1. Common Core State Standards
November 26, 2012

2. What is the correlation between RGSD’s Mission/Vision and the CCSS?
Essential Questions
What is the correlation between RGSD’s Mission/Vision and the CCSS?
How will the CCSS affect instructional practices?
How will the CCSS impact students’ academic performance preparing them to be college and career ready?
Be prepared to answer these questions at the end of this session.

3. Common Core Defined:
The Common Core State Standards, also called the Core Academic Standards in Missouri, define what students should know and be able to do at every grade level in grades K-12.
The standards are more rigorous than the previous standards. The focus of the standards closes the gap between high school and college/ career readiness. In addition, the standards will require less rote memorization and more concepts applicable to real-world problem solving.

4. We know that . . .
CCSS is a charge by states to ensure that all students are college and career ready by graduation.
Standards are set requirements for ELA and Literacy in Social Studies/History, Science, Math and Tech subjects
Standards lay out a vision of what it means to be a literate person in the twenty-first century.

5. Assessments Transitions
Grade Level and End Of Course Tests
: Normal testing, return of Performance Events and Writing Prompts in all content areas
: Normal testing, except for movement of CA and Math assessments to align to CCSS (without changing test design and blueprint)
: Implement SMARTER Balance Assessments in ELA, math
: All assessments will be online
**More End Of Course Test will be required
**Comprehensive (End Of High School) Assessments required for Graduates -

6. Overview of Reading Strand
Progressive development of reading comprehension; students gain more from what they read
Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated
Standards for Reading Foundational Skills (K-5)
Reading Standards for Literature (K-12)
Reading Standards for Informational Text (K-12)
Reading Standards for Literacy in History/Social Studies (6-12)
Reading Standards for Literacy in Science and Technical Subjects (6-12)
Give participants a chance to view the standards in the CCSS document

7. Overview of Writing Strand
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 (See standards’ appendix for writing samples)

8. Overview of Speaking and Listening and Language Strands
Focus on speaking and listening in a range of settings, both formal and informal – academic, small-group, whole-class discussions
Emphasize effective communication practices
Require interpretation and analysis of message as presented through oral, visual, or multimodal formats
Language
Include conventions for writing and speaking
Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading
To be addressed in context of reading, writing, speaking and listening
Media and Technology are integrated throughout the standards.

9. Our preparation impacts a student’s lifetime earning potential
Our preparation impacts a student’s lifetime earning potential. Increasingly what a student knows and can do will determine their employability and earning potential.

10. Students who are College and Career Ready (CCR) …
Demonstrate independence
Construct viable arguments and critique the evidence of others
Participate in a range of effective conversations
Collaborate with diverse partners
Use technology and digital evidence strategically and capably
Make sense of problems and persevere in solving them
College and Career readiness isn’t about content…it’s about application
These are taken from the college and career readiness standards for ELA and Math.
To get students college and career ready, they need to do the work, not the teacher. We need to get away from students spending the day watching the teacher work, and instead have students actively involved in learning and applying their learning.

11. College and Career Readiness Anchor Standard 10 for Reading
Read and comprehend complex literary and informational texts independently and proficiently.

12. Text Complexity Model Text complexity is defined by: Qualitative
Quantitative
Quantitative measures – readability and other scores of text complexity often best measured by computer software.
Qualitative
Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.
Reader and Task
Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.
Use previous three slides as talking points K - 12

13. On-the Job Lexile Requirements National Adult Literacy Study
Scientist
Teacher
Executive
Nurse
Supervisor
Sales
Secretary
Foreman
Clerk
Craftman
Construction
Clerk
Labor
Lexile Score
1500
1300
1100
900
700

14. Text Complexity Resources

15. A Question to Remember . . .
How is knowing a text’s complexity level assist us in improving our students’ reading engagement and comprehension?
Supplies: Chart and Marker

16. Text Complexity & Engagement: Assessments
Reading Interest Inventory
Engagement Inventory
Adequate Range of Reading Rates
Book Logs
Reading Interest Survey - handouts for both elementary and secondary levels

17. Assessing and Measuring Reading Engagement
Qualitative
Quantitative
Engagement Inventory
-Are the child’s eyes on the print?
-Is the child giggling at the funny parts?
-Is the child turning pages at an acceptable pace?
-What types of things distract a child from reading?
Book Logs
-What types of books (genres, authors, levels) does the child tend to choose?
Reading Inventory
-What are a child’s attitudes toward reading?
-Whom does a child like to share his reading with?
What types of books (genres, authors) does the child report liking & disliking?
-How many minutes can a child stay engaged with a book?
Book Log
-How many pages is the child reading per minute?
-How many books does the child read per week?
-How much time is spent reading at home versus reading at school?
Handout – Pink Reading Rate Sheet

18. Reading Interest Inventory
Handout
Administered at the beginning of the year and repeated periodically throughout the year
Make sure the students answer honestly without penalty
Constructed response inventories will give you a deeper understanding of each student
Results of inventory will allow teacher to:
Pull small groups to guide students (book tastes, reading habits, student attitudes, who each student is a reader, etc.)
Form groups/partners/book clubs
Modify unit plans for the year (including read aloud choices)
Reorganize classroom library
Handout provided K - 12
At secondary level literature circles and socratic seminars - We need to create a secondary example
(Time: 10 minutes)

19. Engagement Inventory
Handouts
Results of the engagement inventory will allow teacher to:
Clearly target the length of time that students stay engaged during independent reading time
Determine distracters
Form groups/partners/book clubs
Develop intervention plans
Small groups
Individual conferences
Handouts (blank and completed/sample) and the Pink Reading Rate Sheets
Time: 15 minutes

20. Book Logs Results of the book log will allow teacher to:
Handout
Results of the book log will allow teacher to:
Determine reading rate
Analyze the types of books the student is reading at home and school
Look at stamina tied to genre
Determine indications for difficulty with word study and fluency
Pull small groups and confer about: book choice, stamina and reading rate
Time: 10 minutes

21. Book Logs Completed weekly by the student
Learn about student’s habits and stamina
Types of book a student chooses—is there a good variety or is it time to broaden the student’s reading tastes?
Time spent reading at home
Time spent reading at school
Page per minute rate (Reading Rate Handout)
Handout – Pink Reading Rate sheet
We need to Create a secondary level log

22. Reading Strategies to Increase Student Engagement
Pre –
During -
Post –

23. Resources Teaching Reading in Small Groups by Jennifer Serravallo
When Kids Can’t Read, What Teachers Can Do by Kylene Beers
Pathways to the Common Core: Accelerating Achievement by Lucy Calkins, Mary Ehrenworth and Christopher Lehman

24. Resources and Supports
Professional Development - State Workshops , CSD Workshops and Regional Consortiums (Language Arts Regional Consortiums)
DESE Common Core Information Page
Crosswalk
FAQs
PowerPoints and Videos
CCSS Websites and Curriculum Maps Websites
CCSS Appendices:
A – Defines Terms
B – Suggested Text and Student Tasks Samples
C – Writing Exemplars
Various State Websites ----KS, MA, DE
District Website – The Standards, Appendices, FAQs and Parent Resource