common core state standards: an occasion for change

COMMON CORE STATE STANDARDS

An Occasion for Change

ROLES

Time Cop Spokes Person Partners

FUNNIEST KID MEMORY OF THE YEAR

1 Minute sharing with partner.

TODAY’S KEY QUESTIONS

What are the expectations of the Common Core State Standards in English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects? (The Standards and Assessments)

How can we begin an exploration of the standards in schools? (Exploring Strategies)

What might the application of standards look like in practice, particularly in text and task selection? (Strategies for Leading the Common Core Adoption in PLCs)

WHY NEW STANDARDS?

Students are not reading at levels sufficient for college and career readiness in content areas.

Only slightly more than half (53%) of the members of the 2009 high school graduating class were ready for college-level and workplace training–level reading

WHAT IS “COLLEGE READINESS?”

The level of preparation a student needs to be ready to enroll and succeed without remediation in an entry-level, credit bearing course (in each content area) at a two-year or four-year institution, trade school, or technical school.

WHAT IS “COLLEGE READINESS?”

College readiness IS

for EVERY ONE

WHAT WE KNOW SO FAR

New Standards New Assessments

PARCC – PARTNERSHIP FOR ASSESSMENT OF READINESS FOR COLLEGE AND CAREERS

•An alliance of 25 states to develop acommon set of K–12 assessments in English and Math (Beginning in 2014)

•PARCC Assessment System will include:Multiple-choice, short answer, open response, and performance based items

PARCC ASSESSMENT TIMELINE

PARCC ASSESSMENT SYSTEM

LEADING THE DISCUSSION: STRENGTHS OF CCSS

Aligned with college and work expectations. Include rigorous content and application of

knowledge through higher order skills. Build upon strengths and lessons of current state

standards. Informed by top-performing countries, so that all

students are prepared to succeed in our global economy and society; and,

Evidence and/or researched-based.

KEY ADVANCES: ELA AND LITERACY IN CONTENT AREAS

Reading: Balance of literature and informational texts + Text complexity

Writing: Emphasis on argument and informative/explanatory writing + Writing about Sources

Speaking and Listening: Inclusion of formal and informal talk

Language: Stress on general academic and domain specific vocabulary

Standards for reading and writing in history/social studies, science, and technical subjects: Complement rather than replace content standards

SHIFTS RESPONSIBILITY for TEACHING with TEXT to ALL TEACHERS

ANCHOR STANDARDS: CLEAR SIMPLE TARGETS

Anchor standards for Reading and Writing across genres and

subject areas allow students to develop mutually reinforcing

skills, required across a range of texts and classrooms

Reading and Writing standards are closely tied to the

standards for listening and speaking.

21st Century skills in research and technology, particularly

regarding the interpretation and production of multi-media

texts are also featured.

KEY GRADE BAND FEATURES

K-5 Foundational Skills (Print Concepts, Phonological Awareness, Phonics and Word Recognition, and Fluency)

6-12 Literacy in History/Social Studies, Science, and Technical Subjects

HOW CAN THIS MAKE MORE KIDS COLLEGE READY?: SAMPLE ASSESSMENT TASKS

Explore the sample assessment items and discuss the ways in which the tasks differ from ISAT in terms of cognitive tasks each requires.

Talk with your partner first Talk with your group

GRADE-SPECIFIC STANDARDS: A SPIRALING STAIRCASE

What students should master by the end of each grade.

Students are expected to retain and further develop skills and understandings mastered in preceding grades.

LEADING THE DISCUSSION: SPIRALING STANDARDS IN READING AND WRITING

CCR Anchor Standard 8 for Reading:“Delineate and evaluate the argument and specific

claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.”

CCR Anchor Standard 1 for Writing:“Write arguments to support claims in an analysis of

substantive topics or texts using valid reasoning and relevant and sufficient evidence.”

TRACKING A SPIRALING STANDARD

Complete Tracking Activity (20-30 minutes)

What variables are used to increase rigor?

TRACKING A SPIRALING STANDARD

Reflection: What aspects of literacy seems to be valued most throughout these standards?

THE STAIRCASE OF TEXT COMPLEXITY

QUANTITATIVE TEXT COMPLEXITY

Standards recommend that multiple quantitative measures be used whenever possible and that their results be confirmed or overruled by a qualitative analysis of the text in question.

