ccss overview for teacher educators
TRANSCRIPT
An Occasion for ChangeCommon Core State Standards
Eileen Murphy Buckley May 10, 2012
Roles
Time CopSpokes PersonPartners
What do you know or want to know about CCSS?
Use post-its to complete a K-W-Now What?Stick them on the chart papers.
I know, I know, but it is kind of helpful for me to get a sense of the room
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 Supporting the Common Core Adoption in Teacher Education Courses and Schools)
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 graduatingclass were ready for college-level and workplace training–level reading.
47%Not
Ready
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.
Who Should be Worried about “College Readiness?”
Collegereadiness
IS forEVERY ONE!
What We Know So Far
New StandardsNew Assessments
Common Core State Standards Development
The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).
The standards were developed in collaboration with teachers, school administrators, and experts to provide a clear and consistent framework to prepare our children for college and the workforce.
46 States + DC Have Adopted the Common Core
State Standards
*Minnesota adopted the CCSS in ELA/literacy only
PARCCPartnership for Assessment of Readiness for
College and Careers
An alliance of made up of states representing half of the country working to develop a common 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 DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11
End-of-Year Assessment
• Innovative, computer-based items
Performance-BasedAssessment (PBA)
• Extended tasks• Applications of concepts
and skills
Summative,Required assessment
Interim, optional assessment
Diagnostic Assessment• Early indicator of student knowledge and skills to inform instruction, supports, and PD
ELA - Speaking And ListeningAssessment
• Locally scored• Non-summative, required
Optional Assessments/Flexible Administration
Mid-Year Assessment• Performance-based• Emphasis on hard-to-
measure standards• Potentially summative
PARCC Assessment System
PARCC’s computer-based assessments will:Produce real-time snapshots of students’
knowledge.Give parents, students and teachers the ability to
adjust accordingly rather than waiting until the end of the school year when it’s too late to make changes.
PARCC assessments will be scored:By a combination of artificial intelligence (AI) and
human scoring.States will individually determine the extent to
which teachers will be involved in scoring.
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 AreasReading: 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
*Mathematical Practices Standards also include Argument
SHIFTS RESPONSIBILITY for TEACHING with TEXT to ALL
TEACHERS
StructureStandards for ELA and
Literacy
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.
What claims can we make about the differences between current
assessments and CCSS?
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
Reader & Task
Qualitati
ve
Quantitative
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
Reader & Task
Qualitati
ve
Quantitative
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
Reader & Task
Qualitati
ve
Quantitative
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.
WHAT ARE THE IMPLICATIONS FOR TEACHER
PREPARATION AND PD?
Leading the Discussion: Reader and Task &Text
Complexity
Reader & Task
Qualitati
ve
Quantitative
Teachers and The Reader Variable
How Can Teachers Influence
These Variables?
Background
Knowledge
Motivation
Experience
It’s Still about the Text/Task
Tier I Teaching to the MatchFrontload Background Knowledge
School Life/Real Life—The Argumentation Connection
TEXT TASK
It’s Still about the Text/Task
Tier I Teaching to the MatchFrontload 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 qualityTask 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)
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 teacher candidates and teachers to examine threads of the common core standards as it develops over grade levels
Collaborate with teacher candidates and teachers to examine texts through the common core qualitative lens and use more text in instruction
Collaborate with teacher candidates and 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 SchoolReflection:
How might this change the focus or methods
in your teacher preparation courses
or professional development?CCSS