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2013-14 Webinar Series Part 4: CCSS ELA: Instructional Materials, Supports and Engagement for High School

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

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2013-14 Webinar Series Part 4: CCSS ELA: Instructional Materials, Supports and Engagement for High School

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  1. 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 Please have your cell phone ready to do a text poll!  13-14CCRWebSeriesPart4ELA_5-27-14

  2. Materials are hyperlinked throughout 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 13-14CCRWebSeriesPart4ELA_5-27-14

  3. CCSS and NGSSWashington’s Implementation Phases and Timelines 13-14CCRWebSeriesPart4ELA_5-27-14

  4. 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? • CCSS Publishers 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 13-14CCRWebSeriesPart4ELA_5-27-14

  5. Washington’s K-12 Learning Standards Landscape(CCSS-M, CCSS-ELA, EALRS, GLEs, PEs,) 13-14CCRWebSeriesPart4ELA_5-27-14

  6. Washington’s K-12 Learning Standards Landscape, Continued(CCSS-M, CCSS-ELA, EALRS, GLEs, PEs,) 13-14CCRWebSeriesPart4ELA_5-27-14

  7. 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. 13-14CCRWebSeriesPart4ELA_5-27-14

  8. High School: Thinking Ahead 13-14CCRWebSeriesPart4ELA_5-27-14

  9. 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 Reading comprehension Reading deeply Managing learning Becoming articulate in words and media Growing language skills Discovering self Writing foundations Leveraging funds of knowledge Writing process in many modes 13-14CCRWebSeriesPart4ELA_5-27-14

  10. TheBigIdeas(introduction, page 7) 13-14CCRWebSeriesPart4ELA_5-27-14

  11. 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 13-14CCRWebSeriesPart4ELA_5-27-14

  12. 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) 13-14CCRWebSeriesPart4ELA_5-27-14

  13. 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 13-14CCRWebSeriesPart4ELA_5-27-14

  14. Shift Three:Regular practice withcomplex textand its academic language 13-14CCRWebSeriesPart4ELA_5-27-14 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

  15. 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?” to “Identify three examples that let you know what the author’s purpose is. Do you agree with the author?” 13-14CCRWebSeriesPart4ELA_5-27-14

  16. 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. 13-14CCRWebSeriesPart4ELA_5-27-14

  17. 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 13-14CCRWebSeriesPart4ELA_5-27-14

  18. 13-14CCRWebSeriesPart4ELA_5-27-14

  19. Considering Instructional Materials High School Needs and Wants! 13-14CCRWebSeriesPart4ELA_5-27-14

  20. The “How”: Guidance & Counseling Impacts of CCSS i.e. Guidance lesson alignments i.e. school climate focus on every student being successful and supported How does the master schedule support this work? i.e. increased individual guidance support 13-14CCRWebSeriesPart4ELA_5-27-14

  21. Consider a student’s schedule: How can teachers work together to support the student access into all the contents? 13-14CCRWebSeriesPart4ELA_5-27-14 1 PER ALGEBRA 2 2 PER SPANISH 1 3 PER LEADERSHIP 4 PER H ENGLISH 9 5 PER H BIOLOGY 6 PER H WORLD HISTORY ? CTE? ELL? Theater? PE? Music? Dance? Fine Arts? Business? Psychology? Running Start?

  22. Considering Depth of Knowledge/DOK 13-14CCRWebSeriesPart4ELA_5-27-14

  23. 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? 13-14CCRWebSeriesPart4ELA_5-27-14

  24. Questions for Educators and Teams! 13-14CCRWebSeriesPart4ELA_5-27-14 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?)

  25. Rethinking Instructional Materials and Resources INSTRUCTIONAL MATERIALS 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” 13-14CCRWebSeriesPart4ELA_5-27-14 What do we mean when we talk about “instructional materials”?

  26. 13-14CCRWebSeriesPart4ELA_5-27-14

  27. 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. 13-14CCRWebSeriesPart4ELA_5-27-14

  28. Suite of Tools to Evaluate Alignment (Updated March 2014 – pdf Handout) 13-14CCRWebSeriesPart4ELA_5-27-14

  29. Types of Tools in the Toolkit 13-14CCRWebSeriesPart4ELA_5-27-14

  30. 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 13-14CCRWebSeriesPart4ELA_5-27-14

  31. 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) 13-14CCRWebSeriesPart4ELA_5-27-14

  32. SCASS Rubric 13-14CCRWebSeriesPart4ELA_5-27-14

  33. 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. 13-14CCRWebSeriesPart4ELA_5-27-14

  34. Additional Resources for Considering Instructional Materials 13-14CCRWebSeriesPart4ELA_5-27-14 • 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

  35. Smarter Balanced Updates 13-14CCRWebSeriesPart4ELA_5-27-14

  36. 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. 13-14CCRWebSeriesPart4ELA_5-27-14

  37. Smarter Balanced Assessment System Components Summative: College and career readiness assessments for accountability Teachers and schools have information and tools they need to improve teaching rand learning All students leave high school college and career ready Common Core State Standards specify K-12 expectations for college and career readiness Formative Educator Resources: Digital Library with Instructional and professional learning resources that include embedded formative assessment processes Interim: Flexible and open assessments, used for actionable feedback 13-14CCRWebSeriesPart4ELA_5-27-14

  38. 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 ✔ ✔ 13-14CCRWebSeriesPart4ELA_5-27-14

  39. Digital Library Updates Communication Coming to Districts: Will include details about accessing the DL and Log-in process 13-14CCRWebSeriesPart4ELA_5-27-14

  40. All Resources are Grounded in the Four Attributes of the Formative Assessment Process and Reviewed using Quality Criteria Clarify Intended Learning Elicit Evidence Act on Evidence Interpret Evidence 13-14CCRWebSeriesPart4ELA_5-27-14

  41. 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 13-14CCRWebSeriesPart4ELA_5-27-14

  42. Interim Assessment Components 13-14CCRWebSeriesPart4ELA_5-27-14

  43. Interim Comprehensive Assessments (ICA): Sample Use Cases 13-14CCRWebSeriesPart4ELA_5-27-14 • 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.

  44. Interim Assessment Blocks (IABs) Sample Use Cases 13-14CCRWebSeriesPart4ELA_5-27-14 • 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.

  45. Interim Assessments Timeline • Interim Assessments will be available in late fall of 2014 • Items have to get through field testing, scoring, and standard setting • Initial release will include a fixed form Interim Comprehensive Assessment (ICA) for each grade level and content area • 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 13-14CCRWebSeriesPart4ELA_5-27-14

  46. 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 • 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) 13-14CCRWebSeriesPart4ELA_5-27-14

  47. Resources and Support Resources from local, regional, state, and inter-state collaboration: what’s new and what’s next 13-14CCRWebSeriesPart4ELA_5-27-14

  48. OSPI CCR Quarterly Webinar Series http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar 13-14CCRWebSeriesPart4ELA_5-27-14

  49. OSPI Smarter Balanced Informational Webinars (http://www.k12.wa.us/TestAdministration/Trainings/default.aspx) 13-14CCRWebSeriesPart4ELA_5-27-14 • 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:

  50. Spring 2014 CCSS and NGSS Professional Learning Opportunities 13-14CCRWebSeriesPart4ELA_5-27-14 • Washington School Counselor’s Association 2014 Conference (February) - http://www.wa-schoolcounselor.org/content.asp?contentid=138 • Washington School Public Relations Association (Spring) 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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