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Common Core Standards and the

Changing ELA/Science/Social Studies/CTE Literacy Initiatives

Jim KelchSREB School Improvement Consultant

Developing Literacy Strategies Across the

Curriculum

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Objectives

· Learn about the Common Core Standards

· Compare the current depth of teaching (rigor) and learning occurring within the Albuquerque Public Schools with the new standards and identify goals for reading and writing in CTE

· Create templates for increasing literacy through the Literacy Development Coalition model

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Ticket in the Door! HSTW Frayer Model

Write your thoughts on your handout and table-discuss

What Does It Look Like in CTE

Classrooms

What Does It Look Like in Academic

Classrooms

What Does It Look Like Across the

School

Ways Leaders

Support It

Rigor

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A Quick Time on Standards Analysis

· How much do you teach literacy practices necessary for the study of CTE?

High 80% or more

Med 50-80%

Low less than 50%Eleanor Dougherty, LDC

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Essential Questions

1. What is rigor?

2. How can we measure, monitor and encourage rigor at the school-wide and classroom levels?

3. What are the Common Core Standards?

Deborah Bass, SREB

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The World Is Flat

“Our nation is doomed if we do

not deliver a rigorous and

relevant education to

every American child.”

~Thomas Friedman

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What is rigor?

“Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous,

provocative, and personally or emotionally challenging.”

Harvey F. Silver, Richard W. Strong,

and Matthew J. Perini

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Essential Question #2:

How can we increase the number of students who are career and

college ready?

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CTE -- Real World Readiness

· How do you address college and career readiness in your classroom?· What strategies do you use to insure your students are

prepared for life after high school?· What community resources do you utilize to ensure your

students are ready?· What district resources are available for your use to

insure high-quality, up-to-date instruction and instructional resources?

· What resources are available to you at the school level to insure high-quality, up-to-date instruction is occurring?

Table Discussion:

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Essential Question #3:

What are the Common Core State Standards?

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Example: CCS Writing 9-10.7

· Conduct short as well as more sustained research projects to answer a question

· (including a self-generated question) or solve a problem;

· narrow or broaden the inquiry when appropriate;

· synthesize multiple sources on the subject,· demonstrating understanding of the subject

under investigation.

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What is the Common Core State Standards Initiative?

· Effort to establish set of K–12 academic content standards in English and math for multiple states to adopt.

· Content standards are expectations of what students should know and be able to do.

· If a state adopts CCSS, it is expected to adopt

them verbatim.

· CCSS must comprise at least 85% of a state's standards in English and math.

Deborah Bass, SREB – following slides

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Who Is Involved with the CCSS Initiative?

National Governors AssociationCouncil of Chief State Schools OfficersScores of curriculum specialists and content experts from all over the country (and a few people from other countries) to work on the standards.

Supported by grants from foundationsFunds from the National Governors Association Center for Best Practices. List of specific sources of funding for this initiative is not yet available from the Common Core State Standards Initiative website.

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What Problem Does CCSS Aim to Solve?

· Some see the current variety of content standards among states as a "crazy patchwork," with many states having learning expectations that lack rigor, specificity, and focus.

· Supporters see the CCSS as an opportunity for states to establish a common set of rich, challenging, specific, high-priority learning expectations.

· The intent is to create education systems throughout the country that will help all students graduate from high school ready for college or a career and make the United States more competitive in the global economy.

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What problem does it try to solve? 

· Proponents acknowledge that standards alone will not accomplish that goal. They hope the new standards will form a basis for states to build systems of aligned curriculum, assessments, teacher training and preparation, and teacher and student supports.

· Skeptics believe that consensus around what content to include is difficult.

· Some question the wisdom of standardization when students vary widely in needs, goals, and abilities.

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www.corestandards.org

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Comprehensive FrameworkHigh Schools That Work

Key Practices

Using Data for Continuous Improvement

Raise Expectations Challenging

Career/Technical Studies

Work-based Learning

Challenging Program of Study

Challenging Academic Studies

Actively Engage Students

Teachers Working Together

Guidance and Advisement

Extra Help and Transitions

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Content with Rigor and Challenge…

LiteracyAll students should… Read and study 8-10 books per year as a

part of the language arts curriculum Complete a research paper yearly in grades

6-12 Write one page or more weekly in all

classes Leave 8th grade ready for college prep

English Leave 12th grade ready for college and

careers Oral presentations in classes at least each

semesterEleanor Dougherty, LDC (following slides)

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• How can we emphasize weekly technical reading?

Brainstorm!

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•How can we increase weekly technical writing?

…and

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…and

•How can we increase reading and writing through technical research papers?

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…and

How can we increase professional oral presentations?

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How can we help support the CCSS?

· GAIN UNDERSTANDING OF CCSS Literacy

· Create high quality tasks – SPEND TIME ON READING AND WRITING

· Share expertise· Create professional learning

communities across grades, disciplines, and borders

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CCS RI/E 9-10.1

· Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

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CCS Sci/Tech Standards 11-12.4

· Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12

texts and topics.

