Common Core, College
Readiness, and the Teacher
Librarian
Doug Achterman
Gavilan College
dachterman@gavilan.edu
• Key Issues for Teacher Librarians re: Common
Core State Standards (CCSS)
• College Readiness: a picture
• College instru...
Write from
Sources
Staircase of
Text
Complexity

Increase in
Informational
Texts

Common
Core
Shifts

Content area
literac...
Common
Core Multiple
Literacies

Basic reading
and writing

Digital

Media

Information
Implementing Common Core

Professional
Development
Targeted
Interventions
Infrastructure
How Does Common Core Align with
Community College Expectations?
Percent of 2011 ACTtested CA H.S. Graduates by
College Readiness Benchmarks

Benchmarks:
English
Met All Four
Benchmarks
3...
Percent of 2011 ACTtested CA H.S. Graduates by
College Readiness Benchmarks

Benchmarks:
English
Met All Four
Benchmarks
3...
Percent of 2011 ACTtested CA H.S. Graduates by
College Readiness Benchmarks

Benchmarks:
English
Met All Four
Benchmarks
3...
Percent of 2011 ACTtested CA H.S. Graduates by
College Readiness Benchmarks

Benchmarks:
English
Met All Four
Benchmarks
3...
Percent of 2011 ACTtested CA H.S. Graduates by
College Readiness Benchmarks

Benchmarks:
Met All Four
English
Benchmarks
3...
Percent of 2011 ACT-tested
CA H.S. Graduates by
College Readiness Benchmarks

Benchmarks:
English
Met Three
Reading
or All...
Percent of CA Community College
Students Requiring Remedial Courses
No
Remediation

20%
Remediation

80%

Grubb., W. N. (w...
What Skills Do Community College
Students Need to Succeed in

•Reading
•Writing
•Research
Achterman, Doug. “The Common Cor...
Instructors
Interviewed

• English
• History
• Biology
• Anthropology
Reading
• Read Actively
• Make Connections
• Critically Evaluate
• Read Strategically
• Read extensively in all formats
an...
College and Career Readiness
Anchor Standards for Reading
• Determine central ideas or themes of a text
and analyze their ...
College and Career Readiness
Anchor Standards for Reading
• Integrate and evaluate content presented
in diverse media and ...
So What?
What is the value-added teacher librarians provide
in preparing students to be college-ready in
reading?

Share i...
So What?
• What can YOU do to help your school
community realize the Teacher-Librarian’s
unique role in implementing CCSS ...
So What?
• What ELSE can YOU do to help your school
community realize the Teacher-Librarian’s
unique role in implementing ...
So What?
Specific ideas for helping students
• Read Actively
• Make Connections
• Critically Evaluate
• Read Strategically...
So What? Specific ideas to help
students
• Integrate and evaluate content presented
in diverse media and formats,
includin...
Teacher Librarian Value
• Pipeline to wide variety of quality
texts in all formats
• Matching students to “just right” tex...
So What? Action Items
Research
• Create a meaningful, relevant,
genuine research question in
response to reading a variety of texts
• Consider a...
College and Career Readiness Anchor
Standards related to Research

• Integrate and evaluate content presented in
diverse m...
College and Career Readiness Anchor
Standards related to Research
• Conduct short as well as more sustained research
proje...
So What?
What is the value-added teacher librarians provide
in preparing students to be college-ready in
research?

Share ...
So What?
• What can YOU do to help your school
community realize the Teacher-Librarian’s
unique role in implementing CCSS ...
So What?
• What ELSE can YOU do to help your school
community realize the Teacher-Librarian’s
unique role in implementing ...
Teacher Librarian Value
• Expertise in teaching students to locate,
evaluate and use information ethically and
effectively...
So What? Action Items
So What?
• Too many CA students come to college
unprepared
• CCSS supports community college objectives
• Teacher Libraria...
If You’d Like to Learn More About Common Core Standards and
College Readiness:
Achterman, D. (2013). The Common Core and c...
The Common Core, College Readiness and the Teacher Librarian
The Common Core, College Readiness and the Teacher Librarian
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The Common Core, College Readiness and the Teacher Librarian

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California School Library Association 2014 conference presentation.

