OESD 114 Regional Teaching & Learning Consortium

Conference: Operationalizing the

Common Core Standards

Welcome and Introductions

• As a district team please share . . . – Something unique about your district– One celebration on your road to implementing the

Common Core State Standards

Today’s Agenda• CCSS Background and State Timeline• District Presentations

– Brinnon– Bremerton– Sequim

• Sharing Strategies for Operationalizing the CCSS• 2012-2013 ESD Supports for Districts• Team Planning Time• Team Reports

Goals for TodayTo increase capacity for implementing the Common Core State Standards at district, building, and classroom levels.• To learn from others about what’s working in

their district• To learn about the resources and supports the

OESD can provide• To reflect on what others have shared and the

available supports and plan next steps for operationalizing the CCSS in your district

CCSS Background Information

• History on the CCSS• State Transition Plan • Major Shifts in the CCSS• Smarter Balanced Assessment Consortium • ESD Work So Far (Last Spring and Summer)

Common Core State Standards• Clear, consistent,

rigorous standards in English language arts/literacy and mathematics

• Define the knowledge and skills students need for college and career success

• Developed voluntarily and cooperatively by states with input from teachers and college faculty; more than 40 states have adopted

Source: www.corestandards.org

CCSS Implementation Timeline

2010-11 2011-12 2012-13 2013-14 2014-15

Phase 1: CCSS Exploration

Phase 2: Build Awareness & Begin Building Statewide Capacity

Phase 3: Build State & District Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Statewide Coordination and Collaboration to Support Implementation

Major Shifts in the CCSS

MATH• Focus strongly where the

standards focus

• Coherence: Think across grades and link to major topics within grades

• Rigor: Require conceptual understanding, fluency, and application

ELA• 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

K 12

Number and Operations

Measurement and Geometry

Algebra and Functions

Statistics and Probability

Traditional U.S. Approach

9

Domains, not strands

10

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%* informational text Balance grade 6-8 = 45%* literature; 55%* 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 areasBy grade 4—opinion =30%; information = 35%; narrative =35%

Balance of writing types, including writing in the content areasGrade 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 view.

Language Standards

Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

A Shift to comprehensive literacy

12

Standards for Mathematical Practice

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively

Construct viable arguments and critique the reasoning of others

Model with mathematics

Use appropriate tools strategically

Attend to precisionLook for and make use

of structureLook for and express

regularity in repeated reasoning

NOW– CCSS FOCUS THENFOCUS is on the core Beginning to balance differentiation

ALL students from B-12 are acquiring English language

Hard division in support programming for ELL/non-ELL literacy instruction

Comprehensive and authentic blended literacy experiences

“Siloes” of reading, writing, speaking, and listening

Birth-to-12th grade vertical articulation Birth to P/ K-12 horizontal articulation

Assessments that can inform instruction, with focus on authentic formative assessment

Highlight focus on summative assessments

Literacy as a process… for educators and students!

Literacy with end points at different grades

“What’s IN and what’s OUT?”IN OUT

1. Daily encounters w/ complex texts

1. Leveled texts (only)

2. Texts worthy of close attention 2. Reading “any old text” that is the right level

3. Balance of literary and info. texts

3. Solely literature

4. Coherent sequences of texts 4. Collection of unrelated texts

5. Mostly text-dependent question

5. Mostly text-to-self questions

6. Mainly evidence-based analyses

6. Mainly writing without sources

7. Accent on academic vocabulary

7. Accent on literary terminology

8. Emphasis on reading and re-reading

8. Emphasis on pre-reading

9. Reading strategies (as means)10. Reading foundations (central and integrated)

9. Reading strategies (as end goal)10. Reading foundations (peripheral and detached)

9/20/2012

The Big Ideas in the ELA CCSS

• 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

Smarter Balanced Assessment Consortium

• 25 states (21 governing, 4 advisory)

• K-12 & Higher Education Leads in each state

• Washington state is fiscal agent

A Balanced Assessment System

Common Core State Standards

specify K-12

expectations for college and career readiness

All students leave

high school college

and career ready

Teachers and schools have

information and tools they need

to improve teaching and

learningInterim assessments

Flexible, open, used for actionable

feedback

Summative assessments

Benchmarked to college and career

readiness

Teacher resources for formative

assessment practices

to improve instruction

System Highlights

19

Re-take option

Optional Interim assessment system—

Summative assessment for accountability

Last 12 weeks of 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.

