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2013-14 Webinar Series Part 3 : CCSS ELA: Instructional Materials, Supports, and Engagement for the Middle Grades. Presented by: Liisa Moilanen Potts English Language Arts Director Teaching and Learning Department, OSPI. Please have your cell phone ready to do a text poll! .

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2013-14 Webinar Series Part 3:CCSS ELA: Instructional Materials, Supports, and Engagement for the Middle Grades

Presented by: Liisa Moilanen Potts

English Language Arts Director

Teaching and Learning Department, OSPI

Please have your cell phone ready to do a text poll! 



Materials are hyperlinked throughout

  • Current context of CCSS ELA in Washington
  • Classroom Impact of the CCSS in ELA/Literacy in the Middle Grades: what does it look like? How does it sound?
  • Instructional Materials Considerations for Middle Grades
  • Assessment System Updates


ccss and ngss washington s implementation phases and timelines
CCSS and NGSSWashington’s Implementation Phases and Timelines


washington s k 12 learning standards landscape ccss m ccss ela ealrs gles pes
Washington’s K-12 Learning Standards Landscape(CCSS-M, CCSS-ELA, EALRS, GLEs, PEs,)


washington s k 12 learning standards landscape continued ccss m ccss ela ealrs gles pes
Washington’s K-12 Learning Standards Landscape, Continued(CCSS-M, CCSS-ELA, EALRS, GLEs, PEs,)


before we dig in some formative information gathering polleverywhere com
Before we dig in…some formative information gathering (
  • 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?
    • CCSS Publisher’s Criteria for English Language Arts and/or Mathematics
    • EQuipRubrics (from Achieve, Inc) for evaluating lessons for English Language Arts and/or Mathematics
    • Instructional Materials Evaluation Tools for English Language Arts and/or Mathematics


power of the shifts
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.


the middle grades
The Middle Grades!



Classroom Impact of CCSS

in the Middle Grades (so much happening!)

Text to self: “Why do I care about this?”

Reading in many contents

Peer relationships

Transferring skills

Learning to LISTEN

Reading comprehension

Reading deeply

Managing learning

Growing language skills

Becoming articulate

Discovering self

Writing foundations

Leveraging funds of knowledge

Writing process


the big ideas introduction page 7
TheBigIdeas(introduction, page 7)


middle school students lots of change lots of energy lots of opportunity
Middle School Students: Lots of Change,Lots of Energy, Lots of Opportunity
  • Self awareness
  • Self management
  • Social awareness
  • Relationship skills
  • Responsible decision making


anchored in the foundations of literacy communication
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



how word choice contributes to meaning and tone (RL.8.4)

be able to cite

textual evidence


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)


three shifts in english language arts
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


shift one building content knowledge through content rich nonfiction
Shift One: Building content knowledge throughcontent-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.


Shift Three (yes, we skipped 2 on purpose):Regular practice withcomplex textand 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

text complexity model the right text at the right time for the right reason
Text Complexity Model: the right text at the right time for the right reason

Best measured by computer software

Best measured by an attentive human reader

Best made by educators employing their professional judgment


considering depth of knowledge dok
Considering Depth of Knowledge/DOK



What’s the level?

What will kids

need to


and make this text

relevant and



Shift Two: Reading, writing, and speakinggrounded in evidence from text, both literary and informational

Moving from “how do you feel about

what you just read? Do you like it?”


“Identify three examples that let you

know what the author’s purpose is.

Do you agree with the author?”


practice with academic discourse is key
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 (Whyare 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?


questions for educators and teams
Questions for Educators and Teams!


How does this task/learning build on prior knowledge from earlier grades and support later concepts?

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?)

scaffolding your instruction for all a basic continuum
Scaffolding your instruction for all: a basic continuum


Read Aloud/Think Aloud & Modeled Writing

Shared Reading & Writing

Guided Reading & Writing

Independent Reading & Writing

What do your students know?

What can your students do?

How do you know?

