Whirlwind tour of standards for APSL members 11-13-12

1. A.P.S.L.
Fall General Membership Meeting
Tuesday, November 13, 2012
Carver H.S. of Engineering & Science Library
Carol W. Heinsdorf, M.S.L.S.
Download CCSS from
http://www.corestandards.org/

2. Whirlwind
Tour of Standards
for
APSL members
Download AASL Standards for the 21st-Century Learner in
either high of low resolution from this page
http://www.ala.org/aasl/guidelinesandstandards/learningstandards/sta

3. American Association of School Librarians. Standards for the 21st-
Century Learner in Action. American Library Association, 2009.
Quick review of definitions and teacher-librarian actions --
 Chapter 1. Introduction—Standards’ focus is on
learner, supported by highly-qualified school
librarian, equitable access to current resources,
dynamic instruction and a school culture that
nurtures reading and learning. [p.5]

4. Learners use skills, resources, and tools to:
1. Inquire, think critically, and gain knowledge.
2. Draw conclusions, make informed decisions,
apply knowledge to new situations, and create
new knowledge.
3. Share knowledge and participate ethically and
productively as members of our democratic
society.
4. Pursue personal and aesthetic growth.
Standards explicated on pp. 11-16

5. Chapter 2. [Student] Skills—evaluation, critical thinking,
organization, make decisions, draw conclusions, create new
knowledge, develop social learning skills, ability to adapt
these skills academically and personally [p. 17]
Teaching the skills in 4 steps [p. 18] *[NB]:
1. direct instruction
2. modeling and guided practice
3. independent practice
4. reflection
*[NB] indicates a correlation with National Board for
Teacher Certification requirements

6. Chapter 3. Dispositions—Exhibit frequently, consciously,
and voluntarily a pattern of behavior directed to a broad goal
—learning.
 Teachers foster dispositions by challenging
students to consider what, how and why they are
learning. [p.40]
 Shift from teacher in control, to students
developing ownership of dispositions for a
lifetime of learning. [p. 41]

7. Chapter 4. Responsibilities—behaviors during research,
investigation, and problem solving to develop new
understanding, thereby successfully, ethically and
thoughtfully combining individual and social learning. [p. 48]
 To teach responsibilities, shift from didactic to
constructivist instruction, using the four step
process referred to in Chap.2, shifting learning
responsibilities to student. [p. 49]

8. Chapter 5. Self-assessment strategies--help to develop internal standards for
performance, behaviors, thoughts; leads to independent learning [p. 57]
Three directions [p. 57]:
1. Look backward to determine success of work done—summative
assessment [NB]
2. Look at present for steps to take next—formative assessment [NB]
3. Look at future to build on accomplishments—predictive assessments
Scaffolding presented/taught by teacher [pp. 58-59] [NB]:
Student origin--
 Reflection logs
 Process folios
 Reflective note-taking
 Self questioning
With others--
 Rubric/checklist
 Peer questioning or consultation

9. Chapter 6. Benchmarks and Action Examples to help
students to develop complex and sophisticated learning skills;
prepare for future learning, higher education, the workplace
and personal life. [p. 62] [Allied with goals of CCSS]
 Action examples provided for school librarian at
every grade level in many subjects with cumulated
benchmarks. [pp.63-115]

10. Chapter 7. Action Example Template [p. 116], the lesson plan
format used by AASL.
 AASL lesson plan database may be viewed at <
http://aasl.jesandco.org/>,
 also with downloadable Lesson Plan Rubric
 and Lesson Plan Checklist.

11. Next…
CCSS impacting librarians and resources

12. Common Core State Standards
<http://www.corestandards.org/the-standards>
Common Core State Standards Initiative
Home » English Language Arts Standards
<http://www.corestandards.org/ELA-Literacy> viewed 10-7-12
 “Students who meet the Standards readily
undertake the close, attentive reading that is at the
heart of understanding and enjoying complex
works of literature. They habitually perform the
critical reading necessary to pick carefully through
the staggering amount of information available
today in print and digitally.” [Aligns with AASL
Self Assessment Strategies]

13. School Library Monthly/Volume XXVIII, Number
1/September-October [2012]
<
http://www.schoollibrarymonthly.com/articles/Kramer2011-v28n1p8.html
> viewed 10/4/12
 Common Core and School Librarians: An
Interview with Joyce Karon by Pamela K.
Kramer

14. Q: What are the Common Core Standards?
 A: The simple answer is that they are
academic standards for K-12 education
designed to prepare students for college and
career readiness;
 standards that emphasize demonstration and
application of student learning—especially
higher order thinking skills.

15. Q: How are the CCS similar to or different from other
standards?
A. They are:
 clearer
 the big picture of what people agree
students are expected to learn
 essential skills that everyone agrees on
 broad and designed so that states can tweak
them

16. Q: What do the standards mean for students, for teachers?
 A: Students will be given clear criteria for
advancing to the next grade.
 No one is telling teachers what to teach or how to
teach it.
 More frequent assessments will be used for
diagnostic purposes, taking place in different
forms and not be high-stakes testing. [NB]
 A single annual assessment will be used to
measure achievement of standards statewide.

