Webinar Series: CCSS Systems-Thinking for District and School

Leaders2012-13 Part 1Sept. 12, 2012

Materials Posted Online: PowerPoint Presentation Handout 1: WA CCSS

Implementation Plan (PDF) Handout 2: Meeting the

Promise of Content Standards: Professional Learning Required (PDF)

Handout 3: Finding Time for Professional Learning (PDF)

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Welcome!Agenda and Materials for today’s webinar…

Washington’s Context for Common Core Implementation Washington's Approved ESEA Flexibility Request

The “what” and the “how” for WA CCSS Implementation

Address questions and discuss next steps

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Before we begin…About You We’d like to know a little about who is out

there.

Time for a poll.

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State Context McCleary Decision and Implications – Legislative

obligation to fully fund Basic Education

New Flexibility with ESEA Adequate Yearly Progress (AYP) Requirements effective in 2012-13

WA Teacher and Principal Evaluation Project New criteria for all districts starting with 2013-14 year

Statewide implementation of CCSS and assessment system transitions

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Superintendent Dorn’s Priorities2011-2014

OSPI’s Mission: To provide funding, resources, tools, data and technical assistance to educators so that they can help students to be successful in our public schools

and in college and careers.1) Meet our Constitutional Obligation to Fully-fund our

Public Schools2) Improve Achievement for ALL Students

Reduce the opportunity gap Reduce the dropout rate Increase STEM opportunities Provide additional student supports

3) Improve our Student Assessment System 4) Expand Career and Technical Education (CTE)5) Expand and Enhance Early Learning Opportunities

ESEA Flexibility

BACKGROUND FOR ESEA FLEXIBILITY REQUESTEXCERPTS FROM JULY 19, 2012 WEBINAR

FOR MORE INFORMATION:HTTP://WWW.K12.WA.US/ESEA/PUBLICNOTICE.ASPX

KEY DOCUMENTS:ESEA FLEXIBILITY REQUEST FAQS

USE OF TITLE I AND ESEA FLEXIBILITY

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ESEA Flexibility

WHY DID WASHINGTON STATE APPLY?This is the right decision for Washington State. Over 1176 schools and 113 districts across our state were identified as “in improvement” based on 2010-11 state assessments. And, by 2014, nearly every school and district would be identified as in improvement. So we know our current AYP system doesn’t work.

We need a new way to measure progress and provide resources to support our work. This request gives us the opportunity to set new annual learning targets and frees up to $58 million across our state to address the needs of struggling students and schools. It provides the flexibility Washington needs to ensure ALL students graduate with college- and career-ready skills.

Randy DornSuperintendent of Public Instruction

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ESEA Flexibility

WHAT DOES ESEA FLEXIBILITY REQUIRE FROM STATES? PRINCIPLES 1-31. Ensure college- and career-ready expectations

for all students (Common Core State Standards [CCSS] and Smarter Balanced Assessment Consortium [SBAC] in Washington)

2. Implement state-developed system of differentiated recognition, accountability, and support

3. Support effective instruction and leadership (Teacher and Principal Evaluation Project [TPEP] in Washington)

4. Reduce duplication and unnecessary burden on school districts by the State

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ESEA Flexibility

WHAT DOES ESEA FLEXIBILITY PROVIDE FOR STATES?Highlights:1. Flexibility to determine new ambitious and

achievable annual targets for reading, mathematics, and graduation rates.

2. Elimination of AYP determinations and associated sanctions for schools in improvement, including 20% set-aside of Title I, Part A funds for Public School Choice and Supplemental Education Services and 10% set-aside for professional development for schools.

3. Elimination of associated sanctions for districts in improvement and the 10% set-aside for professional development for districts.

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ESEA Flexibility

PRINCIPLE 1 OVERVIEW• Principle 1: Ensure college- and

career-ready expectations for All students

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ESEA Flexibility

CAREER AND COLLEGE READY LEARNING EXPECTATIONS FOR K-12

All students

leave high

school college

and career ready

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Vision 

Every Washington Student and Educator

ESEA Flexibility Package USED/OSPI

Principle 1: Ensure College- and Career-Ready Standards & Assessments for All Students - Highlights

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See Webinar Handout

1:

CCSS Implementation

Plan

The Key?

