COMMON CORE STATE STANDARDS:LIFE IN TRANSITION:MOVING TO THE

COMMON CORE STANDARDS AND IMPACT ON LIBRARY AND MEDIA SPECIALISTS

PRESENTED BY:MATTHEW J KRISE

AUGUST 8, 2012

WELCOME

ADAPTING TO CHANGECOMMON CORE STATE STANDARDS ORIGINSMAJOR SHIFTS IN ELA PARCC ASSESSMENT IMPLICATIONS

AGENDA

There are unique moments in history where there is great opportunity for leadership – this is one of them

Right people in the right place at the right timeWrong people in the wrong place at the wrong time

Fundamental Changes Expectations Teaching- Learning- Student Engagement

Between now and 2014 we will need to make dramatic, not incremental, changes

LEADING IN A WORLD OF CHANGE

A. Begin planning, developing awareness, developing strategies and procedures

ORB. Wait and see how

painful the assessments are when they hit us

WE HAVE TWO CHOICES

PARCC/SMARTER

CCSS

Identify what teachers and administrators must know and/or be able to do in order to:

recognize the need for change know their roles and responsibilities have an understanding of the

timelines, goals, strategies, and skills

Cognitive

Put into place the processes, policies,and procedures necessary to:

Set parametersEstablish expectationsFormulate roles and responsibilitiesInvolve stakeholdersEstablish timelines

Procedural

Recognize and honor the mental and psychological shift that will need to take place Understand the belief systems that exist Requires modifying what people hold close and

dear Involves an adjustment in thinking Moves people out of long term comfort zones Is the most diffi cult to accomplish

IT IS EASIER TO CHANGE THE FLOW OF A RIVER

THAN IT IS THE PRACTICE OF A TEACHER

Affective

8 STEP CHANGE PROCESS

Step One: Create Urgency Step Two: Form a Powerful Coalition Step Three: Create a Vision for Change Step Four: Communicate the Vision Step Five: Remove Obstacles Step Six: Create Short-term Wins Step Seven: Build on the Change Step Eight: Anchor the Changes in School

Culture

The Common Core State Standards

Why Do We Care?

Right now, three-quarters of the fastest-growing

occupations require more than a high school

diploma. And yet, just over half of our citizens

have that level of education.

The quality of our math and science education lags behind many other nations. America has fallen to 9th in the proportion of young people with a college degree.

ACT Study – Schmeiser, 2006

Unprepared in Reading

Preparedin Reading

Chance of later success

1%

32%

Science

15%

67%

Mathematics

"We need to out-innovate, out-educate, and out-build the rest of the world...

The countries that out-teach us today will out-compete

us tomorrow.”

Change in text complexity in textbooks over the last century

0

200

400

600

800

1000

1200

1919-1945 1946-1962 (60s) 1963-1991 (70s-90s) Present Day (2000-2010)

Grade 4 Grade 8Source: Metametrics

$52,671

$36,645

$26,933

$17,299

$0

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000

High SchoolDropout

High SchoolDiploma

Associate'sDegree

Bachelor'sDegree

Alliance for Excellent Education, February 2009 edition.

Average Income by Educational Attainment

Students who enroll in

a remedial readingcourse are 41

percentmore likely to dropout of college. (NCES, 2004a)

58%

17%

0%

10%

20%

30%

40%

50%

60%

70%

No Remedial Course(s) Remedial Course(s)

Students Obtaining Bachelor’s Degree

in Eight Years

Alliance for Excellent Education, February 2009 edition.

QUICK FACTS• Each year, approximately 1.2

million students fail to graduate from high school, more than half of whom are from minority groups.

• Percent of freshmen that enroll in at least one remedial course

Community College

Four-Year Institution

42% 20%

Alliance for Excellent Education, February 2009 edition.

HISTORY LESSON2008/2009 Council of Chief School Offi cers and US

Governors ASSOCIATION Meet to discuss National Performance of NAEP and PISA

Review College Readiness StandardsDecide to write national standards modelNot Federally Funded but a grass roots initiative for

changeLaunch New standards April 2010Obama Administration includes new standards as a

requirement for new Race to the Top FundsNational Acceptance

OVERVIEW OF COMMON CORE STANDARDS

COMMON CORE STATE STANDARDS STATES

Address Globalization-how do we performAddress college readiness-are students preparedMake ELA and Math the center of all standardsAddress higher order thinking skillsAddress fundamentally changing instruction in the

ClassroomCreate a consistent standards model across all

content areas Incorporate technology into the processChange the assessment modelChallenge of the transition!

OVERVIEW OF COMMON CORE STANDARDS

WHY ARE THEY IMPORTANT?

• Aligned with college and work expectations rather than commonalities found in the state standards

• Include rigorous content and application of knowledge through higher-order skills-Blooms Taxanomy

• Internationally benchmarked by the National Assessment of Educational Progress (NAEP) and the Program for International Student Assessment (PISA)

• Currently, states have very different standards which results in students learning different concepts and at varying levels of thinking; adoption will ensure consistent expectations of learning across states

• Students must be prepared to compete internationally

STANDARDS DO NOT DEFINE…

• How teachers should teach• All that can or should be taught• The nature of advanced work beyond

the core• The interventions needed for students

well below grade level• The full range of support for English

language learners and students with special needs

• Everything needed to be college and career ready

• A curriculum

ENGLISH LANGUAGE ARTS COMMON CORE STATE STANDARDS

The concept of ANCHOR standards:Created before the K-12 standardsPresent a big picture or overarching ideaRepresent overall outcomesReflect research about post-secondary education programs and what employers identified as critical skills

