Tools for Implementation of the California Common Core State Standards for ELA and the

1. Tools for Implementation of the California Common Core State Standards for ELA and the • New ELD Standards Kristen Cruz Allen, AdministratorCurriculum Frameworks and Instructional Resources DivisionLaura Watson, ConsultantSupport and Outreach OfficeAssessment Development and Administration DivisionCarrie Roberts, AdministratorLiteracy, History, and Arts Leadership OfficeProfessional Learning Support Division

2. Objectives for Today Provide updates and information on: • The ELA/ELD Framework • The Smarter Balanced Assessment • The Professional Learning Modules

3. ELA/ELD Frameworks Kristen Cruz Allen, AdministratorCurriculum Frameworks Unit

4. General Purpose of Frameworks • Provide support for teachers and guidelines for educational programs • Guidance to school districts in the development of local curriculum • Direction to publishers for the development of instructional materials • Guidelines for local selection of instructional resources (Grades 9–12) • Reflect current and confirmed research • Guidance for teacher professional development programs, in-service, pre-serviceand teacher licensing standards

5. CALIFORNIA DEPARTMENT OF EDUCATION English Language Arts/English Language Development Framework Development Process This chart shows the major steps of the curriculum framework development process. All meetings are open to the public.

6. Organization and ContentELA/ELD Framework • Based on the guidelines and other frameworks • Dynamic document • Focus on key themes of CA CCSS for ELA/Literacy standards in grade spans and individual grade levels • Integration of CA ELD Standards • Chapters on professional learning and support, 21st century learning and technology, equity and access, assessment, and criteria for evaluating instructional materials

7. New Features • Use of snapshots and vignettes in all chapters to demonstrate integration of ELA and ELD, examples of implementation of standards in the classroom, and demonstration of different types of assessment • Links to resources and Web sites for additional support • Organizational design around key themes

8. Table of Contents - Chapters 1: Introduction 2: CCSS for ELA/Literacy & CA ELD Standards Overview 3: Key Considerations for ELA/Literacy and ELD Instruction 4-7: Content and Pedagogy for Grades K–1; 2–3; 4–5; 6–8; and 9–12 8: Assessment

9. Table of Contents – Chapters (Cont.) 9: Access and Equity 10: Learning in the 21st Century 11: Implementing High-Quality ELA/Literacy and ELD Programs: Professional Learning and Distributed Leadership 12: Criteria for Evaluating Instructional Materials Glossary Resources

10. Goals, Themes, and Contexts for Implementation of the CA CCSS for ELA/Literacy and the CA ELD Standards

11. ActivityELA/ELD Framework “Take a Snapshot” • Read your snapshot/figure and then share with your elbow partner(s) or table: • How you could use the snapshot/figure in your classroom? • How could the snapshot(s)/figure(s) be used for professional development? • Share out with whole group

12. Chapter 12Criteria for Evaluating Instructional Materials • Program 1: English Language Arts Basic Program, K–8 • Program 2: English Language Arts/English Language Development Basic Program, K–8 • Program 3: BiliteracyLanguage Arts/English Language Development Basic Program, K–8 • Program 4: Intensive Intervention Program in English Language Arts, 4–8 • Program 5: Specialized Designated English Language Development Program, 4–8

13. ELA/ELD Framework Timeline * The Schedule of Significant Events (Timeline) has been updated to reflect SB 300 13

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15. Framework Questions? Kristen Cruz Allen, Administrator Curriculum Frameworks & Instructional Resources Division California Department of Education kcruzallen@cde.ca.gov 916-323-4867 Cynthia Gunderson, Education Programs Consultant Curriculum Frameworks Unit Curriculum Frameworks & Instructional Resources Division California Department of Education cgunderson@cde.ca.gov 916-319-0451

16. Smarter Balanced Laura Watson, ConsultantSupport and Outreach OfficeAssessment Development and Administration Division

17. Smarter Balanced Update • Smarter Balanced Field Test Update • A Balanced Assessment System • Formative Assessment Process • English-language Arts Performance Task

18. Assembly Bill (AB) 484 • Assembly Bill (AB) 484, chaptered into law October 2, 2013, established the Measurement of Academic Performance and Progress (MAPP). Through regulation, the name has been changed to the California Assessment of Student Performance and Progress (CAASPP). • CAASPP replaces the Standardized Testing and Reporting (STAR) Program. • Among the requirements set forth in AB 484 is the requirement that local educational agencies (LEAs) participate in the Smarter Balanced Field Test.