Friends and Partners

Across WA

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PLUS…• School Districts (every size!)• Higher Education• Statewide Education and Educator Content

Associations• Private Partners

Washington

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ESEA Flexibility

HIGH-QUALITY CURRICULUM AND ASSESSMENTS: A BALANCED SYSTEM

All students leave

high school

college and

career ready

Teachers and schools

have information and tools

they need to improve teaching

and learning Interim assessments Flexible, open,

used for actionable feedback

Summative assessments

Benchmarked to college and career

readiness

Teacher resources for

formative assessment

practicesto improve instruction

Common Core State

Standards specify

K-12 expectations for college

and career

readiness

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ESEA Flexibility Package USED/OSPI

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Find Out More:

www.SmarterBalanced.org

Monthly e-Newsletter:

http://www.smarterbalanced.org/2

012/05/check-out-smarter-news-t

he-consortiums-monthly-enewslet

ter/

State Contact:

Robin.Munson@k12.wa.us

Smarter Balanced Resources and Opportunities

ESEA Flexibility Package USED/OSPI

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Zip files with ELA and Math Item Specifications and Sample Student Tasks

**Stay Tuned for 60 Sample Tasks to be released in

September 2012**

http://www.smarterbalanced.org

/smarter-balanced-assessments/

ESEA Flexibility

PRINCIPLE 2 OVERVIEW• Principle 2: Implement state-

developed system of differentiated recognition, accountability, and support.

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ESEA Flexibility

STATES MUST:• Set ambitious, but achievable, Annual

Measurable Objectives (AMOs)• Identify:

– Reward schools: Provide incentives and recognition for high-progress and highest performing Title I schools

– Priority schools: Identify lowest-performing schools and implement interventions aligned with the turnaround principles

– Focus schools: Identify and implement meaningful interventions (i.e., turnaround principles) in schools with the lowest performing subgroups

– Emerging schools: Identify other low-performing Title I schools and provide incentives and support

• Build state, district, and school capacity18

ESEA Flexibility

ACCOUNTABILITY EVOLUTION WITH ESEA REQUEST

ESEA Request Accountability System Used to identify Reward, Priority, Focus, and Emerging schools 

Washington State’s New Accountability System Used to identify Reward, Priority, Focus, and Emerging schools for Title I and non-Title I schools

School Improvement

•Uses AYP calculations to identify schools and districts in a step of improvement (Title I)

•Uses PLA Methodology based on AYP calculations to generate list of Persistently Lowest Achieving Schools (PLAs)

SBE/OSPI Achievement IndexUsed to identify Award Schools

AYP Determinations•Sanctions for schools and districts “in improvement”•Set-asides required for Public School Choice and Supplemental Education Services

Up to 2011-12 2012-13 and 2013-14

2014-15 and beyond

AMO Calculations•Annual targets intended to close proficiency gaps by half by 2017; uses 2011 as baseline and adds equal annual increments (1/6 of proficiency gap) to get to 2017 target; each subgroup, school, district, and state have unique annual targets.•Calculations reported on Report Card•No AYP sanctions based on identification of schools and districts “in improvement”•Requires districts to set aside up to 20% for Priority, Focus, and Emerging Schools  

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ESEA Flexibility

PRINCIPLE 3 OVERVIEW• Principle 3: Support effective

instruction and leadership

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ESEA Flexibility Package USED/OSPI

Principle 3: Support Effective Instruction and Leadership - Highlights

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ESEA Flexibility

For More information: http://tpep-wa.org/resources/tpep-reports-studies-presentations-surveys/#82012.webinar

PRINCIPLE 3: WEBINAR RESOURCES

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Webinar #1 • Topic: Evaluation System Orientation -

Instructional and Leadership Frameworks • Thursday, August 23 from 1:30-3:30pm

Webinar #2• Topic: Student Growth - Summative

Methodology• Thursday, August 30 from 1:30-3:30pm

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Washington’s Transition to the Common Core State Standards

The WHAT…English language arts (reading and writing)

MathematicsAnd beyond…

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Washington’s Reading, Writing

and Math Standards

Common Core State Standards for

English Language Arts and Mathematics

Adopted July, 2011Assessed 2014-15

Our Context: Washington State Learning Standards (aka…EALRs, GLEs, etc.)

