PREPARING TEACHER LIBRARIANS
Dr. Lesley Farmer, CSULB
Goals for today:
• To look at the CCSS as a profession, with an eye to
preparing teacher librarians
• To develop TL awareness and understanding of this policy
and its wider contexts
• To hear from colleagues about how this may play out for
TLs and other teachers
• To consider implications for our own programs and
interactions with school communities
Ed Administrators
Finances
Language Development
Resources
Curriculum Development
Social Studies Education
Librarianship
Early Childhood
Arts Education
PE and Health
Science Education
Reading & Lang Arts
Math Education
Social & Cultural Context
School Counseling
Families
Ed Psych
School Psych
Ed Tech
What do we already know about CCSS?
• Place yourself on the continuum, from Very knowledgeable to Not
knowledgeable at all…
• How are we distributed along this continuum?
• Comments, reflections…
CCSS development and adoption
• Developed in 2009 through an initiative of the Council of
Chief State School Officers (CCSSO) as a way to:
• Raise standards
• Respond to “Race to the Top”
• Developed by stakeholders, but not principally research-
based
• Adopted in 2010 by California’s State Board of Education
• English Language Arts (ELA) and enhancing History/Social Science,
Science
• Mathematics
• Other standards remain in place
Focus
• What do students need to know or understand and be
able to do to be College and Career Ready by the end of
grade 12?
• Too many now take remediation
• Need for flexible understandings to be ready for careers
• A staircase to readiness – the most important improvement
• Common across the states, with local flexibility and
implementation
Rationale for Common Core
Preparation: The standards are college- and career-ready.
Competition: The standards are internationally benchmarked.
Common standards will help ensure our students are globally
competitive.
Equity: Expectations are consistent for all – and not
dependent on a student’s zip code.
Clarity: The standards are focused, coherent, and clear.
Clearer standards help students (and parents and teachers)
understand what is expected of them.
Collaboration: The standards create a foundation to work
collaboratively across states and districts, pooling resources
and expertise, to create curricular tools, professional
development, common assessments and other materials.
Nationally…
• The first effort to align standards across states
• To date, the CCSS have been adopted by 45 states and 3
territories.
• …all the states except Alaska, Nebraska, Virginia, Minnesota, and
Texas.
• Implementation of Common Core aligns with current work
by CCSSO and NGA and NCATE/CAEP to enhance
educator effectiveness
• Response to Race to the Top, initiated by states
California’s timeline
• Fall 2012:
• CTC aligning TPEs to Common Core
• ELD Standards
• Assessment Transition Plan due to Legislature
• Spring 2013
• List of supplemental materials available
• Pilot testing of summative assessments
• Fall 2013
• Revised Framework for Mathematics
• Spring 2014
• Revised Framework for ELA
• Field testing of summative assessments
• Spring 2015
• Administer operational summative assessments
• 2016:
• new cycle of curriculum adoptions begins
2012-2013
Fall
CDE/SBE Activity

Revised ELD standards adopted*
(September/November-projected)

Revised CTE Model Curriculum
Standards adopted* (Septemberprojected

LEA Activity

Support ongoing professional learning to promote transition to the CCSS based
upon priorities established in local plan

Suggested Areas of focus:

Mathematics: the standards for mathematical practice

ELA: text complexity, text-based questions and tasks
Assessment transition plan presented

to the Legislature (November)
General: develop structures for interdepartmental collaboration to improve
student literacy across the content areas, revised CTE Model Curriculum
Standards

Continue to assess existing instructional materials and supplement them with
resources from the library, internet, and primary source documents to develop
CCSS-aligned lessons

Revise existing quizzes, unit exams, and end-of-course exams to assess higher-level
thinking, constructed responses, synthesis, and collaboration as indicated in the
CCSS

List of recommended supplemental
instructional materials posted online*
(February-projected)

Plan and deliver professional learning 
opportunities for all components of the
assessment system
Spring

Pilot testing of SBAC summative and
interim assessments

Generate and implement a “Formative Practices Plan” which includes Learning
Targets, Criteria for Success, Collecting Evidence, and Documenting Evidence
Summer

8-10 professional learning modules
released (September)

Review new professional learning modules from the CDE and incorporate new
strategies into unit/lesson plans for 2013-2014

Begin implementation of technology plan
Winter
Review and utilize the CDE’s supplemental instructional materials list to
supplement existing instructional materials
2013-2014
Fall
CDE/SBE Activity

Mathematics curriculum framework
released* (November)
LEA Activity
Support ongoing professional learning to promote transition to the CCSS based upon
priorities established in local plan

Winter
Spring
Summer

Promote mathematics curriculum
framework
Suggested Areas of focus:

Mathematics: modeling

ELA: collaborative conversations

General: revised ELD standards, effective utilization of technology and media

Utilize the mathematics curriculum framework as a blueprint for implementation
of the mathematics CCSS

Promote local awareness of the assessment transition plan, SBAC assessments,
and purposes of assessment

Revisit end-of-chapter/unit questions and quizzes in existing materials and elevate
them to higher level critical thinking

