Common Core and Libraries

Editor's Notes

• #3: National Board Certified Teacher-Librarian Board member - Pennsylvania School Librarians Association Member - PA Governor’s Advisory Council for Library Development Member - PA Forward Steering Committee
• #5: Freedom •Common Core correlation All teachers have a responsibility to deliver the PA Common Core Standards. Librarians are a hidden treasure in helping delivering these standards. •Use as foundation for curriculum •Tool for advocacy Frustration •Common Core Correlation •What do districts do with their current curriculum? •Time •Money •Human Resources
• #7: Curriculum intentionally and coherently structured to develop rich content knowledge within and across grades. robust assessments
• #8: Focused and coherent Students, regardless of circumstance, should achieve at high levels Today’s jobs require different skills - students need to be prepared to succeed in today’s global economy and society
• #9: Launched in 2009 Coordinated by National Governor’s Association Center for Best Practices and Council of Chief State School Officials
• #10: ELA regular practice with complex texts reading, writing, speaking grounded in evidence from the text building knowledge through content-rich nonfiction writing to inform and writing to form an argument Beginning in 6th grade - literacy standards allow teachers of ELA, history/social studies, science, and technical subjects to use their content area expertise to help students meet standards of reading, writing, speaking, and listening in their content classrooms. The grade 6–12 literacy standards in history/social studies, science, and technical subjects are meant to supplement content standards in those areas, not replace them. Mathematics greater focus on fewer topics - gain strong foundations with solid foundation of concepts and problem solving skills Spiraling - linking topics and thinking across grades Rigor - conceptual understanding, procedural skills and accuracy Application
• #11: Rigorous content and application of knowledge through critical thinking, problem solving, and higher-order skills
• #14: CC standards baseline recommendations - states and schools can determine what cost Planning prepare students to be proficient on PSSAs and Keystone exams - mastery learning new methods of teaching required to help students become critical thinkers and problem solvers Curriculum Alignment revise curriculum and materials to align with standards Assessments revise district level assessments Tied to high school graduation requirements currently seeking regulations to remove requirement - at what cost? adoption of test-based teacher evaluation frameworks as result of mandates - Tied to PA Teacher Effectiveness Supervision Model
• #15: Mandated remediation courses - math and ELA for those not proficient Professional Development training to adopt more innovative instructional methods federal level - considering cutting Title II funds which are dedicated to training and supporting teachers (Elementary and Secondary Education Act - NCLB) Many schools do not have the funds to provide effective professional development Resources to ensure that every student has the opportunity to learn and excel update textbooks and other instructional materials district level assessments technology Cuts made in history, art, music, and physical education because they aren’t covered in the tests.
• #16: current discussion about reauthorization of the Elementary and Secondary Education Act (better known as NCLB) federally-mandated standardized tests almost tripled over the past 10 years Mandated one-size-fits all approach no flexibility at local level Considered “National Standards” because tied to federal funding incentives like Race to the Top or waivers from the federal No Child Left Behind Act kills creativity and innovation
• #18: Mid 1990s states began to draft and implement standards-based education. Prior to this there were no academic expectations for students January 1999 Adopted Mathematics and Reading, Writing, Speaking and Listening by the State Board of Education Other content areas adopted between 2002 - 2006 PSSA tests implemented (grades 3 - 8 & 11) and teachers wanted guidance about where to focus efforts - what will be tested? 2009 - PA revised and updated PA Standards meanwhile June 2009 - National Governor’s Association and the Council of Chief State School Officers announced joint initiative for states to collectively develop and adopt a core set of standards in mathematics and English language arts - Called the Common Core States Standards Initiative
• #19: March 2010 - K- 12 ELA and math CC released July 2010 PA adopted Common Core which was required by the federal government with a deadline of August 2, 2010 When developing own standards - states would have to adopt 85% of the CC Standards as part of their own, and they could add additional standards. 2010 - 2011 - SAS - Voluntary Model Curriculum 2012 - modified CC Standards - Pennsylvania Common Core PA amended the standards to tailor them more closely to PA’s specific educational needs - not identical to the Common Core Standards originally adopted early in 2010 2012 - 2013 School year - Keystone Exams replaced 11th grade PSSA tests - Algebra I, Biology, Literature Reading and Math PSSAs continued in grades 3 - 8 Writing in grades 5 & 8 March 2014 - PA Core Standards final - got rid of “Common”
• #21: Instructional intent from high school completion to college-and-career readiness for every student Demonstrate mastery of content - design and delivery of instruction beyond lecture Content is in more depth with fewer topics Vertical Articulation
• #23: American Association of School Librarians designates 5 official roles school librarians play in schools Teacher - promotes critical thinking and ethical use of information; facilitates research and inquiry Instructional Partner - collaborates with classroom teachers Leader - works on curriculum writing teams, joins professional learning communities Information Specialist - provides physical and intellectual access to the library program; facilitates successful and ethical information behaviors Program Administrator - develops program’s mission, budget, plan and procedures; manages staff and physical spaces