? What do you need?


These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.



The “How”:

Guidance & Counseling Impacts of CCSS

i.e. Guidance lesson alignments

i.e. school climate focus on every student being successful and supported

i.e. increased individual guidance support


considering instructional materials
Considering Instructional Materials


rethinking instructional materials and resources
Rethinking Instructional Materials and Resources


Individual lessons and plans

Formally adopted or not

Full courses

Supplemental resources

K-12 Core Curricula

Teacher-created materials

District-created materials/resources

Purchased and/or “open education resources”


What do we mean when we talk about “instructional materials”?

the how continued
The “How”, continued…
  • Teacher Practices?
  • Student Work?
  • Instructional Materials?

Reflect again now on what you will be able to observe (see, hear) when you have successfully implemented Common Core State Standards in your schools and districts.


publishers criteria possible uses
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 teacher-developed materials and guiding their development

Use the Publishers’ Criteria to support teachers in developing materials and ensure that teacher-developed 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.



What is the Toolkit? An Overview

  • Purpose:
  • To catalyze the impact that the CCSS can have on student achievement by building and applying a common vision of CCSS aligned, high quality instructional and assessment materials
  • What it is:
  • Collaboration between Achieve, CCSSO and Student Achievement Partners
  • A resource that brings together a set of interrelated, freely available tools for evaluating instructional and assessment materials for alignment to CCSS
  • Support for the evaluation of comprehensive textbook or textbook series, units, lessons, grade or course-level assessments, item banks, and individual assessment items and can be applied to both print and digital materials


key design features
Key Design Features
  • The Publishers’ Criteria were developed from the perspective that publishers and purchasers are equally responsible for ensuring high quality instructional materials.
  • They do not define, endorse or prescribe curriculum; those decisions are, and should be, local within each state or district.
  • All tools provided directly support the expectations of the CCSS and are derived from or closely aligned with the guidelines provided in the Publishers’ Criteria for mathematics and English language arts/literacy
  • Included tools do not address all factors that may be important in determining whether instructional materials and assessments are appropriate in a given local or state context but instead aim to clearly articulate the criteria for alignment to the CCSS


suite of tools to evaluate alignment updated march 2014 pdf handout
Suite of Tools to Evaluate Alignment (Updated March 2014 – pdf Handout)


types of tools in the toolkit
Types of Tools in the Toolkit


evaluators must be well versed in the shifts
Evaluators must be well versed in the Shifts


ela literacy non negotiable criteria
ELA/Literacy – Non Negotiable Criteria

When will we have time to consider these criteria as a TEAM?

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

  • Non-Negotiable 9: Language


ela literacy non negotiables
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)



SCASS Rubric


ela literacy non negotiables1
ELA/Literacy – Non-Negotiables

Text Dependent Question Resources

PD Module: Understanding TDQ

Questions and Tasks

  • Non-Negotiable 4: Text-Dependent and Text-Specific Questions
  • Non-Negotiable 5: Scaffolding and Supports
    • 80% high quality, text-dependent and text-specific
    • Focused pre-reading, begin with the text
    • Strategies as distinct from comprehension
    • Support for academic language
    • Progress includes gradual release of scaffolds and increase in independence


ela literacy non negotiables2
ELA/Literacy – Non-Negotiables

Foundational Skills (Grades 3-5)

  • Non-Negotiable 6: Foundational Skills

Writing to Sources and Research

  • Non-Negotiable 7: Writing to Sources

Prominent and varied writing opportunities

Short research projects

Sample Writing Tasks

PARCC Model Content Framework


ela literacy non negotiables3
ELA/Literacy – Non-Negotiables

Speaking and Listening

  • Non-Negotiable 8: Speaking and Listening


  • Non-Negotiable 9: Language


ela literacy
  • Indicators of Superior Quality
    • Usefulness, Design and Focus

Ex. Are there suggestions and materials for adapting instruction for varying student needs?


instructional materials what is available
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.