Include performance task assessments for end of unit/chapter assessment

For mathematics, utilize word problems to provide students with opportunities to
apply mathematical reasoning to real-world challenges

Promote awareness of the new ELA curriculum framework and utilize in
professional learning opportunities as appropriate

ELA curriculum framework released*
(May)

Field testing of summative and interim 
assessments

Promote ELA curriculum framework
Visit SBAC’s Web pages for information about summative and interim field tests

Implement local technology plan

Utilize the ELA curriculum framework as a blueprint for implementation of the
ELA CCSS
2014-2015
Fall
CDE/SBE Activity

Winter

Spring

Summer
Provide professional learning

opportunities and technical assistance
to support full implementation of the

CCSS based upon needs assessment
Operational summative assessment
administered

2015+
LEA Activity
Provide professional learning to support full implementation of the CCSS

Suggested areas of focus:
Mathematics: support content shifts in K-8

ELA: writing informational text

General: transition to SBAC assessments

Ensure that technology is in place to administer SBAC assessments

Debrief with staff and students all elements of the SBAC summative assessment

Using feedback from debriefing, start planning adjustments to instruction and
curriculum, formative practices, site-based assessments, expectations, learning
goals, student/parent involvement, and all stakeholders’ role for improvement
next year

Create site-based plan for professional learning to ensure continuous
improvement of instruction and a higher level of academic achievement for all
students
CDE/SBE Activity

Provide professional learning

opportunities and technical assistance
to support full implementation of the
CCSS based upon needs assessment