Certain texts such as Poetry, Drama and K-1 texts cannot accurately be measured quantitatively .

PARTNER ACTIVITY: EXAMINE CHANGES IN LEXILES

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

LEADING THE DISCUSSION: QUALITATIVE TEXT COMPLEXITY

LOWER OR HIGHER END OF GRADE BAND?

Examine the Text Using the Protocol for Analyzing the Qualitative Dimensions of Text Complexity

Would you place this on the lower or higher end of the 6-8 grade band?

Reflection: How can you as an instructional leader facilitate these kinds of reflective discussions?

LEADING THE DISCUSSION: TASK &TEXT COMPLEXITY

TASK ANALYSIS

Douglass’s Narrative Which of the Grade 8, ELA Standards would you

practice while completing this task? Which of the 6-8 Literacy Standards would you

practice while completing this task?

THE SPECIAL PLACE OF ARGUMENTATION

(1) Other nations pay equal attention to what students read and how they read. Explicit expectations for the range, quality, and complexity of what students read along with more conventional standards describing how well students must be able to read.

(2) Students are required to write in response to sources. In several international assessment programs, students are confronted with a text or texts and asked to gather evidence, analyze readings, and synthesize content. The Standards likewise require students to “draw evidence from literary or informational texts to support analysis, reflection, and research” (Writing CCR standard 9).

(3) Writing arguments and writing informational/explanatory texts are priorities. The Standards follow international models by making writing arguments and writing informational/explanatory texts the dominant modes of writing in high school to demonstrate readiness for college and career.

LEADING THE DISCUSSION: READER AND TASK &TEXT COMPLEXITY

TEACHERS AND THE READER VARIABLE

Can teachers influence these variables? Background knowledge Motivation Experience

STAIRCASE OF COMPLEXITY

KIDS GET GOOD AT WHAT THEY PRACTICE

All worksheets aren’t bad.

All worksheets is bad.

IT’S STILL ABOUT THE TEXT/TASK

Tier I Teaching to the Match Frontload Background Knowledge School Life/Real Life—The

Argumentation Connection TEXT TASK

IT’S STILL ABOUT THE TEXT/TASK

Tier I Teaching to the Match Frontload Background Knowledge School Life/Real Life!

TASK TEXT

IMPLICATIONS FOR INSTRUCTION

Shift focus from literacy instruction to center on careful examination of text

Text selection: complexity, genre, and quality

Task selection: rigorous tasks

Source: CARRIE HEATH PHILLIPS, COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO)

CARRIEH@CCSSO.ORG

MORE NON-FICTION

Grades 3-5 50% Literature 50% Informational.

Grades 6-12 45% Literature 55% Informational (More literary non-fiction, particularly texts build on informational text structures rather than literary non-fiction that are structured as stories such as memoirs or biographies.)

Texts must be worthy of close reading.

Source: CARRIE HEATH PHILLIPS, COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO)

CARRIEH@CCSSO.ORG

GRADE LEVELS DISTRIBUTION OF LITERACY

TEXT BASED WORK

ELAScienceSocial StudiesMathematics, Arts, etc.

LITERATURE VERSUS INFORMATIONAL TEXTS

Think about grade and subjects levels, not ELA classes and reading blocks

Slight shift toward more literary non-fiction in

ELA classes

Big shift toward more text school-wide

SCAFFOLD COMPLEXITY-DON’T AVOID IT

Lots of opportunities for close reading of short texts at or beyond the grade level.

Access to lots of accessible texts and time to choose and read them—Increasing # of pages is essential to increasing reading ability.

Productive struggle with independent reading.

Challenge students to make claims and support with evidence from the text.

APPLICATION: INSTRUCTIONAL LEADERSHIP IN THE COMMON CORE ERA

Collaborate with teachers to examine threads of the common core standards as it develops over grade levels

Collaborate with teachers to examine texts through the common core qualitative lens and use more text in instruction

Collaborate with teachers to incorporate elements of argument and other rigorous activities into the selection of texts and tasks

#1 Common Assessment Recommendation: Collaboratively Evaluated, Argumentative Responses to Text

CCSS IMPLEMENTATION AT YOUR SCHOOL

Reflection: What kind of professional development might you and/or your team need to implement CCSS?

PLEASE COMPLETE YOUR EXIT TICKET!