additional resources for considering instructional materials
Additional Resources for Considering Instructional Materials


  • OSPI Instructional Materials Web Site:
  • OSPI’s Open Educational Resources Project:
    • 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
for your consideration
For your consideration…


As you consider the materials being used (or being newly selected for use) in classrooms, what could OSPI and state partners do to support you?


smarter balanced updates
Smarter Balanced Updates


improving teaching learning
Improving Teaching & Learning


College and career readiness assessments for accountability

Teachers and schools have information and tools they need to improve teaching and learning

All students leave high school college and career ready

Common Core State Standards specify

K-12 expectations for college and career readiness

Formative resources:

Digital Library with instructional and professional learning resources for educators to improve instruction


Flexible and open assessments, used for actionable feedback

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

Formative Tools and Resources for Improved Instruction

  • 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

Balanced Assessment

Interim Assessments to Signal Improvement

  • 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


Smarter Balanced Digital Library:Formative Assessment Practices and Professional Learning – educator involvement
digital library basics
Digital Library Basics

One Stop:

  • The Digital Library will be accessed through a single sign-on with user permission levels so educators have access to all of the instructional and professional learning resources for each grade band (Grades K-2, 3-5, 6-8, 9-12). There will be resources that educators can share or use with students and families, but students and families will not be able to access materials directly.
    • It WILL NOT be a “bank” of formative assessment items alone. All resources will have the formative assessment process embedded within them.
  • All submitted materials will be vetted through a Quality Criteria Review Process by SNEs across the nation.
    • Each resource will be reviewed and rated by at least 3 SNEs
    • If they do not meet the quality criteria, resources will not be included in the library
  • Functionality
    • Educators will be able to view and download resources
    • The applications uses state-of-the art tagging and search features so that educators will be able to quickly find resources by CCSS, formative assessment process attributes, etc.
    • Educators will be able to rate resources
    • Educators will be able to use social networking features to collaborate with other educators across the Consortium by posting questions and sharing their knowledge.
resources in the digital library
Resources in the Digital Library

Assessment Literacy Modules

  • Commissioned professional development modules
  • Resources for students and families
  • Frame formative assessment within a balanced assessment system
  • Articulate the formative assessment process
  • Highlight formative assessment practices and tools

Exemplar Instructional Modules

  • Commissioned professional development modules
  • Instructional materials for educators
  • Instructional materials for students
  • Demonstrate/support effective implementation of the formative process
  • Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts

Education Resources

  • High-quality vetted instructional resources and tools for educators
  • High-quality vetted resources and tools for students and families
  • Reflect and support the formative process
  • Reflect and support the Common Core State Standards for Mathematics and English Language Arts
  • Create Professional Learning Communities

* Resources include the following file types: Video, HTML5, Audio, PPT, Excel, Word, and PDF.

resources in the digital library1
Resources in the Digital Library

Assessment Literacy Modules

  • Not an assessment bank
  • Not an item bank
  • Not a learning management system where educators can register for training or receive credit by completing specific online courses
  • Not a library for general public (will require registration and login)
  • Not a site where any resource can automatically be posted; all resources must be vetted through the Quality Criteria

Exemplar Instructional Modules

Education Resources

* Resources include the following file types: Video, HTML5, Audio, PPT, Excel, Word, and PDF.

grounded in this definition of formative assessment process
Grounded in this Definition of Formative Assessment Process

Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals.