17. Q: What do school librarians need to understand about the
standards?
 A: Reading is at the core of the CCS. Classroom
teachers are required to help students read and
understand increasingly complex text to be ready for
college and career.
 Who better than librarians to collaborate with teachers
to identify literature and text for students to read in
content areas? Standards are interdisciplinary, and it is
school librarians who can help teachers make
connections among courses. Librarians need to insert
themselves on curriculum committees, department
meetings, grade level, and team meetings with the
focus being how the library can connect all disciplines.

18. All Aboard!: Implementing Common Core offers school librarians an
opportunity to take the lead. By Rebecca Hill April 1, 2012
<http://www.schoollibraryjournal.com/slj/printissue/currentissue/893928-
427/all_aboard_implementing_common_core.html.csp> viewed 9/25/12
[S]chool librarians already teach many of the skills that Common Core
emphasizes.
 “[F]rom fifth grade on, students will be introduced to a point of view
as an inherent aspect of nonfiction, and will be trained as readers,
researchers, writers, and speakers to compare and contrast sources,
assemble evidence, and make contentions of their own.” Students will
also have to juxtapose all of those sources, even those with conflicting
ideas. Marc Aronson, SLJ blogger, “Nonfiction Matters.”
 [L]ibrarians need to provide students with vital contextual information
so they get the background, overview, and multiple perspectives they
need to interpret what they’re reading. Barb Stripling
 [T]eaching true reading comprehension involves helping kids make
connections to the text, identify ideas through asking questions, and
create meaning or summarize what they’ve read—all things intimately
connected to the school library’s role and vitally important under
Common Core. Judi Moreillon
 Librarians teach online reading--navigating search engines, using
interactive media, and evaluating connected texts. Julie Coiro

19. Nudging toward Inquiry
School Library Monthly/Volume XXVIII, Number
1/September-October 2011
Common Core Standards compiled by Kristin Fontichiaro
<
http://www.schoollibrarymonthly.com/curriculum/Fontichiaro2011-v28n1p49.html
> viewed 9-25-12
 Common Core will change our focus from
literature appreciation to building
information skills. Experience and training
in reading in the content area will be
especially helpful.
Vicki Reutter; Cazenovia Jr. Sr. High School; Cazenvoia,
NY

20. Nudging toward Inquiry (continued)
Five key areas in which librarians can support the
implementation of Common Core Standards,
by teaching students to:
 Create sound persuasive arguments with
evidence
 Employ reading comprehension strategies
 Effectively use primary and secondary sources
 Read and analyze complex texts
 Read and comprehend informational text in all
content areas

21. Common Core Thrusts Librarians Into Leadership Role
Educators help teachers acquire inquiry-based skills integral to standards
By Catherine Gewertz Published Online: September 11, 2012
<
http://www.edweek.org/ew/articles/2012/09/12/03librarians_ep.h32.html?tkn=OMYFrMn%2FAA%2F
> viewed 10-7-12 [Article worth reading in full]
Kristen Hearne, librarian at Wren Middle School, Piedmont,
S.C., says she views "the common core, with its emphasis
on explanation, complex text, and cross-disciplinary
synthesis, as an unprecedented opportunity for [school
librarians] to really strut their stuff."
As the CCSS press teachers into inquiry-based modes of
learning and teaching, the librarian:
 helps teachers find a range of reading materials in print or
online
 collaborates to develop challenging cross-disciplinary
projects
 co-instructs students alongside classroom teachers
 provides professional development for teachers

22. Susan Ballard, president of AASL (article continued)
 Students "don't know how to ask good,
researchable questions, assess information
critically. So much of the core is based in inquiry,
and that is what librarians do on a daily basis."
"The common standards have prompted school
librarians to 'take a hard look' at their collections
to weed out dated material and bolster challenging
fiction and nonfiction resources" because the
standards emphasize assigning students "on-grade-
level" texts, even if that means extra supports are
needed to help them.

23. Editorial | 'I Can Help You With That': Providing solutions puts librarians
at the center of Common Core By Rebecca T. Miller, June 2012 <
http://www.schoollibraryjournal.com/slj/printissue/currentissue/894428-427/i_can_help_you_with.html
> viewed 10-7-12
Librarians' tactics to help teachers adopt CCSS:
 working one on one with teachers to model how they can
help design a unit or specific projects toward Common
Core
 curriculum mapping, utilizing their training on the
Common Core
 book evaluation
 collection development
 readers’ advisory
 creating diversified reading lists
 collaborative lesson planning

24. Librarian’s Tricks for Finding Those ‘Complex Texts’ Cited in the
Common Core by Christopher Harris July 19, 2012
<
http://www.thedigitalshift.com/2012/07/k-12/a-librarians-tricks-for-finding-those-complex-
viewed 10-7-12
[T]o meet the Common Core guidelines, teachers must locate
high-quality “complex texts.”
1. Don’t search—find. Instead of spending time searching
databases or your catalog for a topic, go directly to the
known sources. Ex. Cobblestone, etc.
2. Look to the experts. Ex. On-line college resources
would likely work for close-reading exercises for high
school students.
3. Embrace outsourcing. “In Context” features in
Gale/Cengage reference products are a form of
outsourcing, as is the expert selection of books by Junior
Library Guild.

