Implementing the Common Core State Standards: an Extraordinary Opportunity

1. Implementing the Common Core State Standards: an Extraordinary Opportunity

2. “ A foolish consistency is the hobgoblin of little minds, adored by little statesmen and philosophers and divines.” -Emerson • Goals/agenda for today: • Why the Common Core State Standards? • Reading/ELA-Broad overview • What’s on the Test: Smarter-Balanced Consortium • Seize the Day: http://www.youtube.com/watch?v=qQtmGcdSDAI&NR=1 Today’s Goals/Agenda

3. The Foundation: Standards describe what  we want students to know and be able to do - our shared vision of what skills and knowledge are important and valued Origin of the Common Core State Standards The Foundation: Standards describe what  we want students to know and be able to do - our shared vision of what skills and knowledge are important and valued The Framing: Curriculum is the detailed plan for how the standards are taught and in what order [not a national curriculum] What is the role of standards? The Framing: Curriculum is the detailed plan for how the standards are taught and in what order [not a national curriculum] The Finish Work: Instruction is the fine grain of how the curriculum is taught The Finish Work: Instruction is the fine grain of how the curriculum is taught The Inspection: Assessment reveals level of standards mastery-An INTEGRATED system The Inspection: Assessment reveals level of standards mastery-An INTEGRATED system

4. In 2008 State chiefs, governors and CCSSO studied current standards and national achievement results: • Status quo: A mile wide and an inch deep, declining achievement on international assessments • Teachers, researchers, higher ed. education experts began work on the standards, nearly all states have adopted-evidence of exceptional cooperation • The goal: Fewer and deeper standards that raise the bar, are internationally benchmarked Origin of the Standards

5. Organization of the CCSS

6. Need increase in text complexity K-12, foster close reading of these texts, and perseverance, literacy owned across all content areas. New way of defining text complexity • Writing is primary, not secondary. Students should write about complex texts, not their summer vacation. Goal: foster fluent, flexible rhetorically agile writers • Creation and delivery of material orally highly valued as is collaboration with peers • Strategic use of digital resources, including research skills, is highly valued • Need to provide deeper learning experience to highest cognitive level: Creation English Language Arts and Literacy: Core Concepts

7. Old School, Cliff Notes version [the 12 day, 15 city European Tour]: • One class session on Transcendentalists, summary from text book, no primary texts, tested by matching: Who wrote Walden? • “I think it’s about some dude who went fishing.” • Common Core: • Read actual writings of Thoreau on civil disobedience and trace the lineage of this movement through Gandhi's work in India, the civil rights movement [MLK] in the US, and the Arab Spring. • Research and collaborate with a partner to create and deliver an oral presentation, standing for questions. • Individuals write an organized, detailed analysis on this topic, citing relevant text reference. Peer revise/edit. Final draft. • Must reach the classroom and change instructional practice A Sea Change: not nibbling around the edges

8. Those scoring below proficient [21] on ACT had common factor: • Inability to answer questions associated with complex texts [Seen across all subgroups] • One remedial reading course= 30% chance of graduating college versus 69% • Despite more complex text in the workplace, text complexity has declined steadily over the last 50 years. • http://www.corestandards.org/assets/Appendix_A.pdf • “Appendix A: ELA and Literacy in History, Social Studies, Science, and Technical Subjects”……… This reflects interdisciplinary approach; everyone owns literacy Text Complexity: Many Students not College and Career Ready

9. Can’t just look at simple word frequency or sentence length metrics [quantitative]– Grapes of Wrath rates at the 2-3 grade level • Multiple Levels of meaning [qualitative] must factor in equation [familiar language to convey sophisticated ideas] • Reader and Task Considerations-Professional Educators select for particular students or tasks CCSS View of Text Complexity

10. 2009 NAEP Reading Assessment: Distribution of literary and informational passages Focus on Informational Text Informational text emphasis will increase incrementally up the grades, in line with NAEP. New test will follow this.http://www.nagb.org/publications/frameworks/reading-2009.doc

11. College and Career Ready Writing Standard #9: • “Draw evidence from literary and informational text to support analysis, reflection, and research.” [same for grades 4-12] • A. “Apply grade 11-12 Reading Standards to literature ...how two or more texts treat similar subjects” [specific to grades 11-12] • B. “Apply grades 11-12 Reading Standards to literary nonfiction…delineate and evaluate reasoning in seminal US texts…” • On page 47 of your ELA CCSS Booklet Marriage of Reading and Writing

12. Goal: Foster flexible, fluent, and rhetorically agile writers • Well versed and practiced in…… • Narrative • Informational and • Persuasive Writing • They consider purpose and audience • Changing NCLB’s unintended consequence Writing is Primary not Secondary

13. Writing Standard 10: • “Write routinely over extended time frame [time for research, reflection, and revision] and shorter time frames [a single sitting or a day or two] for a range of tasks, purposes, and audiences.” • Are your students writing Routinely? 10. Write routinely…

14. 2011 NAEP Writing Framework: Distribution of Communicative Purposes Focus on Informational Text Moving up the grade levels, argumentative and informational writing with have greater emphasis. The new test will follow suit.http://www.nagb.org/publications/frameworks/writing-2011.doc

15. Command of Usage [current ISAT LU test helps!] Command of cap., punct. , spelling Effective knowledge and use of language [word choice, sentence variety, syntax in R, S/L, W] 4. Determine meaning through context clues Understand figurative language, nuance 6. Acquire and use a range of vocab. in R, W, S/L Emphasis on Application of Language Skills to write, present, create Language Standards