• #24: Information Power 1998 PA School Library Information Specialist Toolkit - 2000 & 2003 AASL Standards for 21st Century Learner AND ISTE nets - 2007 Common Core - 2010 PA Common Core - 2011
• #25: 3 stages between June 2012 and September 2014 Mary Kay Biagini (associate professor and director of school library certification program at university of pittsburgh), Eileen Kern (president of psla) and PDE Educational Consultant Jean Dyszel Spearheading a working committee of PDE staff, school librarians, and officers of state professional associations to develop a model information literacy curriculum for school library programs to help align the 2007 Standards for the 21st-Century Learner of the American Association of School Librarians with the 2010 Common Core State Standards for English Language Arts and any additional standards that Pennsylvania may add to the Common Core. The model curriculum writing team consisted of hand chosen practicing librarians from three levels (elementary, middle, and high school). They presented urban, suburban, and rural school districts that reflected a geographically cross section of PA
• #26: Unpacked AASL Standards for the 21st Century Learner; ISTE NETS for Students; PA Academic Standards for Business, Computers, and Information Technology; PA Common Core for English Language Arts, Reading and Writing in Science and Technical Subjects Reading and Writing in History and Social Studies.
• #27: Reviewed 134 standards in PA Core and Identified standards that librarians would provide direct instruction and assess for the model curriculum
• #28: embedded in curriculum - librarian as partner
• #30: move backwards to go forward The Model Curriculum follows the model used by the Standards Aligned System (SAS) Quality Review Team of the Pennsylvania Department of Education , which is the Understanding by Design framework of developing curriculum, instruction, and student assessment designed for the Association of Supervision and Curriculum Development (ASCD) by Grant Wiggins and Jay McTighe. The Understanding by Design model emphasizes students achieving deeper understandings of content, and it provides a plan for educators to identify what students should know and be able to do. To implement the Understanding by Design model, educators begin by formulating what the desired results should be for students—what should they understand and be able to do. Understanding by Design is sometimes called “backward design” because in the first stage educators identify the desired results they want their students to demonstrate that they have achieved the desired results. Only when educators identify the desired results and determine the assessment evidence do they develop the learning plan, Stage 3.
• #31: Cross reference to the English Language Framework Big Ideas and Essential Questions Stage 1 Long-term transfer goals - developed from competencies embodied in the AASL Standards for the 21st century learner and the ISTE Standards for Students Read and evaluate text in all formats for learning, personal and aesthetic growth, and enjoyment. Research, analyze, synthesize, and evaluate information as critical consumers to draw conclusions and make informed decisions. 3. Create, apply, and share knowledge ethically and effectively in a variety of media formats to communicate a coherent message. BIG IDEAS: Writers, Readers, Researchers, Listeners, Thinkers • broad and abstract • will start a discussion • universal application • timeless Effective readers use appropriate strategies to construct meaning. 2. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. 3. Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. 4. Effective speakers prepare and communicate messages to address the audience and purpose. 5. Effective research requires the use of varied resources to gain or expand knowledge. 6. Audience and purpose influence a writer’s choice of organizational pattern, language, and literary techniques. 7. Responsible citizens use information ethically and productively in a global society. •Essential Questions • Requires relevant inquiry • Provokes deep though; new understanding • Considers multiple perspectives • Reflections • Corresponds with prior learning • Transfers to other situations For each of these seven big ideas, the Committee formulated related essential questions to prompt students to think critically and deeply and to pursue inquiry-based learning. As the basis of instruction in information literacy, librarians can use these probing questions to encourage students to delve into different aspects of the big ideas. Librarians can build upon these broad questions to develop learning plans at each of the grade-band levels to help students explore and inquire. Concepts From these big ideas and essential questions, the Committee identified and shaped 33 key library information concepts that express core knowledge students should know and understand about information literacy. Each of the seven big ideas relates to specific library information concepts. •Competencies the Committee formulated competencies that express key skills and what students should be able to do at each grade band. Students in Grade-Band 9-12 should be able to demonstrate 55 competencies by graduation, with 12 of these competencies clustering around Effective Readers, 14 around Critical Thinkers, and 10 around Responsible Citizens big ideas. The library information concepts and the student competencies spiral upward in complexity as students progress through the grade bands, and the emphasis of The Model Curriculum is on the vertical articulation of concepts and competencies from Pre-Kindergarten through grade 12.
