Good Morning!
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Please sign-in (each team member!)
WiFi FWPS Guest
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Username: guest
Password: fwpsguest
On the Sign-In Sheet…Indicate which breakout
session each member of your team will attend
today
M
or
 ELA
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1
Welcome Back
to Day 2!
Please sign in!
Our Focus and Learning Targets
Participants will…
Use results of the CCSS implementation Readiness Assessment
to create (or build on) their CCSS Implementation plan for
2012-13 and beyond.
Sharpen understanding and apply learnings about professional
learning systems.
Connect CCSS Implementation with other district initiatives,
especially Teacher and Principal Evaluation.
Consider their role to share with colleagues in their region and
learn about opportunities for continued connections for
supporting each other and other districts in their regions.
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AGENDA REVIEW
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Welcome Back!
Reflection on Day 1 to Inform Day 2
At your tables:
 Reflect on the notes you took during the Case Study/Problem
of Practice Session yesterday
 Gather a pile of post-it notes and capture your thoughts from
yesterday
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What did I hear/learn that might inform my district’s CCSS
implementation plan?
(1 idea per sticky)
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Share all of your post-its with your team
Sort to determine categories
Discuss the category with the most comments and discuss
how this will impact your plan
5/29/12
Revisiting the CCSS and Digging
into Resources
Math and ELA Breakout Sessions (8:45 – 10)
10:00 BREAK
10:15 Reconvene with your Teams
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WA CCSS Implementation -WaCTE Summer
Conference, 8-6-12
TEAM TIME:
Linking the Resources to your Plans
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How do the resources for both ELA and Math fit into your
district plan?
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What resources will best serve which audiences?
What other resources did you find that you need to support varied
audiences?
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What do you need to consider in light of the instructional
shifts and resources available?
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Large Group Reflection
How confident do you feel in your team’s ability to reach
your 30 day goals given your plan?
Rank your readiness…TEXT VOTING
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Large Group Reflection
Connecting CCSS to Other
Initiatives
Making connections: How do CCSS and Educator
Evaluation Systems work together?
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Making Connections:
How do CCSS and TPEP work together?
August 9, 2012
CCSS through the TPEP Lens
or Vice Versa
•Pilots
•RIGs
•Those just starting the journey
Essential Questions
• How does the language of the frameworks
connect with the Common Core State
Standards?
• How do you help make sense of two “really
big deals”?
• How do plan for the managed implementation
of both?
Racing up the Mountain…
A View from the Top!
Background
Teacher and Principal
Evaluation Project (TPEP)
Anacortes
Central Valley
Kennewick
North Thurston
North Mason
Othello
Snohomish
Wenatchee
15 TPEP Pilots
12 SIG Districts
71 RIG I
ESD 101 Consortium
98 RIG II
Almira
Open a RIG III in Fall
Davenport
Liberty
Medical Lake
Pullman
Reardan-Edwall
Wellpinit
Wilbur
Criteria 1
Criteria 2
Criteria 3
Criteria 4
Criteria 5
Criteria 6
Frameworks
+
Student
Growth
Rubrics
Observation
Artifacts
Other
evidence
relevant to
the
frameworks
District
determined
process
State
determined
process
Distinguished
Proficient
Basic
Unsatisfactory
Distinguished
Proficient
Basic
Unsatisfactory
Criteria 7
Student Growth
Measures
Student Growth
Impact Ratings:
Criteria 8
(From 3 specific criteria)
Low, Average, High
Teachers:
Principals:
“fostering and managing a safe, positive learning
environment.”
“creating a school culture that promotes the ongoing
improvement of learning and teaching for students
and staff.”
“collaborative and collegial practices focused on improving
instructional practice and student learning.”
“providing for school safety.”
Teachers:
“using multiple student data elements
to modify instruction and improve student
learning.”
Principals:
“development, implementation, and evaluation of a
data-driven plan for increasing student achievement,
including the use of multiple student data elements.”
Teachers:
Principals:
“providing clear and intentional focus
on subject matter content and curriculum.”
“assisting instructional staff with alignment
of curriculum, instruction, and assessment
with state and local district learning goals.”
Teachers:
Principals:
Implementing the instructional framework
“monitoring, assisting, and evaluating effective
instruction and assessment practices.”
Teachers:
Principals:
“communicating and collaborating
with parents and school community.”
“partnering with the school community
to promote learning.”
Table Talk
Where do you already see and want to make
the connection between the criteria and CCSS?
Essential Questions
• How does the language of the frameworks
connect with the Common Core State
Standards?
• How do you help make sense of two “really
big deals”?
• How do you plan for the managed
implementation of both?
