Dr. Lesley Farmer, CSULB

PREPARING TEACHER LIBRARIANS

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

Resources

Ed Administrators

School Counseling

PE and Health

Librarianship

Reading & Lang Arts

School Psych

Curriculum Development

Language Development

Early Childhood

Ed PsychEd Tech

Finances

Math Education

Social & Cultural Context

Families

Science Education

Arts Education

Social Studies Education

SCHOOL TEAM

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 CorePreparation: 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 CDE/SBE Activity LEA Activity

Fall Revised ELD standards adopted* (September/November-projected)

Revised CTE Model Curriculum Standards adopted* (September-projected

Assessment transition plan presented to the Legislature (November)

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

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

Winter List of recommended supplemental instructional materials posted online* (February-projected)

Plan and deliver professional learning opportunities for all components of the assessment system

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

Review and utilize the CDE’s supplemental instructional materials list to supplement existing instructional materials

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

2013-2014 CDE/SBE Activity LEA Activity

Fall Mathematics curriculum framework released* (November)

Support ongoing professional learning to promote transition to the CCSS based upon priorities established in local plan

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

Winter Promote mathematics curriculum framework

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

Spring ELA curriculum framework released* (May)

Field testing of summative and interim assessments

Promote awareness of the new ELA curriculum framework and utilize in professional learning opportunities as appropriate

Visit SBAC’s Web pages for information about summative and interim field tests

Summer Promote ELA curriculum framework Implement local technology plan

Utilize the ELA curriculum framework as a blueprint for implementation of the ELA CCSS

2014-2015 CDE/SBE Activity LEA Activity

Fall Provide professional learning opportunities and technical assistance to support full implementation of the CCSS based upon needs assessment

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

Winter   Ensure that technology is in place to administer SBAC assessments

Spring Operational summative assessment administered

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

Summer   Create site-based plan for professional learning to ensure continuous improvement of instruction and a higher level of academic achievement for all students

2015+ CDE/SBE Activity LEA 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)

Implement site-based plan with regular progress monitoring and reflection

CISC Training Sequence

BIG SHIFTS

MODELS / LEVELSOF THINKING

MATERIAL SPECIFIC CONVERSATION

KEY ADVANCES

-Informational Text-Literacy Standards-Text Complexity-Argument-Collaborative Conversations-Integration of Media

LESSON DESIGN & BEST PRACTICES

-Pyramid of Learning-Rigor/Relevancy Model-Gradual Release

Kenji Hakuta - CSU Long Beach3/25/2013

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

Kenji Hakuta - CSU Long Beach

Major Shifts in New StandardsELA Math Science

• Regular practice with complex text and its vocabulary

• Building knowledge through content-rich informational texts

• Emphasis on reading, writing, and speaking that is grounded in evidence from the text

• 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

Discou

rse

Text

(com

plex t

ext)

Explan

ation

Argum

enta

tion

Purpo

se

Typic

al str

uctu

re o

f

text

Sente

nce

struc

ture

s

ΔVocab

ulary

prac

tices

DiscourseText (complex text)

ExplanationArgumentation

PurposeTypical structure of

textSentence structures

ΔVocabularypractices

Math

Language Arts

Science

3/25/2013

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:

Qua

litat

ive

1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Q

uantitative

2. Quantitative measures – readability and other scores of text complexity

Reader and Task

3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

28Example of Grade-Level Progression in Reading

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 StrandWriting

• 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. Select a grade level at your table

2. Read the standards in ELA and Math for that grade level

3. List some key verbs (retell, recount, compare & contrast…)

4. Highlight the verbs that align with model school library standards

5. 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_Standards_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