• #33: Stage 2 For Stage 2, the Committee determined what acceptable evidence can be used to determine if students are demonstrating that they are achieving the desired results established in Stage 1. These many forms of evidence document and validate that students are building understanding, knowledge, and skills. This focus on assessing student progress follows Stage One Desired Results naturally, and the assessment instruments can take many forms, including formative student self-assessment and formative peer assessment. Assessment takes place throughout Stage 2, most often as formative throughout the process so that students can continuously improve their product or performance rather than as only summative assessment. Wiggins and McTighe emphasize that this assessment be formative and on-going, and be conducted by the librarian, the teacher(s), and the students throughout the teaching/learning process, not simply a formal assessment at the end of the project. The Committee formulated specific performance tasks, which McTighe identifies as “cornerstone” tasks, as a way for students in each of the grade bands to demonstrate that they have achieved the competencies. The Committee did not develop a specific performance task for each of the competencies, but does provide suggestions for each competency on how librarians can develop specific performance tasks by listing examples of assessment evidence that students can use to demonstrate the understandings, knowledge, and skills they have learned. Goal: It is the task, problem, or challenge that needs to be completed or overcome Stress this not an academic goal but a performance goal Role: Your are; You have been asked to; You job is Audience: Your client(s) is (are); The target audience is; You need to convince Situation: The context you find yourself in or challenge involves dealing with Product/Performance/Purpose: What needs to be created or developed Standards & Criteria for Success: how you will be judged, what is a successful result
• #34: Stage 3 - Learning Plan and Resources Focus of learning plan is to engage students in learning W -Where, What, Why? Desired Results: Big Ideas and Essential Questions, Library Information Concepts and Competencies Stage 2 Assessment Evidence: Performance Tasks and Rubrics Hook and Hold to Engage Students Explore, Experience, Enable, Equip Rethink, Revise, Rehearse, Refine Evaluate Work and Progress Tailor and Personalize for All Students Organize and Sequence for Optimal Effectiveness (Cover/Uncover)
• #35: Schools required to use curriculum? - adopt or adapt The model school library curriculum is identifies what school librarians should be teaching. Need the instructional time and resources to deliver the curriculum. •Embedded in curriculum •Engage students in an authentic context •Reflect more complex and cumulative instruction ability to collaborate immediately Curriculum Design Skills of the library curriculum focus on process therefore they can be taught using different content. Curriculum crosswalk between district curriculum and Library Model Curriculum •Aligning with PA Common Core •Finding holes •Getting rid of areas that will be addressed elsewhere in the curriculum •Making tough decisions about “What we have always taught…” elementary - revise current curriculum build foundation narrow focus base assessments on performance tasks secondary - challenge no students - one shot lessons systematically embed in curriculum of content areas skills and concepts spiral with vertical and horizontal articulation different mindset - content-driven vs. skills to learn the content common purpose for teaching and learning
• #36: Establish and sustain partnerships to support transition from high school to college Sets expectations for learning within and across states to ensure high school students are prepared for college
• #37: Common Language ACRL Framework for Information Literacy for Higher Education used as rationale for deeper implementation of Model Curriculum for School Library Programs Aligning higher education with K-12 curriculum admission standards revising curricula of first year courses that act as bridge
• #38: Model Curriculum - Big Ideas vs. ACRL - six concepts that anchor the frames Looking inside at self as information literate individual Looking outside at information literacy through lens of researcher
• #39: Connections and conversations between school and academic librarians College and Career Readiness