19. 2014 Smarter Balanced Field Test Windows • The Smarter Balanced Field Test will be administered March 18 through June 6, 2014. • On November 20, 2013, testing contractor, Educational Testing Service (ETS) assigned a • six-week testing window to every school; schools may test anytime within that assigned window. • Testing window assignments are available at http://www.startest.org/FT-windows2014.html.

20. Smarter Balanced Field Test Details • The Smarter Balanced Field Test is an untimed test; it is estimated to take approximately 3.5 hours. • Participants include students in grades 3-8, 11, and a small sample of students in grades 9 and 10. • Students exempt from participation are: -Students who take the California Alternate Performance Assessment (CAPA) -For ELA only, English learners who have attended school in the United States for less than 12 months.

21. Smarter Balanced Assessment Consortium A Balanced Assessment System Summative assessments Benchmarked to college and career readiness Common Core State Standards (CCSS) specify K─12 expectations for college and career readiness All students leave high school ready for college and career Teachers and schools have information and tools they need to improve teaching and learning Educator resources for formative assessment practices to improve instruction Interim assessments Flexible, open, used for actionable feedback

22. The “Balance” in the Smarter Balanced Assessment Consortium Formative Assessment Process! Definition: The deliberate process used by teachers and students duringinstruction that provides actionablefeedback to be used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets and/or goals.

23. Four Attributes of the Formative Assessment Process Clarify intended learning Elicit evidence Act on evidence Interpret evidence

24. State Network of Educators

25. Summative Assessment: ELA • Last twelve weeks of school • ELA: computer adaptive and performance task • Performance task─two sessions, two days • Assesses ability to integrate knowledge and skills across multiple content standards

26. ELA Performance Task • Teacher gives directions to class with overview of entire task. • Required resources will be provided via the online testing system. • Students will read, analyze, and synthesize, and then compose a response. • Scoring rubrics will be used to score the composition.

27. Professional Learning Modules Carrie Roberts, Administrator Literacy, History, and Arts Leadership Office

28. The professional learning modules were developed to deepen the understanding of: • Instructional strategies to support the learning of all pupils • Creativity, innovation, critical thinking, problem solving, collaboration, and communication skills in all academic content areas • Instructional leadership and coaching

29. Brokers of Expertise http://www.myboe.org/ http://myboe.org/portal/default/Group/Viewer/GroupView?action=2&gid=2996

30. Professional Learning Modules • 13 modules currently available at http://www.cde.ca.gov/re/cc/ccssplm.asp • The most recent additions are: • Multi-Tiered Systems of Support: A Comprehensive Framework for Implementing California Common Core State Standards • Getting Started with the California English Language Development Standards • A Deeper Dive into the California English Language Development Standards

31. Examples from New Modules • English Language Arts: Writing to Inform, Argue and Analyze • Content Literacy for Technical Subjects • Assessment Literacy • Literacy in Science

32. CCSS ListServ Join the ListServs to receive information and updates regarding the implementation of the Common Core State Standards and the SBAC Assessment To join the CCSS Resources Updates: Send a "blank" message to: join-commoncore@mlist.cde.ca.gov To join the SBAC/Assessment Updates: Send a "blank" message to: subscribe-sbac@mlist.cde.ca.gov

33. Resources • English Language Arts (SIMR): http://www.cde.ca.gov/ci/cr/cf/simrelaprograms.asp • English Language Development (SIMR): http://www.cde.ca.gov/ci/cr/cf/eldsimr.asp • ELA/ELD Framework: http://www.cde.ca.gov/ci/rl/cf/ • CA CCSS for ELA/Literacy Standards: http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf • CA ELD Standards: http://www.cde.ca.gov/sp/el/er/eldstandards.asp

34. Resources • California Assessment of Student Performance and Progress (CAASPP) Office caaspp@cde.ca.gov 916-445-8765 • CDE Smarter Balanced Field Test Web Page http://www.cde.ca.gov/ta/tg/sa/smarterfieldtest.asp • Smarter Balanced Technology Readiness Tool (TRT) http://www.cde.ca.gov/ta/tg/sa/sbac-itr-index.asp • California Technical Assistance Center http://californiatac.org/ 800-955-2954

35. Contact Information Kristen Cruz Allen, AdministratorCurriculum Frameworks Unit916 323-4867 kcruzallen@cde.ca.gov Laura Watson, ConsultantSupport and Outreach Office916 323-8351 lwatson@cde.ca.gov Carrie Roberts, AdministratorLiteracy, History, and Arts Leadership Office 916 319-0587 croberts@cde.ca.gov