaptive IABs after 2014-15
Page 46
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Current Timelines

All components of Smarter Balanced operational in
2014-15

Digital Library available fall 2014 (end of Sept)

Preview begins June 3 – sign-ups needed (more info next week)

Interim assessments available late fall 2014 (Dec?)

Summative assessments administered in spring 2015



Page 47
11th grade – last 7 weeks of year
3-8th grade – last 12 weeks of year
Grade 3 ELA results must be returned in time for principals to meet
with parents before the end of the year (test window is March 9 to
April 23 for online, and March 9 to April 15 for paper/pencil)
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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
1. CCR Standards &
System Implications
•
•
Audience: District and
Building Leaders
•
Dates
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-Mathematics
Audience: Teachers,
Leaders, and CrossContent 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
arts
Audience: Teachers,
Leaders, and CrossContent 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 NGSS
Audience: Teachers,
Leaders, Cross-Content
49
Teams
WA 2009 Science standards and the
transition to NGSS
• Orientation to state supports and 4-year
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Transition Plan (starting with “Year 0”)
•
•
•
•
Sept. 24, 2013
Dec.19, 2013
March 27, 2014
May 28, 2014
•
•
OSPI Smarter Balanced Informational
Webinars (http://www.k12.wa.us/TestAdministration/Trainings/default.aspx)

Focus:




Audience:


Smarter Balanced Field Testing in Spring 2014
General Smarter Balanced Updates
As available – more information on Smarter Balanced Interim Assessments
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)

Washington School Public Relations Association (Spring)
- http://www.wa-schoolcounselor.org/content.asp?contentid=138
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
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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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Communications Campaign
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
www.ReadyWA.org
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Ongoing: Statewide Coordination and Collaboration to
Support Implementation
(Professional Learning Providers and Partners Across WA )
Washington
Including:
• School Districts (CCSS District Implementation Network)
• Higher Education
• Education and Educator Content Associations
• Business
Partners
54
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Staying Connected…

Upcoming OSPI Standards and Assessment Webinars:

CCR Series (for CCSS and Science) – May (Part 4)






http://www.k12.wa.us/TestAdministration/Trainings/default.aspx
http://www.k12.wa.us/SMARTER/default.aspx
OSPI Teaching and Learning Newsletter

56
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


OSPI Smarter Balanced Series – August 2014
OSPI’s State Learning Standards Web Sites


Look for new dates starting in September 2014!
TEACH: http://www.k12.wa.us/CurriculumInstruct/news.aspx
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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%*

Balance grade 6-8 = 45%* literature; 55%* informational text
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%
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.
English Language Arts Office
Teaching and Learning, OSPI
360-725-6064
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Thank you!
English Language Arts/Literacy
ELA/Literacy Support:
•Liisa Moilanen Potts,
Liisa.MoilanenPotts@k12.wa.us
Math Support
Anne Gallagher, Anne.Gallagher@k12.wa.us
General Support / Overall CCSS Leadership:
- General email: corestandards@k12.wa.us
- Jessica Vavrus, jessica.vavrus@k12.wa.us
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