CCSS District Implementation Network Grantee Workshop May 29 & 30, 2012

1. CCSS District Implementation Network Grantee Workshop May 29 & 30, 2012

2. Welcome Back!Our time together today… DAY 2: CCSS District Implementation Network Workshop You will experience: • Shared learning and processing around: • State and national context and CCSS implementation support efforts • Key instructional shifts of the CCSS • Implementation as part of a professional learning system You will have time to: • Process with colleagues about your learning • Articulate a vision for CCSS implementation in your district within your local context You will leave with: • The start of your district’s comprehensive CCSS implementation plan with specific next steps to focus your implementation efforts this summer

3. Framing today… DAY 2: CCSS District Implementation Network Workshop Job-alike Groups • What questions do you have from yesterday? • What are you excited about / looking forward to?

4. Welcome, Sandra Alberti!CCSS in a National Frame…. Student Achievement Partners DAY 2: CCSS District Implementation Network Workshop

5. Handout 1. What do all students need to know and be able to do as a result of the CCSS? 1. What do all students need to know and be able to do as a result of the CCSS? Let’s unwrap the English Language Arts Common Core State Standards! 2. What do the adults in the system need to know and be able to do to support all students? DAY 2: CCSS District Implementation Network Workshop

6. ELA CCSS: new thinking What do I already KNOW? What do I WANT TO KNOW/learn? What did I learn/ new questions? K W L

7. ELA CCSS: the Why “Another survey, published in 2000, found that 38 percent of job applicants taking employer-administered tests lacked the reading skills needed for the jobs for which they applied; this percentage had doubled in four years, not just because applicants lacked basic skills but also because the reading requirements for these jobs had increased so rapidly (Center for Workforce Prevention, 2002).” “A survey by the National Association of Manufacturers, Anderson, and the Center for Workforce Success (2001) found that 80 percent of businesses had a moderate to serious shortage of qualified candidates, citing poor [literacy skills] as a key concern.”

8. WHY: some context What has happened across the country? What is the state of English Language Arts Curriculum? What do we do really well? With what do we struggle?

9. ELA CCSS: the What

10. Writing Communication (includes Speaking and Listening) Reading Language Media & Tech Current WA Standards (GLEs) – Grades K-10 Common Core ELA Standards – Grades K-12

11. English Language Arts Common Core Standards for Washington: Map of Skills and Concepts

12. The Big Ideas: introduction, page 7

13. What the ELA CCSS can look like in an elementary classroom

14. Where is your ELA work now? What opportunities to build on strong foundations do you see? What stands out as “different?” What questions do you have?

18. Grade-Level Progression in Reading CCSS Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

19. ELA / Literacy: Major Shifts Balance of Literary and Informational Texts Increased Complexity of Text Writing Using Evidence Text-based Questions and Answers Academic Vocabulary Literacy in the Content Areas

20. Balance of text K-5

21. Balance of texts 6-12

22. Writing Using Evidence Blended literacy skills in the high school classroom…. Compose arguments and opinions, informative/explanatory pieces, and narrative texts Focus on the use of reason and evidence to substantiate an argument or claim Conduct research – short projects and sustained inquiry Incorporate technology In grades K-5, the term opinion refers to persuasive writing

23. Literacy in Content Areas • At K-5 • Emphasis on literary experiences in content specific domains • Instruction in science and history/social studies • Grades 6-12 • Teaching content specific literacy • Reading is critical in building knowledge in content areas

24. Q: Who owns the balance?A: All of us. Talk briefly with your team about how your community will address this. What will you need before you can address the balance of texts? What are the implications for this work?

25. Academic Vocabulary (find samples on Appendix A, 32-33) Vocabulary to access grade-level, complex texts Vocabulary that crosses content Focus on pivotal, commonly found words, such as “consequently,” and “generation”

26. Text-Dependent Questions… can only be answered correctly by close reading of the text and demand careful attention to the text. require an understanding that extends beyond recalling facts. often require students toinfer. do not depend on information from outside sources.

