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Good Morning! Please sign-in (each team member!) WiFi FWPS Guest

Username: guest Password: fwpsguest

On the Sign-In Sheet…Indicate which breakout session each member of your team will attend today Mor ELA

CCSS District

Implementation

Network Grantee

Workshops

Summer 2012

August 7 and 8, Spokane

August 8 and 9, Federal Way

Welcome Back to Day 2!

Please sign in!

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Our Focus and Learning Targets

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Participants will…1. Use results of the CCSS implementation Readiness

Assessment to create (or build on) their CCSS Implementation plan for 2012-13 and beyond.

2. Sharpen understanding and apply learnings about professional learning systems.

3. Connect CCSS Implementation with other district initiatives, especially Teacher and Principal Evaluation.

4. Consider their role to share with colleagues in their region and learn about opportunities for continued connections for supporting each other and other districts in their regions.

AGENDA REVIEW

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Welcome Back!Reflection on Day 1 to Inform Day 2

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At your tables: Reflect on the notes you took during the Case

Study/Problem of Practice Session yesterday Gather a pile of post-it notes and capture your

thoughts from yesterday What did I hear/learn that might inform my district’s

CCSS implementation plan?

(1 idea per sticky)

Share all of your post-its with your team Sort to determine categories Discuss the category with the most comments and

discuss how this will impact your plan

WA CCSS Implementation -WaCTE Summer Conference, 8-6-12

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Revisiting the CCSS and Digging into Resources

Math and ELA Breakout Sessions (8:45 – 10)10:00 BREAK

10:15 Reconvene with your Teams

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TEAM TIME:Linking the Resources to your Plans

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How do the resources for both ELA and Math fit into your district plan?

What resources will best serve which audiences? What other resources did you find that you need to

support varied audiences?

What do you need to consider in light of the instructional shifts and resources available?

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Large Group Reflection

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How confident do you feel in your team’s ability to reach your 30 day goals given your plan?

Rank your readiness…TEXT VOTING

Large Group Reflection

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Connecting CCSS to Other Initiatives

Making connections: How do CCSS and Educator Evaluation Systems work

together?

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Making Connections:How do CCSS and TPEP work together?

August 9, 2012

CCSS through the TPEP Lens or Vice Versa•Pilots•RIGs•Those just starting the journey

Essential Questions

• How does the language of the frameworks connect with the Common Core State Standards?

• How do you help make sense of two “really big deals”?

• How do plan for the managed implementation of both?

Racing up the Mountain…

A View from the Top!

BackgroundTeacher and Principal Evaluation Project (TPEP)

AnacortesCentral ValleyKennewickNorth ThurstonNorth MasonOthelloSnohomish Wenatchee

ESD 101 ConsortiumAlmiraDavenportLibertyMedical LakePullmanReardan-EdwallWellpinitWilbur

15 TPEP Pilots12 SIG Districts71 RIG I98 RIG IIOpen a RIG III in Fall

Evaluation Summative Scoring Process

Criteria 2

Standards

Criteria 1

Criteria 3

Criteria 4

Criteria 5

Criteria 6

Criteria 7

Criteria 8

Evidence

Frameworks+

Student Growth Rubrics

ObservationArtifactsOther evidence relevant to the frameworks

Student Growth Measures

(From 3 specific criteria)

Summative Rating

State determined process

DistinguishedProficientBasicUnsatisfactory

Student Growth Impact Ratings:Low, Average, High

Criterion Rating

Districtdetermined process

DistinguishedProficientBasicUnsatisfactory

Teachers:“fostering and managing a safe, positive learning environment.”

“collaborative and collegial practices focused on improving instructional practice and student learning.”

Principals:“creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff.”

“providing for school safety.”

Teachers:“using multiple student data elements to modify instruction and improve student

learning.”

Principals:“development, implementation, and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements.”

Teachers:“providing clear and intentional focus on subject matter content and curriculum.”

Principals:“assisting instructional staff with alignment of curriculum, instruction, and assessment with state and local district learning goals.”

Teachers:Implementing the instructional framework

Principals:“monitoring, assisting, and evaluating effective instruction and assessment practices.”

Teachers:“communicating and collaboratingwith parents and school community.”

Principals:“partnering with the school community to promote learning.”

Table Talk

Where do you already see and want to make the connection between the criteria and CCSS?

Essential Questions

• How does the language of the frameworks connect with the Common Core State Standards?

• How do you help make sense of two “really big deals”?

• How do you plan for the managed implementation of both?