Instructional materials adoptions*
(math 2016, ELA 2018)
LEA Activity
Implement site-based plan with regular progress monitoring and reflection
CISC Training Sequence
BIG SHIFTS
KEY ADVANCES
-Informational Text
-Literacy Standards
-Text Complexity
-Argument
-Collaborative Conversations
-Integration of Media
LESSON DESIGN & BEST
PRACTICES
MODELS / LEVELS
OF THINKING
MATERIAL
SPECIFIC CONVERSATION
-Pyramid of Learning
-Rigor/Relevancy Model
-Gradual Release
3/25/2013
Kenji Hakuta - CSU Long Beach
Source: Kirst (2013)
Implementation
• School districts are already planning for and using the
Common Core State Standards.
• By the time students who are now entering our credential
programs finish our programs, all of California’s K-12
schools will be implementing the CCSS.
• Will all our teacher librarians be prepared to work in a
Common Core environment?
CCSS and Assessments
• Two consortiums have been awarded Race to the Top
grants to develop assessments for the CCSS.
• The Partnership for the Assessment of Readiness for
College and Careers (PARCC)
• The SMARTER Balanced Assessment Consortium
(SBAC) – California has joined this one
Smarter Balanced Assessment Consortium
• http://www.smarterbalanced.org/
• Assessments to be developed, implemented by 2014-15
• 21 governing states
• Bev Young (CSU Chancellor’s Office) is Higher Ed
representative on the Executive Committee
• Accessibility is a key principle
• Use of technology to deliver assessments
Smarter Balanced Test Item Types
• Multiple choice
• Technology enabled and enhanced items (e.g., edit text,
draw an object)
• Constructed response: short answer and maybe show
their work
• Performance tasks: e.g., view document/file and answer
questions
Technology impact: What students need
• Practice reading screen-based texts
• Practice in digital writing
• Practice in collaborative writing
• Practice in working with informational texts (e.g., links)
Technology infrastructure issues
• Is content bandwidth-need?
• How many students can tech serve concurrently?
• What is the comfort level of students with technology?
• How are access and equity addressed?
• How does the school protect student privacy?
• How does the school protect its physical assets?
• What will be the library’s role??
CCSS Structure:
• English Language Arts
• With Literacy in History/ Social Studies, Science, and
Technical Subjects
• Mathematics
• Grade Levels:
• K-5
• 6-12
• Standards for other subjects remain in use
3/25/2013
Kenji Hakuta - CSU Long Beach
Major Shifts in New Standards
ELA
•
•
Regular practice with
complex text and its
vocabulary
Math
•
Building knowledge
through content-rich
informational texts
•
•
Emphasis on reading,
writing, and speaking
that is grounded in
evidence from the text
•
Science
Provide opportunities •
for student access to
the different
mathematical
•
(discourse) practices
described in the CCSS
Support mathematical
discussions and use a
variety of
participation
structures
Focus on students’
mathematical
reasoning, NOT on
students’ flawed or
developing language
Developing and using
models
Constructing
explanations (for
science) and
developing solutions
(for engineering)
•
Engaging in argument
from evidence
•
Obtaining, evaluating,
and communicating
information
3/25/2013
Kenji Hakuta - CSU Long Beach
New Paradigm
Content
Discourse
Text (complex text)
Explanation
Argumentation
Purpose
Typical structure of
text
Sentence structures
ΔVocabulary
practices
Language Arts
English Language Arts
- Reading standards for Literature K-5
-
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
- Writing Standards K-5
-
Text types and purposes
Production and Distribution of Writing
Research to Build Present Knowledge
Range of Writing
- Speaking and Listening Standards K-5
- Comprehension and Collaboration
- Presentation of Knowledge and Ideas
- Language Standards K-5
- Conventions of Standard English
- Knowledge of Language
- Vocabulary Acquisition and Use
• Reading Standards for Literacy in History Social Studies 6-12
• Reading Standards for Literacy in Science and Technical
Subjects 6-12
• Key Ideas and Details
• Craft and Structure
• Integration of Knowledge and Ideas
• Range of Reading and Level of Text Complexity
• Writing Standards for Literacy in History Social Studies 6-12
• Writing Standards for Literacy in Science and Technical
Subjects 6-12
• Text types and purposes
• Production and Distribution of Writing
• Research to Build and Present Knowledge
• Range of Writing
Key changes to ELA instruction
• A “staircase” of text complexity
• Reading of narrative and informational text
• Close reading and analysis of texts
• Linking reading and writing: Writing is the outgrowth of
•
•
•
•
excellent reading
Expanding the range of writing
Use of evidence and primary sources to marshal an
argument, inform, explain
Literacy in content areas
Emphasis on research to study a topic, solve problems
27
Overview of Text Complexity
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:
1. Qualitative measures – levels of meaning,
structure, language conventionality and
clarity, and knowledge demands
2. Quantitative measures – readability and other
scores of text complexity
3. Reader and Task – background knowledge of
reader, motivation, interests, and complexity
generated by tasks assigned
Reader and Task
Example of Grade-Level
Progression in Reading
28
CCR Reading Standard 3: Analyze how and why individuals, events,
and ideas develop and interact over the course of a text.
Reading Standards for Literature
Reading Standards for Informational Text
Grade 3: Describe characters in a story (e.g.,
their traits, motivations, or feelings) and
explain how their actions contribute to the
sequence of events.
Grade 3: Describe the relationships between a
series of historical events, scientific ideas of
concepts, or steps in technical procedures in a
text, using language that pertains to time,
sequence, and cause/effect.
Grade 7: Analyze how particular elements of
a story or drama interact (e.g., how setting
shapes the characters or plot)
Grade 7: Analyze the interactions between
individuals, events, and ideas in a text (e.g., how
ideas influence individuals or events, or how
individuals influence ideas or events).
Grades 11-12: Evaluate various explanations
for characters’ actions or for events and
determine which explanation best accords
with textual evidence, acknowledging where
the text leaves matters uncertain.
Grades 11-12: Analyze a complex set of ideas
or sequence of events and explain how specific
individuals, ideas, or events interact and develop
over the course of the text.
29
Overview of Writing Strand
Writing
• Expect students to compose arguments and opinions,
informative/explanatory pieces, and narrative texts
• Focus on the use of reason and evidence to substantiate an
argument or claim
• Emphasize ability to conduct research – short projects and
sustained inquiry
• Require students to incorporate technology as they create, refine,
and collaborate on writing
• Include student writing samples that illustrate the criteria required to
meet the standards
Mathematics
• Standards for Mathematical Practice
• NCTM
• National Research Council
• Standards for Mathematical Content
Standards for mathematical practice
1.Make sense of problems and persevere in solving them.
2.Reason abstractly and quantitatively.
3.Construct viable arguments and critique the reasoning of
others.
4.Model with mathematics.
5.Use appropriate tools strategically.
6.Attend to precision.
7.Look for and make use of structure.
8.Look for and express regularity in repeated reasoning.
Standards for mathematical content
• K-12 content listed out by grade
• High School standards listed in conceptual categories, to
portray a coherent view of high school mathematics.
• Number and Quality
• Algebra
• Functions
• Modeling
• Geometry
• Statistics and Probability
Key changes to math instruction
• A focus on fewer topics, in more depth
• Coherence: introducing new topics from grade to grade,
highlighting relationships between the standards
• Skills (how), understanding (why), and application (where)
• Emphasis on practice
What the standards do NOT do:
• Tell teachers how to teach
• Define all that can and should be taught
• Go beyond the core
• Define interventions needed for students
• Support ELL or students with special needs
• Provide everything needed to be college and career ready
A look at the CCSS themselves:
• http://www.scoe.net/castandards/
Table Groups:
1.
2.
3.
4.
5.
Select a grade level at your table
Read the standards in ELA and Math for that grade level
List some key verbs (retell, recount, compare & contrast…)
Highlight the verbs that align with model school library standards
Note what strikes you…
Brief share-out
Discussion: Preparing Teacher Librarians
Learn more…
• http://www.scoe.net/castandards/
• http://www.ccsso.org/Resources/Publications/Common_Core_State_Stan
dards_Implementation_Tools_and_Resources.html
• Harvard Education Letter: Nine ways CCSS will change
•
•
•
•
classroom practice http://hepg.org/hel/article/543#home
Smarter Balanced Consortium: www.smarterbalanced.org
EduCore: http://educore.ascd.org/
CDE: http://www.cde.ca.gov/be/st/ss/index.asp
Krashen and Ravitch