Scope, sequence, number, and timing of interim assessments locally determined

PERFORMANCETASKS

• Reading• Writing• Math

END OF YEARADAPTIVE ASSESSMENT

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

English Language Arts and Mathematics, Grades 3–8 and High School

Computer AdaptiveAssessment andPerformance Tasks

BEGINNING OF YEAR

END OF YEAR

Source: http://www.ets.org

INTERIM ASSESSMENT

Computer AdaptiveAssessment andPerformance Tasks

INTERIM ASSESSMENT

CCSS Assoc. Collab. Meeting

Find Out More: www.SmarterBalanced.org

Monthly e-Newsletter:

http://www.smarterbalanced.org/2012/05/c

heck-out-smarter-news-the-consortiums-mon

thly-enewsletter/

State Contact: Robin.Munson@k12.wa.us

Jacqueline KingJacqueline.King@SmarterBalanced.org301-841-8873

“Students can demonstrate progress toward college and career readiness in mathematics.”

“Students can demonstrate college and career readiness in mathematics.”

“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”

“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”

“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

Overall Claim for Grades 3-8

Overall Claim for Grade 11

Claim #1 - Concepts & Procedures

Claim #2 - Problem Solving

Claim #3 - Communicating Reasoning

Claim #4 - Modeling and Data Analysis

Claims for the Mathematics Summative Assessment

“Students can demonstrate progress toward college and career readiness in English Language arts and literacy.”

“Students can demonstrate college and career readiness in English language arts and literacy.”

“Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”

“Students can produce effective and well-grounded writing for a range of purposes and audiences.”

“Students can employ effective speaking and listening skills for a range of purposes and audiences.”

“Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”

Overall Claim for Grades 3-8

Overall Claim for Grade 11

Claim #1 - Reading

Claim #2 - Writing

Claim #3 - Speaking and Listening

Claim #4 - Research/Inquiry

Claims for the ELA/Literacy Summative Assessment

Washington’s Context…Likely Summative Assessments in 2014–15

English/LA Mathematics Science

Grade 3 SBAC SBAC

Grade 4 SBAC SBAC

Grade 5 SBAC SBAC MSP

Grade 6 SBAC SBAC

Grade 7 SBAC SBAC

Grade 8 SBAC SBAC MSP

Grades 10 E/LA using SBAC items

EOCs using SBAC items

EOC

Grade 11 SBAC SBAC

SBAC=SMARTER Balanced Assessment ConsortiumEOCs= End of Course exams

9/27/12 CCSS Assoc. Collab. Meeting 23

Theory of Practice 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 in content that need to be attended to.

2.The 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.– Belief that professional learning systems are critical

9/20/2012 LLC

K-2 3-5 6-8 High School

Year

1 2011-2012

School districts that can, should consider adopting the CCSS for K-2 in total. K – Counting and Cardinality (CC); Operations and Algebraic Thinking (OA) 1 – Operations and Algebraic Thinking (OA); Number and Operations in Base Ten (NBT) 2 – Operations and Algebraic Thinking (OA); Number and Operations in Base Ten (NBT) and remaining 2008 WA Standards

3 – Number and Operations – Fractions (NF) 4 – Number and Operations – Fractions (NF) 5 – Number and Operations – Fractions (NF) and remaining 2008 WA Standards

6 – Ratio and Proportion Relationships (RP) 7 – Ratio and Proportion Relationships (RP) 8 – Expressions and Equations (EE) and remaining 2008 WA Standards

Teach all of the 2008 WA Mathematics Standards for each course and prepare for Algebra 1- Unit 2: Linear and Exponential Relationships Geometry- Unit 1: Congruence, Proof and Constructions and Unit 4: Connecting Algebra and Geometry through Coordinates

K-2 3-5 6-8 High School

Year

2 2012-2013

School districts that can, should consider adopting the CCSS for K-2 in total. Year One domains and: K- Measurement and Data (MD) 1 – Measurement and Data (MD) 2 – Measurement and Data (MD) and remaining 2008 WA Standards

