The Common Core State Standards

1. The Common Core State Standards A Conversation Among School Library Colleagues – and A Workshop LISMA: October 19, 2011

2. What do we already know about the Common Core? • Who? • What? • When? • Why? • How?

3. What do we need to know? • “Times they are a-changing” – and quickly • “Out with the old – in with the new” - really • “Don’t worry – be happy!” – actually this is good news for school library practice

4. Background: or how did we ever end up here! RTTT We were Race to the Top winners!

5. Triangle for student achievement • Standards based curriculum (fragmented in NY: differing formats and emphases, little integration) • Assessments (imperfect, multiple choice, cheap but with poorly conceived accountability; system doesn’t lead to good jobs) • Accountability (99.8% teachers got tenure)

6. RTTT: things we know and thingsyet to be known! 1. Build a strong curriculum • Obligation to use Common Core • Rich (rigorous content) and spiraled curriculum • Learning must be online and available outside classroom hours (NETP 2010, U.S. Dept. of Education )

7. 2. Build a strong assessment system with assessments built within the curriculum (formative, not only summative assessments) • Build a new system of evaluating teachers (APPR; new teacher certification requirements)

8. What are the Common Core State Standards (CCSS): • Subtitle: “Preparing America’s Students for College + Careers” • Common learning standards across 40 + states • Slight name change for NYS: New York State P – 12 Common Core Learning Standards (CCLS) • States were able to add 15 % to the national model: NYS added Pre- K standards, “responding to literature” section, and a multicultural perspective

9. 2 K – 12 CCSS adopted by NYS: • Mathematics • English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects • 2 main sections: K – 5; 6 – 12 + (pre-K, as well)

10. Common Core Learning Standards: ELA/Literacy • K-5 section; 2 sections for Grades 6 – 12 • First is for the English language arts teacher • Second is for teachers of history/social studies, and technical subjects (intended to be taught by those teachers!) • Focus is on the reading and writing expectations in those subjects • Technical subjects include: technology, business, art, or music; any workforce related subject

11. ELA/ Literacy Standards include: • College and Career Readiness Anchor Standards in 4 areas: Reading (Literature, Informational Text, Foundational Skills) Writing Speaking and Listening Language

12. Anchor standards are broken down into components that define the skills and understandings that all students must demonstrate • The standards are broken down further by grade level to note what students should be able to know and do to accomplish that standard at that grade level (spiral curriculum)

13. Key points in ELA:Reading • No reading lists offered, BUT there are sample texts (in Appendix B) • For Literature K – 5: stories, dramas, poetry, fables, traditional stories, folktales & myths – all from diverse cultures; historical novels, fantasy, stories and religious works (!) **

14. For Literature 6 – 12, the following texts are REQUIRED: 1 play by Shakespeare and 1 play by an American dramatist • For Reading Standards for Informational Text: the following texts are mentioned specifically: Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address (common across 40 + states)

15. Writing • The ability to write logical arguments based on substantive claims, sound reasoning and relevant evidence – from the earliest grades ** • RESEARCH: both short, focused projects and longer term, in depth research (a written analysis and presentation of findings is critical) ***

16. Speaking and Listening • Students gain, evaluate, and present complex information, ideas, and evidence through listening and speaking as well as through media and technology ** • Media and technology skills, including critical analysis and production of media, are integrated throughout the standards ** • Important focus is academic discussion in a variety of settings, including formal presentations and informal discussions **

17. Language • Students “grow their vocabularies” through a mix of conversations, direct instruction, and reading ** • Use formal English in their writing and speaking and make skillful choices about ways to express themselves through language • Vocabulary and grammar should not be treated in isolation but across reading, writing, speaking and listening in all areas

18. CCLS (Common Core Learning Standards): Mathematics • Grades 1 – 8 • High school: • Introduction • Number and Quantity • Algebra • Functions • Modeling • Geometry • Statistics and probability

19. Standards for Mathematical Practice • Make sense of problems and persevere in solving them ** (AASL, disposition 1.2.7) • Construct viable arguments and critique the reasoning of others ** (AASL, disposition 1.2.4) • Attend to precision

