Welcome

1. Welcome COMMON CORE STATE STANDARDS:LIFE IN TRANSITION:MOVING TO THE COMMON CORE STANDARDS AND IMPACT ON LIBRARY AND MEDIA SPECIALISTS PRESENTED BY: MATTHEW J KRISEAUGUST 8, 2012

2. Agenda • ADAPTING TO CHANGE • COMMON CORE STATE STANDARDS ORIGINS • MAJOR SHIFTS IN ELA • PARCC ASSESSMENT • IMPLICATIONS

3. Leading in a World of Change 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 time Wrong 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

4. We have two choices • Begin planning, developing awareness, developing strategies and proceduresOR • Wait and see how painful the assessments are when they hit us CCSS PARCC/SMARTER

5. Cognitive 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

6. Procedural Put into place the processes, policies,and procedures necessary to: • Set parameters • Establish expectations • Formulate roles and responsibilities • Involve stakeholders • Establish timelines

7. It is easier to change the flow of a river than it is the practice of a teacher Affective 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 difficult to accomplish

8. 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

9. The Common Core State Standards Why Do We Care?

11. 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.

12. 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.

13. ACT Study – Schmeiser, 2006 Chance of later success Science Mathematics Unprepared in Reading Prepared in Reading 1% 32% 15% 67%

14. "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.”

16. Change in text complexity in textbooks over the last century Source: Metametrics

17. Average Income by Educational Attainment Alliance for Excellent Education, February 2009 edition.

18. Students Obtaining Bachelor’s Degree in Eight Years Students who enroll in a remedial reading course are 41 percent more likely to drop out of college. (NCES, 2004a) Alliance for Excellent Education, February 2009 edition.

19. 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 Alliance for Excellent Education, February 2009 edition.

20. OVERVIEW OF COMMON CORE STANDARDS • HISTORY LESSON • 2008/2009 Council of Chief School Officers and US Governors ASSOCIATION Meet to discuss National Performance of NAEP and PISA • Review College Readiness Standards • Decide to write national standards model • Not Federally Funded but a grass roots initiative for change • Launch New standards April 2010 • Obama Administration includes new standards as a requirement for new Race to the Top Funds • National Acceptance

21. Common Core State Standards States

22. Overview of Common Core Standards • Address Globalization-how do we perform • Address college readiness-are students prepared • Make ELA and Math the center of all standards • Address higher order thinking skills • Address fundamentally changing instruction in the Classroom • Create a consistent standards model across all content areas • Incorporate technology into the process • Change the assessment model • Challenge of the transition!

23. 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

24. 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

25. English Language Arts Common Core State Standards

26. College and Career Readiness Anchor Standards for Reading • The concept of ANCHOR standards: • Created before the K-12 standards • Present a big picture or overarching idea • Represent overall outcomes • Reflect research about post-secondary education programs and what employers identified as critical skills • Vetted for international comparability

27. Navigating the Standards • 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

28. Major Shifts in Literacy Across Content Areas

29. Major Shift #1:An Increased Emphasis on Informational Text (p. 2)

30. What is informational text? Science Text Social Studies/History Text Health Text Technical Texts: directions, manuals, forms Digital Sources Biographies, memoir, journal Graphs, Maps, and Charts Personal Essays, Speeches, Opinion Pieces

31. Major Shift # 2:Literacy Standards for All Content Areas • Literacy standards for the content areas – not content standards • Embedded expectations for grades K – 5 • Applicable for a range of subjects • Grades 6 – 12 are divided into two sections • English Language Arts • History/social studies, science, and technical subjects

32. A Disciplinary Literacy Approach Literature • 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 Science Basic Literacy Skills History/ Social Studies Mathematics Visual/ Performing Arts Technical Subjects

33. Major Shift #3:Text Complexity • We must systematically expose students to increasingly complex texts.

34. Text Complexity- Appendix A • 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: Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative measures – readability and other scores of text complexity (word length or frequency, sentence length, text cohesion) Quantitative Qualitative Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Reader and Task http://www.achieve.org/files/CCSSJune22010FINAL.ppt#440,11,Slide 11 34

35. Text Complexity Grade Bands and Associated Lexile Ranges

36. 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?

37. Major Shift 4: Text-dependent questions • 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 . Bringing the Common Core to Life" David Coleman · Founder, Student Achievement Partners Chancellors Hall · State Education Building · Albany, NY April 28, 2011

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

39. Major Shift #6: Academic and Domain Specific Vocabulary • 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

40. One Word: Rigor Common Core State Standards Requires RIGOR

41. Common core Assessment consortia updates PARCC

42. Changing the Mindset of Assessment

43. Assessing the Common Core State Standards • More rigorous content standards • Involve higher order thinking skills, collaboration, literacy • Most current large-scale testing not well suited to meet these assessment needs • Innovative computer-based items are being developed to incorporated pedagogically and cognitively sophisticated features and functionalities • NAEP

44. Innovative item types • Use of multimedia within item stimuli • Computer-based tools to allow for geometric constructions • Complex performance exercises that integrate multiple steps and skills • Allow for more explicit measurement of knowledge, skills, and abilities • Can represent authentic real, world tasks • More engaging to students • Can allow for automated scoring of constructed-response items

45. COMMON CORE IMPLICATIONS FOR LIBRARIANS • CCSS CLOSELY TIES TO AASAL COMMON BELIEFS • Reading is a window • Inquiry provides a framework • Technology skills are crucial • Equity • Thinking skills that enable independent learning • Learning within social context LIBRARIES ARE ESSENTIAL TO THE TRANSITION TO CCSS

46. IMPLICATIONS TO SCHOOL LIBRARIES • Textbook become reference and minimized • Original material becomes the text-books, magazines, journals, videos, websites etc. • Promote usage of materials at higher reading levels • Promote research skills • Informational Text is the Key • Lexile Levels

47. COMMON CORE STATE STANDARDS 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

48. Conclusion “Read like a detective and write like a conscientious investigative reporter.” Thank You! Matthew J Krise mattkrise@aol.com