25. The End of Nonfiction: Common Core standards force us to
rethink categorization by Christopher Harris March 6, 2012
<
http://www.thedigitalshift.com/2012/03/ebooks/the-end-of-nonfiction-common-core-standa
> viewed 10-7-12
 Change nomenclature to “informational
texts” rather than non-fiction and reference;
 use the term “narrative” rather than fiction.

26. Librarians Readying for Common Core: School librarians are preparing for the
Common Core and its new emphasis on 21st-century skills including information
literacy, primary resources, independent thinking and complex texts by Marion
Herbert District Administration, Jul 2011 Fri, 07/01/2011 - 12:00am
<http://www.districtadministration.com/article/librarians-readying-common-core> viewed 10-7-12
 CCSS--new emphasis on 21st-century skills including information literacy,
primary resources, independent thinking and complex texts
 supports text complexity--qualitative measure focusing on ideas and
concepts
 50 percent of texts will be informational--"I see us using a lot of primary
resources and digital access to really help teachers find those texts," says
Barbara Stripling.
 "We are supportive teachers, not just resource providers," says Meghann
Walk, library director for Bard High School Early College of Manhattan of
the New York City public school system. "We need to be aware of what
each department is doing.“
 AASL offers the Common Core Standards Crosswalk, a diagram that
outlines how the AASL Standards for the 21st-Century Learner and the
Common Core State Standards align.

27. Lastly…
AASL Crosswalk
 Tables that help school librarians learn how
the AASL Standards for the 21st-Century
Learner and the Common Core State
Standards align.
 <http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk/>

28. Crosswalk sample:
Writing Standards for Literacy in History/Social Studies,
Science, & Technical Subjects Crosswalk - Grades 6-8 <
http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk/ccwsixth>
viewed 10-10-12
 CC6-8WH/SS/S/TS1 Write arguments focused on
discipline-specific content.
Aligned AASL Standards:
 2.2.4 Demonstrate personal productivity by
completing products to express learning.
 3.3.4 Create products that apply to authentic, real-
world contexts.

29. Crosswalk-- For personal exploration:
English Language Arts
 http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk/english
Reading Standards for Literacy in History/Social Studies
 http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk/read-history
Reading Standards for Literacy in Science and Technical Subjects
 http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk/reading-scitech
Writing Standards for Literacy in History/Social Studies, Science,
& Technical Subjects
 <http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk/write-history-scitec
Mathematics
 <http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk/math>

30. Parsing the Standards
Following page numbers refer to CCSS for English Language Arts and Literacy…
Read:
 p. 3 Intro.
 p. 4 Key Design Considerations—especially Research and
Media Skills Blended into the Standards as a Whole
 p. 7 College and Career Ready
 p. 8 Standards identical across all grades and content
areas, with grade appropriate end-of-year expectations.
Read “Key Features” providing overview of expectations.
 ALL GRADES—Read “Notes on Range and Content” on
the right side of each Standards page for further
explication.

31. Standards pages—recommend that selected pages below
appropriate to your grade levels be photocopied for easy
reference
K-5
 p. 10 Reading-- Literature, Informational Text,
Foundational Skills
 p. 18 Writing
 p. 22 Speaking and Listening
 p. 25 Language
 Note “Measuring Text Complexity” and “Range
of Text Types” for Literature and Informational
Text on p. 31, followed by examples on
p. 32.

32. Standards pages—recommend that selected pages below
appropriate to your grade levels be photocopied for easy
reference
Grades 6-12
 p. 35 Reading ELA--Literature, Informational
Text
 p. 41 Writing ELA
 p. 48 Speaking and Listening ELA
 p. 51 Language ELA
 Note “Measuring Text Complexity” and “Range
of Text Types” for Literature and Informational
Text on p. 57, followed by examples on p. 58

33. Grades 6-12 (continued)
 Reading—History/ Social Studies, Science,
and Technical Subjects standards on p. 60
are the same as Reading ELA standards on
p. 35, but “Notes” are different.
 Writing—H/SS/S/T standards on p. 63 are
the same as Writing ELA Standards on p.
41, but “Notes” are different.

34. Additional sites of interest:
 <http://www.slideshare.net/peggymilamcreighton/school-libraries-and-the-com
viewed 10/7/12
Peggy Milam wrote, National Board Certification for
Library Media : A Candidate's Journal [2005], about her
year’s experience applying for NB certification. Here, she
has compiled a .ppt for her GA school around CCSS.
 <http://pinterest.com/amyburl/common-core-for-elementary-library/>
viewed 10-7-12
A bulletin board of information around the CCSS for
elementary libraries, but worth a look by librarians of all
grades.
Thank you

35. Libraries Connect to the Common Core
Standards, Content Areas, and Use
Technology to Influence Teachers in the
Meaning of Transliteracy
 Core Strand: Instructional Leadership
 Target Audience: Teachers
 Grade Level: K-12
 Sponsoring Office: Academic Enrichment and Support,
School District of Philadelphia