Washington’s Science Standards

Current Standards Continue as WA

Considers the Next Generation Science Standards (NGSS)

Standards Final Spring 2013

Adoption may occur in Jan/Feb 2014.

Assessment of NGSS 2016-17,

more likely 2017-18.Current Standards

Continue

Intentional connections will be made across subjects focused on

building literacy skills across content areas

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

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Our guiding beliefs and approach for CCSS Implementation in WA

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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 that need to be attended to in the content.

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. Professional learning systems are critical

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1. What do all students need to know and be able to do as a result of the CCSS?

2. What do the adults in the system need to know and be able to do to support all students?

3. How do we design a

professional learning system

to support them?

Webinar Handout 1

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The WHAT:The Shifts within the CCSS

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Grecian Urn analogy…In the Common Core State Standards, individual statements of what students are expected to understand and be able to do are embedded within domain headings and cluster headings designed to convey the structure of the subject. “The Standards” refers to all elements of the design—the wording of domain headings, cluster headings, and individual statements; the text of the grade level introductions and high school category descriptions; the placement of the standards for mathematical practice at each grade level. The pieces are designed to fit together, and the standards document fits them together, presenting a coherent whole where the connections within grades and the flows of ideas across grades are as visible as the story depicted on the urn.Fragmenting the Standards into individual standards, or individual bits of standards, erases all these relationships and produces a sum of parts that is decidedly less than the whole. Arranging the Standards into new categories also breaks their structure. It constitutes a remixing of the Standards. There is meaning in the cluster headings and domain names that is not contained in the numbered statements beneath them. Remove or reword those headings and you have changed the meaning of the Standards; you now have different Standards; you have not adopted the Common Core.

The Structure is the Standards(http://commoncoretools.me/2012/02/16/the-structure-is-the-standards/)

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Shifts in ELA1. Building knowledge through content-rich nonfiction

and informational texts in addition to literature2. Reading and writing grounded in evidence from the

text3. Regular practice with complex text and its academic

vocabularyThese apply to content area (social studies, science, and technical subject) teachers as well as to English teachers.

Shifts in Mathematics1. Focus: 2-3 topics focused on deeply in each grade 2. Coherence: Concepts logically connected from one grade

to the next and linked to other major topics within the grade

3. Rigor: Fluency with arithmetic, application of knowledge to real world situations, and deep understanding of mathematical concepts

Common Core ELA and Math Shifts

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Building Educator Capacity is KEY

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“Current teachers mush receive extensive professional development on the Common Core standards, curricular materials, and strategies on teaching that now require students to delve deeper and develop critical thinking and analytical skills that previous standards did not adequately address…”~ National Association of State Boards of Education (2011)

WA 3-Year Transition Plans and Standards Comparisons

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K 1 2 3 4 5 6 7 8 9-10 11-12Foundational Skills: Print Concepts & Phonological Awareness

 

Foundational Skills: Phonics & Word Recognition, Fluency

 

 

Reading Literature & Informational text, including literary nonfiction:

Balance K-5 = 50% literature* & 50%* informational text

 

Reading Literature – stories, drama, poetry:Balance grade 6-8 = 45%*Balance gr. 9-12 = 30%*

Reading informational, including literary nonfiction:Balance 6-8 = 55%*

Balance gr. 9-12 = 70%*Literacy (Reading) in History/Social Studies, Science, and Other Technical

SubjectsWriting Standards:

Balance of Text Types: grades 4 – opinion = 30%; information = 35%; narrative = 35%

