common core state standards: an occasion for change
DESCRIPTION
This was presented at a June 2011 Institute for principals in Autonomous SchoolsTRANSCRIPT
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)
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)
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!