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 [email protected]
CONCLUSION
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