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The LDC/HSTW Connection

· Bill and Melinda Gates Foundation· Educational Improvement Goals· Emphasis on reading and writing

• Formation of the Literacy Design Collaborative• Development of writing research to support reading• Template Development

· SREB · Investigation of partnership opportunities· Use of HSTW coaches to deploy templates· Collect and share data from field use

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“…small, strategic changes in practice can produce huge benefits in learning.”

· Daniel Cole, The Talent Code

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CTE Template Design

Make an Argument Provide Information or Make an Explanation

Tell a Narrative or Story

State a claim, give the logic or reasoning behind it, and substantiate it with support or justification.

Use an organized structure to describe a concept or process, outline steps to reach a goal, or provide supporting details to explain.

Use descriptive language to describe experiences or events so that the story has a beginning, middle, and an end.

Authentic Writing Examples:

Write a proposal to see an idea, design, or service to a client.

Write a “how-to” manual for a process.

Write an incident report of a workplace accident

Examples from Your Career Field:

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Writing Assessment Tasks

Step Examples

Begin by identifying something the student is to read or do prior to the writing, such as conducting research or reading information. This adds reading to the writing task.“After researching ….”“After reading…”

After researching technical manuals and websites on types of insulation…” “After reading three articles on different views about the health care crisis…”

Describe what the students are to write. Use authentic types of writing. Think about whether you are asking the student to make an argument, provide or explain information, or tell a narrative.

Write a presentation that argues your position…” (Argument)“Write an article for a trade journal…” (Provide Information)“Write an account of your experience…” (Tell a Narrative)

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Add instructions to increase the level of thinking (DOK) for the task.

Describe the implications you draw from the reading.Support your position with evidence from your research (or reading). Describe the accuracy or your sources.Compare the positions of different sources and relate them to your own position. Argue the causes of the problem and advocate for what you believe is the best solution.

Put all the sections of the assessment task together.

After researching professional journal articles, write a business memo to your supervisor that suggests what your company’s position should be on going green in the office. Support your position with data on going green and describe the credibility of your sources. (Make an Argument)

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After reading technical manuals and government regulations on automobile emissions, prepare a presentation to your colleagues on the history of regulations in this area and its impact on the automotive industry. Be sure to compare and contrast different eras of regulation versus non-regulation and analyze the implications for businesses in the field. (Provide Information or Make an Explanation)

After reading articles on patient care, write a story of a day in the life of a health care provider who faces patient care issues. Make sure your story reflects the challenges of patient care and reflect the impact of these challenges on the day-to-day work in the field. (Narrative Story)

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Directions: Write three sample writing assessments for your CTE course, following the previous steps.

Make an Argument Provide Information or Make an Explanation

Tell a Narrative or Story

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LDC Quick Reference Task Chart  

Argumentation Template TasksAnalysis

“After Researching”Task 1: After researching ________ (informational texts) on ________ (content), write ________ (essay or substitute) that argues your position on ________ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis)

“Essential Question”Task 2: [Insert question] After reading ________ (literature or informational texts), write ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis)

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Informational or Explanatory Template Tasks

“After Researching”Task 11: After researching ________ (informational texts) on ________ (content), write a ________ (report or substitute) that defines ________ (term or concept) and explains ________ (content). Support your discussion with evidence from your research. L2 What ________ (conclusions or implications) can you draw? (Informational or Explanatory/Definition) “Essential Question”Task 12: [Insert question] After reading ________ (literature or informational texts), write ________ (essay, report, or substitute) that defines ________ (term or concept) and explains ________ (content). Support your discussion with evidence from the text(s). L2 What ________ (conclusions or implications) can you draw? (Informational or Explanatory/Definition)

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 Narrative Template Tasks

Description

“After Researching”Task 26: After researching ________ (informational texts) on ________ (content), write ________ (narrative or substitute) that describes ________ (content). L2 Use ___ (stylistic devices) to develop a narrative. L3 Use ___ (techniques) to convey multiple storylines. (Narrative/Description)

“Essential Question”Task 27: [Insert question] After reading ________ (literature or informational texts) about ________ (content), write ________ (narrative or substitute) from the perspective of ________ (content). L2 Use ________ (stylistic devices) to develop a narrative effect in your work. L3 Use ________ (techniques) to convey multiple storylines. (Narrative/Description)

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LDC MODULE

PROTOTYPE instructional plan

Tracks progress during reading and writing process

Teaches literacy skills alongside content

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What skills?

Ability to……

• Understand task

• Read and analyze reading material

• Write a response

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What instruction?

Skills list + mini-tasks

Write an opening to include title, author, claim, and reaction to work based on teaching task.

-- create the lesson design --

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Interpreting Data

What does the student work tell you about …

Effectiveness of the teaching task?

Student strengths?

Student weaknesses?

What next? Scoring rubrics under construction

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Brilliant!

“My students did better on the end of course exam after doing six modules this year in my history classes than those in classes that didn’t teach the modules.”

– Teacher HS History

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Literacy Design Collaborative -- SREB/HSTW

Partners!

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Ticket Out the Door

· What did I learn about:· ADDITIONAL READING

· ADDITIONAL WRITING

· ORAL PRESENTATIONS

· How can I better support College and Career Readiness?

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Thank you!

James R. (Jim) KelchJim.kelch@sreb.orgSREB School Improvement Consultant

Layla Grace Kelch,World’s Best Granddaughter