20. Standards for Mathematical Content • Each grade section has an overview paragraph as to what instructional time should focus on • Then a listing of specific content • K – 5: solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals • Stress not only procedural skill but also conceptual understanding • Need to be well prepared for algebra by grade 8 • High school: practice applying mathematical ways of thinking to real world issues and challenges **

21. Who? • Intended for all students, including English language learners, students with disabilities, gifted learners, and struggling learners • APPR implications (20% of evaluation based on state assessments, based on CCLS; 20% based on assessments, such as tests across same grade/subject levels through BOCES or school or district; rest on local assessments documenting student growth or achievement)

22. When? • All grades begin in the 2011 – 2012 school year by implementing at least one Common Core aligned unit per semester • 4 units this year! • All grades 3 – 8 English and Math state assessments will measure achievement of the P – 12 CCLS in the 2012 – 2013 AY • Board of Regents will determine if NY will adopt any national level assessment

23. Assessing the standards • If the Board of Regents accepts the Partnership for the Assessment of Readiness for College and Careers (PARCC) 2 – 12 exams, they are scheduled for 2014 – 2015 AY • http://parcconline.org • SMARTER Balanced Assessment Consortium (SBAC): www.k12.wa.us/SMARTER/Resources.aspx

24. Why? • RTTT • Other subjects? Not at this time • Currently no plans to completely revise NYS Learning Standards for Science or Social Studies, although there is movement on the national level to create common standards in science • Literacy Standards for History/ Social Studies, Science and Technical Subjects infused with existing standards

25. How? • Keep current on the progress of CC activities: http://www.p12.nysed.gov/ciai/common_core_standards http://engageny.org (information for teachers, principals, administrators including curriculum exemplars for ELA elementary school, middle school ELA, high school ELA and high school math)

26. Need to design and think differently about library instruction • Use what we have: units/ lessons and re-design them • Use the AASL Crosswalk of the Common Core Standards and the Standards for the 21st Century Learner to align our information literacy/ inquiry skills to CC • www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk • Be conscious of the “shifts” in emphasis for learning

27. Shifts in ELA/Literacy • www.engageNY.org • Balancing informational and literary texts: classrooms are places where students access the world – science, social studies, the arts and literature – through text; 50% of what children read should be informational! ** • Build literacy knowledge in the disciplines: content area teachers outside ELA emphasize literacy experiences in instruction; students are expected to learn from what they read in authentic texts **

28. More time and space in the curriculum for close and careful reading (Library as a literacy space) ** • Text – Based answers: make evidentiary arguments both in conversation, as well as in writing…proof from the text ** • Writing from sources: should emphasize use of evidence to inform or make an argument rather than personal narrative ** • Academic vocabulary: build content vocabulary to access grade level texts, comprehension of commonly found content words (“discourse,” “generation,” “theory”) rather than literary terms (“homonym”) **

29. Shifts in Math • Focus deeply on only the concepts prioritized in the standards • Apply math concepts in real world situations ** • Teachers in content areas outside math, particularly science, ensure that students are using math

30. Opportunities in crisis! • Place the library as a learning space and literacy place into the educational discussion in your schools • “If you can’t fight them, join them!” Embrace your role as a co-teacher of literacy • Be first at the table. Know more than anyone else, before anyone else (Common Core standards/indicators/possible assessments – and how to use them!) • Step forward. Be there for your teachers in a time of uncertainty: knowledge and resources person

31. Have a clear vision of our instructional roles in our schools and the actions we need to take: “Teaching for Learning,” “Building the Learning Environment,” and “Empowering Learning Through Leadership” (AASL. Empowering Learners: Guidelines for School Library Programs) • Communicate data driven evidence of student learning in the school library: School librarians must prove their effectiveness to their principals and superintendents in terms of improving academic scores for learning!

32. How do we do this? How can we make the link between student’s test scores and the work we do in the school library?

33. Deliberate and evidence based practice • Align every lesson/ unit to the Common Core standards/indicators • Use the Standards for the 21st Century Learner and local curricula to align information literacy/ inquiry with Common Core (AASL Crosswalk) • Know the Common Core exemplars and create bibliographies, etc. of similar types of works • Use the language of the CCLS for the literacy work we do • Collect evidence that proves that students are growing in literacy skills in the school library

34. Thank you! • Please contact Dr. Bea Baaden at bea.baaden@liu.edu if you would like additional information.