Literacy (Writing) in History/Social Studies, Science, and Other Technical Subjects:

Grade 8 – argument = 35%; information = 35%; narrative = 30%Grade 12 – argument = 40%; information = 40%; narrative = 20%

 

Speaking & Listening Standards 

Language Standards, including vocabulary acquisition and use 

English Language Arts Major Shifts 1. Building knowledge through content-rich nonfiction.2. Reading, writing, and speaking grounded in evidence from

text, both literary and informational.3. Regular practice with complex text and its academic

language

• Articulate foci of state-developed

and state-delivered professional

learning supports each year.

http://

www.k12.wa.us/CoreStandards/Transition.asp

x

• Developed using:

• Comparisons of current WA

standards with CCSS (structural

and content)

• Current MSP/HSPE test maps

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The HOW:System Remodeling

To Support Professional Learning

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KY Professional Learning Taskforce Report, 2012

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“Professional learning is a comprehensive, sustained, and intensive approach to increase student achievement that strengthens and improves educators’ effectiveness in meeting individual, team, school, district, and state goals.

Professional learning is not an isolated event or a set of events; rather it is ongoing, relevant, job-embedded learning for educators at all stages of career development.

Professional learning supports educators in meeting and exceeding standards of performance, implementing new initiatives, and refining professional practice to increase student achievement.”

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A Resource for Considering Professional Learning Systems (webinar Handout 2)

Sample questions to inform decision making around professional learning (pp. 8-9): How does our current professional

learning system address equity for student and educator learning through resource allocation, design of professional learning, and high expectations and support for implementation of learning?

How does our emerging educator effectiveness system integrate professional learning supports to strengthen individual teachers at various career stages and with differentiated needs and to support school and district goals and program implementation?

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Resources for District/School Professional Learning and CCSS Implementation Plan Development

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CCSS District Implementation Network Grantee Workshop Materials

http://www.k12.wa.us/CoreStandards/DistrictProject.aspx

1. School District Professional Learning System Readiness Assessment: Implementation of the CCSS (Version 1)

Includes suggested protocols for teams

2. Building-specific Implementation Configuration Maps for Various Educator Roles (Learning Forward)

3. Goal Setting Tools

4. Resource Articles

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Top of Mind Issues:Time and Instructional MaterialsA changing landscape that requires a new

approach

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A Resource for thinking about Time(Webinar Reference 3)

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Comprehensive compilation of articles, tools, and case studies focused on creating the conditions for high quality professional learning Job-Embedded During the Day Collaborative Team Learning Questions and tools for shaping

professional development calendars

Check out the Table of Contents!

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What about instructional materials?

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NOW Overall quality that attends to the major shifts

within the standardsAnd Deeper connections within the content Integrated high leverage instructional practices that

allow every student access to the CCSS within the instructional materials

Versus….THEN Standard-by-Standard alignment Unique supports for special populations of students

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Resources and Opportunities

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From CCSS Developers… CCSS Publisher’s Criteria – ELA and Math (

http://engageny.org/resource/publishers-criteria-for-elaliteracy-and-math/)

Going deeper with other states… Tri-State Quality Review Rubrics and Process (

http://engageny.org/resource/tri-state-quality-review-rubric-and-rating-process/)

These tools can be used to… Inform materials review and adoption process Consider existing materials Facilitate targeted discussions, collaboration, and

professional development with publishers and other providers

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What are your next steps?

Depending on your local district and building context….

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CCSS Implementation Timeline – through a district lens

Phase 1: CCSS Exploration

Phase 2: Build Awareness & Begin Building Capacity

Phase 3: Build State & District Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Statewide Coordination and Collaboration to Support Implementation

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FIRST: Phase 1CCSS Exploration and Awareness

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Among… District leaders and leadership teams Building leaders

Immerse yourself in and learn about… The WHY - The background and vision of the CCSS The WHAT - The major CCSS shifts in ELA and Math The HOW –

Our state’s approach toward supporting implementation Emerging resources and support systems

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NEXT: Consider Phase 2 within your District/Building Context

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Start the transition by Setting the Course! Identifying a core group of leaders (across grades

and subjects) as a lead CCSS implementation team Establish a shared vision that will guide CCSS

implementation with all students and educators – what will it mean for your district/building?