Vetted for international comparability

COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR READING

Vertically by grade level

Horizontally across standard

Use of appendices Appendix A

Text Complexity Foundational Skills Vocabulary Concepts

Appendix B Text exemplars from text types Performance task examples for reading

Appendix C Annotated writing samples

Integration across standard strands

NAVIGATING THE STANDARDS

Major Shifts in Literacy Across Content Areas

MAJOR SHIFT #1:AN INCREASED EMPHASIS ON INFORMATIONAL TEXT (P. 2)

29

Grade 4 Grade 8 Grade 12

Literary Text 0.5 0.45 0.3

Informational Text

0.5 0.55 0.7

5%

15%

25%

35%

45%

55%

65%

75%

85%

95%

WHAT IS INFORMATIONAL TEXT?

30

Science TextSocial Studies/History TextHealth TextTechnical Texts: directions, manuals, formsDigital SourcesBiographies, memoir, journalGraphs, Maps, and ChartsPersonal Essays, Speeches, Opinion Pieces

Literacy standards for the content areas – not content standards

Embedded expectations for grades K – 5Applicable for a range of subjects

Grades 6 – 12 are divided into two sectionsEnglish Language ArtsHistory/social studies, science, and technical subjects

MAJOR SHIFT # 2:LITERACY STANDARDS FOR ALL CONTENT AREAS

A DISCIPLINARY LITERACY APPROACH

32

• Content-area teachers are not being asked to be English teachers

• Each discipline requires unique forms of reading and writing

• The way knowledge is acquired, developed and shared in a given field often requires discipline-specific skills

Basic Literacy Skills

Literature

Science

History/Social

Studies

Mathematics

Visual/Performing

Arts

Technical Subjects

MAJOR SHIFT #3:TEXT COMPLEXITY

We must systematically expose students to increasingly complex texts.

34

Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade

Text complexity is defined by:

Qua

litat

ive

1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Q

uantitative

2. Quantitative measures – readability and other scores of text complexity (word length or frequency, sentence length, text cohesion)

Reader and Task

3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

Text Complexity- Appendix A

http://www.achieve.org/files/CCSSJune22010FINAL.ppt#440,11,Slide 11

TEXT COMPLEXITY GRADE BANDS AND ASSOCIATED LEXILE RANGES

Text Complexity Grade Band in the Standards

Old Lexile Ranges

Lexile Ranges Aligned to CCR expectations

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

IMPLICATIONS FOR INSTRUCTION

1. How do we know the Lexile levels of our students?

2. Where do our teachers find the levels of our texts?

3. Are we using the right texts? How will we get the kinds of texts we need?

4. What support will students need to grapple with complex texts? Do our teachers know how to provide that support?

Far longer amounts of classroom time spent on text worth reading and rereading carefully

Base answers on what has been read, not opinions or experience

Recent study found that 80% of the questions students were asked when they are reading are answerable without direct reference to the text itself .

MAJOR SHIFT 4: TEXT-DEPENDENT QUESTIONS

Bringing the Common Core to Life" David Coleman · Founder, Student Achievement Partners Chancellors Hall · State Education Building · Albany, NY April 28, 2011

To Persuade To Explain To Convey Experience

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 12Grade 8Grade 4

Major Shift #5:The Importance of Evidence-based Writing

Academic vocabulary is the true language of power

Not just memorizing terms but using them to express our understanding of the content

Vocabulary: Tier 1- Everyday Words (implicit) Tier 2- Academic Vocabulary Tier 3 – Domain Specific Words

39

MAJOR SHIFT #6: ACADEMIC AND DOMAIN SPECIFIC VOCABULARY

One Word: Rigor

Common Core State Standards Requires

RIGOR

PARCCCOMMON CORE

ASSESSMENT CONSORTIA UPDATES

CHANGING THE MINDSET OF ASSESSMENT

More rigorous content standardsInvolve higher order thinking skills,

collaboration, literacyMost current large-scale testing not well

suited to meet these assessment needsInnovative computer-based items are being

developed to incorporated pedagogically and cognitively sophisticated features and functionalities

NAEP

ASSESSING THE COMMON CORE STATE

STANDARDS

Use of multimedia within item stimuliComputer-based tools to allow for geometric

constructionsComplex performance exercises that

integrate multiple steps and skillsAllow for more explicit measurement of

knowledge, skills, and abilitiesCan represent authentic real, world tasksMore engaging to studentsCan allow for automated scoring of

constructed-response items

INNOVATIVE ITEM TYPES

CCSS CLOSELY TIES TO AASAL COMMON BELIEFSReading is a window Inquiry provides a frameworkTechnology skills are crucialEquityThinking skills that enable independent learningLearning within social context

LIBRARIES ARE ESSENTIAL TO THE TRANSITION TO CCSS

COMMON CORE IMPLICATIONS FOR LIBRARIANS

Textbook become reference and minimizedOriginal material becomes the text-books, magazines,

journals, videos, websites etc.Promote usage of materials at higher reading levelsPromote research skills Informational Text is the KeyLexile Levels

IMPLICATIONS TO SCHOOL LIBRARIES

Librarians not invited to the initial discussions on new standard but YOU hold the key to successful transition of your school to Common Core State Standards

COMMON CORE STATE STANDARDS

“Read like a detective and write like a conscientious investigative reporter.”

Thank You!Matthew J Krisemattkrise@aol.com

CONCLUSION