16. 1. Collaborate effectively 2. Integrate/evaluate information from diverse media, visually, quantitatively, orally 3. Evaluate speaker’s point of view, reasoning 4. Create and present information orally 5. Effective use of digital media in presentations 6. Adapt speech to a variety of contexts, tasks Emphasis on creating and delivering orally, using digital resources with skill to enhance presentation Speaking and Listening

17. CCSS Emphasis on Creating!

18. demonstrate independence • build strong content knowledge • respond to demands of audience, task, purpose and discipline. • comprehend and critique • value evidence • use technology and digital media strategically and capably • come to understand other perspectives and cultures Students who are taught college and career ready skills…

19. http://www.sde.idaho.gov/site/common/ • SDE Common Core Toolboxes • http://www.youtube.com/user/TheHuntInstitute#p/u/8/1zHWMfg_8r0 Hunt Institute CCSS Orientation Video Clips • http://www.corestandards.org/the-standards • Standards and Appendices • www.commoncore.org/maps CCSS Curricular Maps Resources

20. The Boise State Writing Project • www.bswproject.com Contact information--General Questions Directors Jeff Wilhelm and Jim Fredricksen • jwilhelm@boisestate.edu • jimfredricksen@boisestate.edu Professional Development • Paula Uriarte • paula.uriate@boiseschools.org • Common Core team Rachel Bear • rachel.bear@boiseschools.org Resources, cont.

21. Schoolnet Role in Common Core Implementation • Statewide data management system, digital backpack, Align, and Assess • DeconstructedCCSS loaded • Digital content and open source item banks • aligned to standards available to all districts • Building a resource for teachers, teacher created work uploaded • Login to ISEE portal for access: http://www.sde.idaho.gov/site/isee/

22. One-Stop Shop for Teachers

23. CCSS Deconstructed on Schoolnet

24. Smarter-Balance Assessment Consortium [SBAC] • More than 30 states, Idaho is a lead • [Economy of size –Idaho gets a lot!] • Evidence based approach, support from national assessment, and educational experts • SBAC tests replace ISAT in 2014-15!! • [except for science] Grades 3-8 and 11 tested • BUT SBAC will use text from all content areas • http://www.k12.wa.us/SMARTER/default.aspx

25. A National Consortium of States • 29 states representing 48% of K-12 students • 21 governing, 8 advisory states • Washington state is fiscal agent

26. What’s on the Test? • We test what we value! • SBAC tests will adhere closely to CCSS in a fully integrated system: no light between the CCSS and SBAC assessments • With supports/tools/resources for teachers and students: interim banks [2014] and formative tools [2012]

27. Item Types-Not the same old test • Computer adaptive • Technology enhanced,[drag and click] • Constructed response [paragraph or two] • Emphasis on Performance Assessment: • On demand writing • Performance tasks, some over several days, multiple standards, use texts, video, speaking, listening, writing • http://nysedregents.org/ComprehensiveEnglish/

28. What is performance assessment? • If you want to know if someone can do something, have them do it and score it by a set of rules [Rubrics] • Authentic, active, requires creativity and synthesis and application –highest cognitive complexity • Rubrics with student responses provide a platform for instruction and common language around learning • Marriage of assessment and instruction-Formative

29. Try your hand Write short paragraph about the first time you rode a rollercoaster. Directive: Which best communicates this experience [narrative mode]? a. The line was a long line. It took a long time to get to the front. I felt sort of funny before I rode the rollercoaster. I am glad I road the rollercoaster after all. I ride it all the time now when I go there.

30. Try your hand, cont. • Looming before us was the infamous Wild Mouse Rollercoaster. The line of miners going up Chilkoot Pass had nothing on this one. Several birthdays came and went before we reached the front, while my stomach did wingovers, sweat beading on my forehead. Here we go! Visible still are my finger prints embedded in car 29’s safety bar. • It took 45 minutes to get to the front of the line, and I was getting nervous. I got more and more nervous until we finally reached the front. We were on, and it was fun, but I did not let go of the bar. I really like the part that goes through the pool of water. Now it is my favorite ride. • Build a Rubric; Learning progressions

31. Engaging all Teachers and Students

32. All Teachers and Support Staff Gifted and Talented Special Education • Teachers, Paraprofessionals, Speech-Language Professionals, School Psychologists Title Programs • Title I, Migrant, LEP, Homeless, Delinquent • Teachers, Paraprofessionals All Teachers

33. State and District Initiatives • RTI • Classroom Technology Integration • 21st Century Learning Centers • Early Childhood Programs • School Improvement Planning

34. Program Considerations • Supports and related services designed to enable access to the general education curriculum • Individual student plans are aligned with and facilitate attainment of grade-level academic standards • Teachers and support personnel who are knowledgeable about the CCSS and alignment of interventions and supplemental materials

35. Program Considerations • Instructional supports for learning based on principles of Universal Design for Learning (UDL) • Instructional accommodations- changes in materials or procedures-which do not change the standards but allow students to learn within the framework of the CCSS • Technology devices and services to ensure access to the general education curriculum and the CCSS

36. Contacts: • Diann Roberts, ELA/Reading Coordinator droberts@sde.idaho.gov • Scott Cook, Content Director scook@sde.idaho.gov