Developing District-Specific CCSS Implementation Plans Use the CCSS District Readiness Assessment to inform

transition planning Establish short and long term goals to begin moving

forward

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CCSS Statewide SupportsOpportunities and Resources

Resources for Regional/Local CCSS Awareness ActivitiesOSPI CCSS Web Site - http://www.k12.wa.us/CoreStandards/Resources.aspx Achieve the Core Resources - http://www.achievethecore.org/steal-these-tools/professional-development-modules

CCSS Implementation Planning Resources- CCSS District Implementation Network Participants - Implementation Planning Resourceshttp://www.k12.wa.us/CoreStandards/DistrictProject.aspx

Content-Specific Professional Learning Materials http://www.k12.wa.us/CoreStandards/ProfDev.aspx

CCSS Professional Learning Opportunities – Digging Deeper- Offered through all 9 ESDs- Will build on and into existing work of ESDs in the content

areashttp://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx

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More Supports…(Webinar Handout 1, P.4)Opportunities and Resources

CCSS Statewide Symposia for District Teams- Support shared learning and build readiness to begin

implementation- Districts share and learn from each other- At least one in each ESD region starting in November/December

2012-13 Schedule to be Announced in late September

Statewide CCSS Collaborations- Annual Statewide Conferences- Professional Learning Educator Membership Associations- Publisher Representatives

OSPI CCSS Quarterly Webinar Series**All webinars offer new information and resources related to WA state transition plans, and include connections with the Smarter Balanced Assessment System

OSPI CCSS Quarterly Webinar Series – 2011-12 Materials, 2012-13 http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar

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assessment system**

Year 1 Topics: 2011-12 Year 2 Topics: 2012-13CCSS Systems for District and Building Leaders

1. WA Background / CCSS Overview / Assessment Overview

2. Setting the Course ; State Plans3. Building CCSS Implementation

Teams and Prof. Learning Systems

4. System Resources / Opportunities

1. Recap / State Context / Resources / Where to Start

Parts 2 – 4 will include:• Connecting CCSS across

Programs (CTE, Special Ed. Etc)

• District Case Studies and Sharing

• Principal Leadership and CCSS

• Higher Education Connections

CCSS-M Content for Leaders and Cross-Content Teams

1. CCSS-M in-depth, WA Math 3-year Transition Plan

2. WA PD Plan; Math Practices; Elem. Shifts

3. Middle School Shifts4. High School Shifts

Parts 1 – 4 will.:• Dig into Year 2 Math and

ELA Content • Link you to the TOP

Resources AvailableCCSS-ELA for Leaders and Cross-Content Teams

1. CCSS-ELA overview/structure2. WA ELA 3-Year Transition Plan;

Text Complexity3. WA PD Plan; Writing Focus4. Balance of Reading and Writing

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Reflection and Discussion

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As you work with your communities and educator teams, what are the areas that emerge most often in which you need support? What stood out for you today that might benefit

your district/school to address these needs?

What specific actions will you take in the next 30 days regarding your district/school’s transition to the CCSS?

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Staying Connected…

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CCSS OSPI Web Site: http://www.k12.wa.us/Corestandards/default.aspx Coming Soon – CCSS District Collaboration Moodle Site

OSPI Teaching and Learning Monthly Newsletter TEACH:

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

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Thank you – See you next time!Common Core Supports:OSPI Lead Team:

General Support / Overall CCSS Leadership:- General email: corestandards@k12.wa.us- Jessica Vavrus, jessica.vavrus@k12.wa.us

Math Support / CCSS Coordination Lead: - Greta Bornemann, Greta.Bornemann@k12.wa.us

ELA Support:- Liisa Moilanen Potts,

Liisa.moilanenpotts@k12.wa.us