Note: The component numbers for both Danielson and CEL are reflective of the component numbers in their original frameworks, thus they may not be in numerical order
Framework
Danielson Framework for
Teaching
CEL 5D+TM Teacher Evaluation
Rubric 2.0
Marzano Art and Science of
Teaching Framework
Dimensions
Domains
Domain or Dimension
Domain 1: Planning and
Preparation
Domain 2: The Classroom
Environment
Domain 3: Instruction
Domain 4: Professional
Responsibilities
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Domains
Purpose
Student Engagement
Curriculum and Pedagogy
Assessment for Student
Learning
Classroom Environment
and Culture
Professional Collaboration
and Communication
Domain 1: Classroom Strategies
and Behaviors
Domain 2: Planning and
Preparing
Domain 3: Reflecting on Teaching
Domain 4: Collegiality and
Professionalism
Components
Components – 22
Sub-dimensions – 13
Evaluation Level Rubric
(Example: Component 1b:
Demonstrating Knowledge of
Students)
(Example: Student Engagement 5: (Example: 3.1 The teacher knows
Use of Background to plan
individual student learning needs
lessons and units)
to design instruction)
Indicators
Indicators
(4 level)
Components– 31
Possible Teacher Evidence
Possible Student Evidence
Support for observation
Critical Attributes/Possible
Examples – teacher and student
Possible Teacher Observables
Possible Student Observables
Possible Artifacts
Possible Impacts
Criterion 1: Centering instruction on high expectations for student achievement
Key Word: EXPECTATIONS
Definition: The teacher develops and communicates high expectations for student learning.
Danielson
CEL 5D+
Marzano
Purpose
Domain 2: The Classroom
Environment
P1: Connection to standards,
broader purpose and transferable
skill
P4: Communication of learning
target(s)
2b: Establishing a Culture for
Learning
P5: Success criteria and
performance task(s)
Component 1.1: Providing Clear
Learning Goals and Scales
(Rubrics)
Component 1.2: Celebrating
Success
Component 1.3: Understanding
Students’ Interests and Backgrounds
Domain 3: Instruction
Student Engagement
3a: Communicating with Students
SE3: Work of high cognitive demand Component 1.4: Demonstrating
Value and Respect for Low
Classroom Environment &
Expectancy Students
Culture
3c: Engaging Students in Learning
CEC3: Discussion, collaboration and
accountability
Exploration Time
• Using documents regarding Criterion 1
(teacher) or Criterion 4 (principal),
– review the indicators, rubric language and
observables/evidence
– discuss (highlight if you wish)what connections
you see with CCSS
– discuss how you will plan for keeping these
connections clear to others
Implications for CCSS/TPEP
Implementation
• Classroom Teachers
• Building Administrator
• District Office
TPEP Webinars
Webinar #1
• Evaluation System Orientation - Instructional
and Leadership Frameworks
• Student Growth - Summative Methodology
• Thursday, August 23 from 1:30-3:30pm
Webinar #2
• Evaluation System Orientation - Instructional and
Leadership Frameworks
• Student Growth - Summative Methodology
More information will be posted on OSPI website.
• Thursday, August 30 from 1:30-3:30pm
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TEAM TIME:
Bringing it Home: Making Connections in your
CCSS Plans
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Where does TPEP implementation fit within your CCSS plan
and next steps?
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What are key actions you need to take to integrate it into
your plan?
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What opportunities are present to support this?
Who are key champions to support this effort?
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Next Steps – How to stay
connected
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Staying connected as a professional learning
SYSTEM around the CCSS…
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What opportunities exist at your local level?
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Within your district?
With districts nearby?
What opportunities exist at your regional, ESD, levels?
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District teaching and learning leader collaboratives (assistant
superintendents)
Content-specific “cadres”
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Staying connected as a professional learning
SYSTEM around the CCSS…
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OSPI Webinar Series, 2012-13; Statewide presentations
CCSS System
Thinking for
District/Building
Leaders
CCSS Mathematics
CCSS English
Language Arts
September 12, 2012
10:30–11:30 a.m.
September 18, 2012
3:30–4:30 p.m.
September 20, 2012
3:30–4:30 p.m.
December 12, 2012
10:30–11:30 a.m.
December 18, 2012
3:30–4:30 p.m.
December 20, 2012
3:30–4:30 p.m.
March 7, 2013
10:30–11:30 a.m.
March 12, 2013
3:30–4:30 p.m.
March 14, 2013
3:30–4:30 p.m.
May 23, 2013
10:30–11:30 a.m.
May 28, 2013
3:30–4:30 p.m.
May 30, 2013
3:30–4:30 p.m.
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Learning Forward Washington connections
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Follow on Twitter (@lrngforwardWA and #CCSSLFWA)
LF WA Blog
Become a member
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Staying connected as a professional learning
SYSTEM around the CCSS…
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What are ways that you can commit to keeping the
momentum within your team and with districts around you?
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And now…Onto 2012-13!
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Ways to stay connected:
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CCSS OSPI Web Site:
http://www.k12.wa.us/Corestandards/default.aspx
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OSPI Teaching and Learning Monthly Newsletter
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TEACH: http://www.k12.wa.us/CurriculumInstruct/news.aspx
WA CCSS Implementation -WaCTE Summer
Conference, 8-6-12
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