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 KRISE
AUGUST 8, 2012
AGENDA
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ADAPTING TO CHANGE
COMMON CORE STATE STANDARDS ORIGINS
MAJOR SHIFTS IN ELA
PARCC ASSESSMENT
IMPLICATIONS
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
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Expectations
TeachingLearningStudent Engagement
Between now and 2014 we will need to make dramatic, not
incremental, changes
WE HAVE TWO CHOICES
A.
B.
Begin planning, developing
awareness, developing
strategies and procedures
OR
Wait and see how painful
the assessments are when
they hit us
PARCC/SMARTER
Cognitive
Identify what teachers and
administrators must know and/or
be able to do in order to:

recognize the need for change
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know their roles and responsibilities
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have an understanding of the
timelines, goals, strategies, and skills
Procedural
Put into place the processes, policies,
and procedures necessary to:
 Set parameters
 Establish expectations
 Formulate roles and responsibilities
 Involve stakeholders
 Establish timelines
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
IT IS EASIER TO CHANGE THE FLOW OF A RIVER
THAN IT IS THE PRACTICE OF A TEACHER
8 S TEP C HANGE P ROCESS
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

The Common Core
State Standards
Why Do We Care?
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.
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.
ACT Study – Schmeiser, 2006
Chance of later success
Science
Mathematics
Unprepared
in Reading
1%
15%
Prepared
in Reading
32%
67%
"We need to out-innovate, outeducate, and out-build the rest of
the world...
The countries that out-teach us
today will out-compete us
tomorrow.”
Change in text complexity in textbooks
over the last century
Source: Metametrics
Average Income by Educational Attainment
$60,000
$52,671
$50,000
$36,645
$40,000
$26,933
$30,000
$20,000
$17,299
$10,000
$0
High School
Dropout
High School
Diploma
Associate's
Degree
Bachelor's
Degree
Alliance for Excellent Education, February 2009 edition.
Students Obtaining Bachelor’s Degree
in Eight Years
70%
60%
58%
50%
40%
30%
17%
20%
10%
0%
No Remedial Course(s)
Remedial Course(s)
Alliance for Excellent Education, February 2009 edition.
Students who enroll in
a remedial reading
course are 41 percent
more likely to drop
out of college.
(NCES, 2004a)
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
Community
College
42%
Four-Year
Institution
20%
Alliance for Excellent Education, February 2009 edition.
OVERVIEW OF COMMON CORE
STANDARDS
 HISTORY LESSON
 2008/2009 Council of Chief School Of ficers 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
COMMON CORE STATE STANDARDS
STATES
OVERVIEW OF COMMON CORE
STANDARDS
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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!
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
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
•
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ENGLISH LANGUAGE ARTS COMMON
CORE STATE STANDARDS
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
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
Major Shifts in Literacy
Across Content Areas
MAJOR SHIFT #1:
AN INCREASED EMPHASIS ON INFORMATIONAL
TEXT (P. 2)
100%
80%
60%
40%
20%
0%
Informational Text
Literary Text
Grade 4
50%
50%
Grade 8
55%
45%
Grade 12
70%
30%
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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
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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
A DISCIPLINARY LITERACY
APPROACH
• Content-area teachers are not being
asked to be English teachers
Literature
Science
• Each discipline requires
unique forms of reading
and writing
Basic Literacy
Skills
• The way knowledge is acquired,
developed and shared in a given
field often requires
Technical
discipline-specific skills
Subjects
History/
Social
Studies
Mathematics
Visual/
Performing
Arts
MAJOR SHIFT #3:
TEXT COMPLEXITY
We must
systematically
expose
students to
increasingly
complex texts.
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:
1. Qualitative measures – levels of meaning,
structure, language conventionality and
clarity, and knowledge demands
2. Quantitative measures – readability and
other scores of text complexity (word length
or frequency, sentence length, text cohesion)
3. 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
TEXT COMPLEXIT Y GRADE BANDS AND
ASSOCIATED LEXILE RANGES
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
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?
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
Major Shift #5:
The Importance of Evidence-based Writing
100%
90%
80%
70%
60%
Grade 12
50%
Grade 8
40%
Grade 4
30%
20%
10%
0%
To Persuade
To Explain
To Convey
Experience
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
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One Word: Rigor
Common Core State
Standards Requires
RIGOR
COMMON CORE
ASSESSMENT
CONSORTIA UPDATES
PARCC
CHANGING THE MINDSET OF
ASSESSMENT
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
INNOVATIVE ITEM T YPES
 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
COMMON CORE IMPLICATIONS FOR
LIBRARIANS
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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
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
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
CONCLUSION
“Read like a detective and write like a
conscientious investigative reporter.”
Thank You!
Matthew J Krise
mattkrise@aol.com