Framework

Danielson Framework for Teaching

CEL 5D+TM Teacher Evaluation Rubric 2.0

Marzano Art and Science of Teaching Framework

Domain or Dimension

Domains

Domain 1: Planning and PreparationDomain 2: The Classroom EnvironmentDomain 3: InstructionDomain 4: Professional Responsibilities

Dimensions

Purpose Student Engagement Curriculum and Pedagogy Assessment for Student

Learning Classroom Environment

and Culture Professional Collaboration

and Communication

Domains

Domain 1: Classroom Strategies and BehaviorsDomain 2: Planning and PreparingDomain 3: Reflecting on TeachingDomain 4: Collegiality and Professionalism

Components

Evaluation Level Rubric

(4 level)

Components – 22

(Example: Component 1b: Demonstrating Knowledge of Students)

Sub-dimensions – 13

(Example: Student Engagement 5: Use of Background to plan lessons and units)

Components– 31

(Example: 3.1 The teacher knows individual student learning needs to design instruction)

Support for observation

Indicators IndicatorsPossible Teacher EvidencePossible Student Evidence

Critical Attributes/Possible Examples – teacher and student

Possible Teacher Observables

Possible Student Observables

Possible ArtifactsPossible Impacts

Note: The component numbers for both Danielson and CEL are reflective of the component numbers in their original frameworks, thus they may not be in numerical order

Criterion 1: Centering instruction on high expectations for student achievement

Key Word: EXPECTATIONS

Definition: The teacher develops and communicates high expectations for student learning.

Danielson CEL 5D+ Marzano

Domain 2: The Classroom

Environment

2b: Establishing a Culture for

Learning

Domain 3: Instruction

3a: Communicating with Students

3c: Engaging Students in Learning

Purpose

P1: Connection to standards, broader purpose and transferable skill

P4: Communication of learning target(s)

P5: Success criteria and performance task(s)

Student Engagement

SE3: Work of high cognitive demand

Classroom Environment & Culture

CEC3: Discussion, collaboration and accountability

Component 1.1: Providing Clear Learning Goals and Scales (Rubrics)

Component 1.2: Celebrating Success

Component 1.3: Understanding Students’ Interests and Backgrounds

Component 1.4: Demonstrating Value and Respect for Low Expectancy Students

Exploration Time

• Using documents regarding Criterion 1 (teacher) or Criterion 4 (principal),– review the indicators, rubric language and

observables/evidence– discuss (highlight if you wish)what connections

you see with CCSS– discuss how you will plan for keeping these

connections clear to others

Implications for CCSS/TPEP Implementation

• Classroom Teachers

• Building Administrator

• District Office

More information will be posted on OSPI website.

TPEP Webinars

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Webinar #1 • Evaluation System Orientation - Instructional

and Leadership Frameworks • Student Growth - Summative Methodology• Thursday, August 23 from 1:30-3:30pm

Webinar #2• Evaluation System Orientation - Instructional and

Leadership Frameworks • Student Growth - Summative Methodology• Thursday, August 30 from 1:30-3:30pm

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TEAM TIME:Bringing it Home: Making Connections in your CCSS Plans

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Where does TPEP implementation fit within your CCSS plan and next steps?

What are key actions you need to take to integrate it into your plan? What opportunities are present to support this? Who are key champions to support this effort?

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Next Steps – How to stay connected

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Staying connected as a professional learning SYSTEM around the CCSS…

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What opportunities exist at your local level? Within your district? With districts nearby?

What opportunities exist at your regional, ESD, levels? District teaching and learning leader collaboratives

(assistant superintendents) Content-specific “cadres”

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Staying connected as a professional learning SYSTEM around the CCSS…

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OSPI Webinar Series, 2012-13; Statewide presentations

Learning Forward Washington connections Follow on Twitter (@lrngforwardWA and #CCSSLFWA) LF WA Blog Become a member

CCSS System Thinking for District/Building Leaders

CCSS Mathematics CCSS English Language Arts

September 12, 201210:30–11:30 a.m.

September 18, 20123:30–4:30 p.m.

September 20, 20123:30–4:30 p.m.

December 12, 201210:30–11:30 a.m.

December 18, 20123:30–4:30 p.m.

December 20, 20123:30–4:30 p.m.

March 7, 201310:30–11:30 a.m.

March 12, 20133:30–4:30 p.m.

March 14, 20133:30–4:30 p.m.

May 23, 201310:30–11:30 a.m.

May 28, 20133:30–4:30 p.m.

May 30, 20133:30–4:30 p.m.

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Staying connected as a professional learning SYSTEM around the CCSS…

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What are ways that you can commit to keeping the momentum within your team and with districts around you?

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And now…Onto 2012-13!

WA CCSS Implementation -WaCTE Summer Conference, 8-6-12

Ways to stay connected: CCSS OSPI Web Site: http://

www.k12.wa.us/Corestandards/default.aspx

OSPI Teaching and Learning Monthly Newsletter TEACH: http://

www.k12.wa.us/CurriculumInstruct/news.aspx

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Thanks and

see you tomorrow!

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