Year One domain and: 3 – Operations and Algebraic Thinking (OA); Number and Operations in Base Ten (NBT) 4 – Operations and Algebraic Thinking (OA); Number and Operations in Base Ten (NBT) 5 - Operations and Algebraic Thinking (OA); Number and Operations in Base Ten (NBT) and remaining 2008 WA Standards

Year One domain and: 6- The Number System (NS); Expressions and Equations (EE) 7 - The Number System (NS); Expressions and Equations (EE) 8 – The Number System (NS); Functions (F) and remaining 2008 WA Standards

Year One units and: Algebra 1- Unit 1: Relationship Between Quantities and Reasoning with Equations and Unit 4: Expressions and Equations Geometry- Unit 2: Similarity, Proof, and Trigonometry and Unit 3:Extending to Three Dimensions and remaining 2008 WA Standards

K-2 3-5 6-8 High School

School districts that can, should

K-12 English Language Arts

Introduction

Familiarize district/building leadership team with Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Investigate and interpret the implications for instruction in reading, writing, speaking and listening, and language.

Year One2011-2012

Identify and understand the design of skills and concepts in ELA

Develop an understanding of the vertical articulation of skills and concepts from Kindergarten through Career and College Readiness Develop an understanding of overarching cross-content concepts (i.e., technology and media) Understand the increasing text complexity, its role in preparing students to be career and college ready, and implications for instruction and materials. Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs)

Resources Common Core State Standards Documents Introduction and Year One Support Modules ESD support OSPI technical assistance OSPI CCSS Webinar Series

K-12 English Language Arts

Year Two

2012-2013

Year One focus and strategies, and: Adjust curricular materials and adapt instruction to: Build a shared responsibility for the development of reading and writing skills and knowledge across content areas through a balance of

nonfiction and literature texts

Focus on the role of argument in reading and writing and speaking and listening instruction, with particular emphasis incorporating text-based questions and writing using evidence from sources.

Intentionally address academic vocabulary and its role in reading comprehension and written and oral language production.

Begin to develop, enhance, and integrate literacy skills across social studies/History, science, and other technical subjects. Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs)

Resources

Common Core State Standards Documents ESD support and technical assistance OSPI technical assistance OSPI CCSS ELA Webinar Series

OESD CCSS Supports Spring/Summer 2012

MathematicsRegional Professional Development:• Introduction and Overview• Decoding the Language of the

CCSS• Deepening Understanding of the

CCSSAn introduction to a process to be used by PLCs as they implement each Mathematics Domain.• Planning Session for Content

Leaders

ELARegional Professional Development:• ELA I: Deepening your

Understanding• ELA II: Vertical Articulation and

Rigor• ELA III: Exploring Text ComplexityPurpose was to build regional capacity and providing resources for district leaders and facilitators.• Regional Literacy Team focused

on Text Complexity.

Common Core Introduction for Administrators March 2012

District Presentations

Brinnon

• How is the Brinnon SD moving from the State Transition Plan to Classroom Reality?

Bremerton

• How is the Bremerton SD moving from the State Transition Plan to classroom reality?

Sequim

How is the Sequim SD moving from the State Transition Plan to classroom reality?

Break

Sharing Strategies

• District Reports on Implementation

OESD CCSS Supports 2012-2013

Mathematics

• Math Implementation Workgroups focusing on building leadership to support classroom implementation of the CCSS

• Spring Grade Band Workshops focusing on content and Standards for Mathematical Practice

• Summer Institute Math Content Workshops to Deepen Teacher’s Content Knowledge

ELA

• Regional Literacy Team focusing on building leadership to support classroom implementation of the CCSS

• Spring ELA Workshops focusing on writing grounded in evidence from text

• Summer Institute ELA Writing Standards Workshops for Science and Social Studies Teachers

October 19th Conference on Operationalizing the Common Core

Our focus continues to be on building regional capacity and providing resources for district leaders and facilitators.

School & District Support

Lunch

Team Planning

• District Team’s use Readiness Template for planning

Team Reports

Evaluation and Closure

• Thanks for attending.• Please complete the session evaluation form• Clock hour forms are by the door