~ Compiled by the Digital Library National Advisory Panel

All Resources are Grounded in the Four Attributes of the Formative Assessment Process and Reviewed using Quality Criteria






Act on




sne resource recommendation options

Recommend with revisions

SNE Resource Recommendation Options

Do not recommend

Recommend with distinction


Recommend with revisions

Do not recommend

resource posting work flow
Resource Posting Work Flow

Step 1:



Step 2:

GatekeepingCriteria Applied

Step 3:

Quality Criteria Applied

Step 4:



Cover Profile

Sent to SLT









Returned to Submitter

smarter balanced timeline washington s involvement http www k12 wa us smarter default aspx
Smarter Balanced Timeline – Washington’s Involvement (
  • OSPI staff involved in workgroups 2010-2014
  • Teachers involved
    • Item and stimulus writing and review
    • Alignment Study
    • Achievement Level Discriptors
  • Pilot in spring 2013
  • Comprehensive field test in 2013-14 (Summative)
  • Practice Tests widely available
  • Digital Library - State Networks of Educators began vetting resources to populate the library in Fall 2013
    • “Soft Launch” of the Digital Library in late Spring 2014
  • All components of Smarter Balanced operational in 2014-15
    • Full Digital Library in fall 2014
    • Interim Assessments available late fall 2014
    • Summative administered in spring 2015
staying connected
Staying Connected…
  • Upcoming OSPI Standards and Assessment Webinars:
    • CCR Series (for CCSS and Science) – May (Part 4)
    • OSPI Smarter Balanced Series – Next Webinar March 20th!
  • OSPI’s State Learning Standards Web Sites
    • State Learning Standards:
    • CCSS:
    • Science and NGSS:
  • OSPI’s Testing Information and Smarter Balanced
  • OSPI Teaching and Learning Newsletter
    • TEACH:


resources and support
Resources and Support

Resources from local, regional, state, and inter-state collaboration: what’s new and what’s next


ospi ccr quarterly webinar series http www k12 wa us corestandards updatesevents aspx webinar
OSPI CCR Quarterly Webinar Series


OSPI Smarter Balanced Informational Webinars (


  • Focus:
    • Smarter Balanced Field Testing in Spring 2014
    • General Smarter Balanced Updates
    • As available – more information on Smarter Balanced Interim Assessments
  • Audience:
    • District Assessment Coordinators and Curriculum Leaders
  • Dates/Times:
spring 2014 ccss and ngss professional learning opportunities
Spring 2014 CCSS and NGSS Professional Learning Opportunities


  • Washington School Counselor’s Association 2014 Conference (February) -
  • Washington School Public Relations Association (Spring)
  • NW Council for Computer Educators (March) -
  • WA Association of Bilingual Education (April) -
  • AWSP CCSS Workshops – Full(
    • Plan to build out as modules accessible online
  • AWSP/WASA Summer Conference (June/July) -
  • WA Private Schools Summer Conferences (June/August) – 2014 Focus is Common Core ELA and Math
additional opportunities on the horizon
Additional Opportunities on the Horizon…


  • CCSS Communications Leadership Summit
    • Sponsored by Washington State ASCD, WSPTA, OSPI, National ASCD
    • April 21, 2014 in Yakima
  • Professional Learning Grant Opportunity for School District Teams
    • Informational PDF as webinar handout
    • Look for Application in March via iGrants
communicating supports
Communicating supports

Council of Great City Schools: Parent Roadmaps to the Common Core Standards– English Language Arts ://

What do your parents and community members need to know to support students?


communications campaign
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




Ongoing: Statewide Coordination and Collaboration to Support Implementation (Professional Learning Providers and Partners Across WA )
  • Including:
  • School Districts (CCSS District Implementation Network)
  • Higher Education
  • Education and Educator Content Associations
  • Business Partners


opportunities to be involved
Opportunities to be involved


English Language Arts Network

ELA and Math “Fellows” build capacity around common learning

OSPI CCSS Webinar Series

PD Offered through all 9 ESDs

2013 14 ccss implementation resources
2013-14 CCSS Implementation Resources


2013 14 ccss implementation resources1
2013-14 CCSS Implementation Resources



English Language Arts Office

Teaching and Learning, OSPI




Thank you!

  • English Language Arts/Literacy
  • ELA/Literacy Support:
  • Liisa Moilanen Potts,
  • Math Support
  • Anne Gallagher,
  • General Support / Overall CCSS Leadership:
    • - General email:
    • Jessica Vavrus,