27. What are we looking for? What it might look like in middle school… Rich and rigorous evidence-based conversations about text amongst students and with teachers Discussions that stay deeply connected to the text so that students make evidentiary arguments Students revisiting text for evidence to support their argument in a thoughtful, careful, and precise way Students slowing down to explore and learn from the evidence

28. William Shakespeare’s Sonnet 130 • What do the questions yield? • What does the student know now • that s/he didn’t know before? • What does the teacher know now? Read the sonnet Answer the questions

29. TEXT COMPLEXITY: EVERYONE’s TALKING ABOUT IT Staircase of complexity Each grade level, step of growth More time for close and careful reading Appropriate and necessary scaffolding and supports for students reading below grade level

30. Text Complexity Anchor Standard:R.CCR.10 Read and comprehend complex literary and informational texts independently and proficiently Progression of the Reading Standard 10 - Appendix A, page 10

31. Text Complexity: the what • Text complexity is defined by: Quantitative measures – readability and other scores of text complexity often best measured by computer software. Qualitative Quantitative Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Reader and Task Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

32. Finding text complexity: the how Choose an excerpt of text from Appendix B: We could... Use available resources to determine the text complexity of other materials on our own. or…

33. Step 1: Quantitative Measures Step 1: Quantitative Measures • Measures such as: • Word length • Word frequency • Word difficulty • Sentence length • Text length • Text cohesion

34. Step 2: Qualitative Measures Step 2: Qualitative Measures • Measures such as: • Levels of meaning • Levels of purpose • Structure • Organization • Language conventionality • Language clarity • Prior knowledge demands

35. Step 2: Qualitative Measures The Qualitative Measures Rubrics for Literary and Informational Text: The rubric for literary text and the rubric for informational text allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors.

36. Step 3:Reader and Task Considerations • Considerations such as: • Motivation • Knowledge and experience • Purpose for reading • Complexity of task assigned regarding text • Complexity of questions asked regarding text

37. Step 4: Recommended Placement Template for Text Complexity Analysis and Recommended Placement Form:

38. Looking only at quantitative measures may lead to underestimating or overestimating the challenge of the text. Underestimated Demands Overestimated demands According to quantitative measurements, at what grade level should The Grapes of Wrath be used? 680 Lexile Level According to quantitative measurements, at what grade level should Curious George be used? 570 Lexile Level

39. “Do You Have a Centipede at Your House?” Read the text. Talk with your team about its text complexity. Quantitative measurement? Qualitative measurement? Task consideration? What are the implications for teachers as they think about texts this way?

40. Consider the Shakespearean sonnet… Level: not identified on readability scales Qualitative measurement: Reader/Task considerations:

41. ELA CLAIMS

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

43. Performance Task Analysis

44. Performance Task Analysis In table groups, consider the performance task Identify WHAT students will have to DO Identify WHAT students will have to SHOW What are the implications of this work?

45. KWL revisit: What do I already KNOW? What do I WANT TO KNOW/learn? What did I learn/ new questions? K W L

47. http://engageny.org/resource/common-core-in-ela-literacy-getting-started/http://engageny.org/resource/common-core-in-ela-literacy-getting-started/

48. The cavalry are NOT coming.WE are the cavalry!But we are all here together. paraphrased from Kate Gerson, engageNY

49. Washington Implementation Partnerships PLUS… Large School Districts Higher Education Statewide Education and Content Associations CSS Webinar Series Part 2: ELA

50. Resources Washington’s ELA Transition Plan/ CCSS Public Documents (more resources coming soon!) • http://www.k12.wa.us/CoreStandards/ELAstandards/default.aspx AchievetheCore • http://www.achievethecore.org/ Smarter Balanced Assessment consortium • http://Smarterbalanced.org Other states, common vision, common message, common work