Transitioning to Common Core State Standards Presentation in Covington, GA January 11, 2012

1. TRANSITIONING TO
COMMON CORE
STATE STANDARDS
Katie McKnight, PhD
Katie@KatherineMcKnight.com

2. A FewDetails
I set up the following back channel:
http://todaysmeet.com/CCSS-Newton
For the most recent version of today’s
presentation, please go to the following link
and download the slides (It’s a big file).
http://katherinemcknight.com/blog/

3. AGENDA FOR TODAY
What do we already know about Common
Core State Standards?
Why were Common Core State Standards
created and how do they impact today's
classrooms?

4. AGENDA FOR TODAY
College and Career Readiness Skills and the
21st Century Skills
Textual Complexity and Interdisciplinary
Literacy
Examining Current Curriculum and Assessing
for Common Core State Standards
Alignment
Creating a Needs Analysis for the transition
to Common Core State Standards

5. SOME GUIDING
QUESTIONS
(ESSENTIAL QUESTIONS)
What are the expectations of CCSS?
What are not the expectations of CCSS?
How do we build a synergetic context
between CCSS, curriculum, and
assessment?

6. What do we already know about
Common Core State Standards?

7. What do we already know about
Common Core State Standards?

8. What do we know about CCSS?
The 21st Century 3 Rs
Designed to be robust, relevant, and
rigorous.
Robust: higher level thinking
Relevant: engagement, student
involvement, brain-based research
Rigorous: high expectations, critical thinking,
challenging thinking

9. WHAT IS NOT INCLUDED:
Prescribe specific instructional strategies
and/or curriculum.
Interventions for students who are
performing below grade level or who have
special needs.
Support for English Language Learners (ELL)

10. Why were Common Core State Standards
created and how do they impact today’s
classrooms?

11. Why were Common Core State Standards
created and how do they
impact today’s classrooms?
Intended to create greater consistency for
student performance and expectations
among states.
NAEP data indicates that the majority of
students are not college and career ready.

12. 21 st Century Skills
•PROBLEM SOLVING
•TEAM WORK
•ENTREPRENEURSHIP
•RESEARCH
•CRITICAL THINKING

14. FIGURING OUT THE FRAMEWORK
Close reading of the document is essential.
Read the Standards and all goals.
Discussion, interpretation, close reading and
analysis is necessary.

16. Activity
We are going to divide in groups based on
content area and grade level:
ELA k-2
ELA 3-5
ELA 6-8
ELA 9-12
Math k-2
Math 3-5
Math 6-8
Math 9-12

17. Activity: As You Read the Standards
Why is it structured in this way?
What does the language suggest?
What do you learn about the
Standards in the introduction?
What information and why is
the information included in the
appendices?
http://www.corestandards.org/

18. Activity: Part 2
Look at the content area and grade level
that corresponds with your group.
Identify some examples of the following:
Content Standards
Process Standards
Performance Standards

20. Textual Complexity and
Interdisciplinary Literacy

21. Textual Complexity
Textual Complexity
What makes a text complex?
What are factors that can make a text
challenging for students?

23. Determining Textual Complexity is focused
on these three areas:
QUALITATIVE MEASURES:
QUANTITATIVE DIMENSIONS:
READER CONSIDERATIONS:

24. Qualitative Measures
Levels of Meaning (literary texts) or Purpose
(informational texts)
Structure
Language Conventionality and Clarity
Knowledge Demands

25. Qualitative Measures
and factors are those aspects that are
difficult or impossible for a person to
evaluate efficiently.
Examples include word length or
frequency, sentence length, and text
cohesion. These are typically measured
by computer software.

26. Reader
Considerations
include motivation, knowledge, and
experiences, while tasks to be considered
take into account purpose, complexity, and
questions.
Assessments made on reader and task
considerations are best done by the
teacher who understands the student’s
knowledge and experiences.

27. Informational Literary

28. Informational Literary

29. Informational Literary

30. Informational Literary

31. Informational Literary

32. Informational Literary

41. MORE RESOURCES FROM LEXILE
• Overview video http://www.lexile.com/about-lexile/lexile-video/
• •“What Does the Lexile Measure Mean?”
http://lexile.com/m/uploads/downloadablepdfs/WhatDoestheL
exileMeasureMean.pdf
• •“Lexile Measures and the Common Core State
Standards”http://www.lexile.com/using-lexile/lexile-measures-
and-the-ccssi/
• •KSDE Lexile Resource
Pagehttp://www.ksde.org/Default.aspx?tabid=3670
• •Kansas Lexile
Maphttp://www.ksde.org/LinkClick.aspx?fileticket=LoE9gJxEzAc
%3d&tabid=3670&mid=8721

49. Here’s an example
• The Qualitative Measures Rubrics
• for Literary and Informational Text:
http://www.ksde.org/Default.aspx?tabid=46
05
• The rubric for literary text and the rubric for
informational text allow educators to
evaluate the important elements of text
that are often missed by computer software
that tends to focus on more easily
measured factors.

56. Here’s an Example

62. LITERACY ACROSS
THE CURRICULUM
The CCSS make the case for teaching
and developing literacy skills across
all content areas and grade levels.
Content literacy is explicit in CCSS.
What does this mean?

64. IN SCHOOL GROUPS
What is the literacy plan for your school?
How does your literacy plan develop
students’ skills in reading, writing, speaking,
listening, and language in all content areas?
How does your school address textual
complexity?
How do teachers address literacy skills in
each content area?

65. STRATEGIES THAT SUPPORT THE DEVELOPMENT
OF LITERACY SKILLS IN ALL CONTENT AREAS
Pre Reading
During Reading
After Reading
Vocabulary
Posing Questions and Answers

67. Activity
Using the provided template, respond to
the questions.
Post your responses.