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The Common Core, College Readiness and the Teacher Librarian

  1. 1. Common Core, College Readiness, and the Teacher Librarian Doug Achterman Gavilan College dachterman@gavilan.edu
  2. 2. • Key Issues for Teacher Librarians re: Common Core State Standards (CCSS) • College Readiness: a picture • College instructors’ expectations for reading and research • Alignment of expectations with CCSS • Implications for Teacher Librarians
  3. 3. Write from Sources Staircase of Text Complexity Increase in Informational Texts Common Core Shifts Content area literacy in Sciences, Social Sciences, Tech subjects Short and sustained research
  4. 4. Common Core Multiple Literacies Basic reading and writing Digital Media Information
  5. 5. Implementing Common Core Professional Development Targeted Interventions Infrastructure
  6. 6. How Does Common Core Align with Community College Expectations?
  7. 7. Percent of 2011 ACTtested CA H.S. Graduates by College Readiness Benchmarks Benchmarks: English Met All Four Benchmarks 33% Reading Math Science Met No Benchmarks 23% Met One Benchmark 14% Met Three Met Two Benchmarks Benchmarks 15% 15% http://www.act.org/newsroom/data/2013/states/california.html * Most students entering community colleges do not take the ACT.
  8. 8. Percent of 2011 ACTtested CA H.S. Graduates by College Readiness Benchmarks Benchmarks: English Met All Four Benchmarks 33% Reading Math Science Met No Benchmarks 23% Met One Benchmark 14% Met Three Met Two Benchmarks Benchmarks 15% 15% http://www.act.org/newsroom/data/2013/states/california.html * Most students entering community colleges do not take the ACT.
  9. 9. Percent of 2011 ACTtested CA H.S. Graduates by College Readiness Benchmarks Benchmarks: English Met All Four Benchmarks 33% Reading Math Science Met No Benchmarks 23% Met One Benchmark 14% Met Three Benchmarks Met Two 15% Benchmarks 15% http://www.act.org/newsroom/data/2013/states/california.html * Most students entering community colleges do not take the ACT.
  10. 10. Percent of 2011 ACTtested CA H.S. Graduates by College Readiness Benchmarks Benchmarks: English Met All Four Benchmarks 33% Reading Math Science Met Three Benchmarks 15% Met No Benchmarks 23% Met One Benchmark 14% Met Two Benchmarks 15% http://www.act.org/newsroom/data/2013/states/california.html * Most students entering community colleges do not take the ACT.
  11. 11. Percent of 2011 ACTtested CA H.S. Graduates by College Readiness Benchmarks Benchmarks: Met All Four English Benchmarks 33% Reading Math Science Met No Benchmarks 23% Met One Benchmark 14% Met Three Met Two Benchmarks Benchmarks 15% 15% http://www.act.org/newsroom/data/2013/states/california.html * Most students entering community colleges do not take the ACT.
  12. 12. Percent of 2011 ACT-tested CA H.S. Graduates by College Readiness Benchmarks Benchmarks: English Met Three Reading or All Four Benchmarks Math 48% Science Met Two or Fewer Benchmarks 52% http://www.act.org/newsroom/data/2013/states/california.html * Most students entering community colleges do not take the ACT.
  13. 13. Percent of CA Community College Students Requiring Remedial Courses No Remediation 20% Remediation 80% Grubb., W. N. (with Gabriner, R.) (2013). Basic skills education in community colleges: Inside and outside of classrooms. New York: Routledge.
  14. 14. What Skills Do Community College Students Need to Succeed in •Reading •Writing •Research Achterman, Doug. “The Common Core and College Readiness: How Well Do the Standards Align with Community College Expectations? Part 1, Reading.”CSLA (California School Library Association) Journal Fall 37.2 (2013).
  15. 15. Instructors Interviewed • English • History • Biology • Anthropology
  16. 16. Reading • Read Actively • Make Connections • Critically Evaluate • Read Strategically • Read extensively in all formats and genres • Make meaning collectively Photo credit: White, J. (1973). Black student in a Black Studies class. Available http://research.archives.gov/description/556263
  17. 17. College and Career Readiness Anchor Standards for Reading • Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. • Analyze how and why individuals, events, and ideas develop and interact over the course of a text. • Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. • Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
  18. 18. College and Career Readiness Anchor Standards for Reading • Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. • Delineate and evaluate the argument and specific claims in a validity of the reasoning as well as the relevance and sufficiency of the text, including the evidence. comprehend complex literary and informational texts • Read and independently and proficiently.
  19. 19. So What? What is the value-added teacher librarians provide in preparing students to be college-ready in reading? Share in groups of 4
  20. 20. So What? • What can YOU do to help your school community realize the Teacher-Librarian’s unique role in implementing CCSS in reading?
  21. 21. So What? • What ELSE can YOU do to help your school community realize the Teacher-Librarian’s unique role in implementing CCSS in reading? Reflect Share w/partner
  22. 22. So What? Specific ideas for helping students • Read Actively • Make Connections • Critically Evaluate • Read Strategically • Read extensively in all formats and genres • Make meaning collectively
  23. 23. So What? Specific ideas to help students • Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. • Delineate and evaluate the argument and specific claims in a validity of the reasoning as well as the relevance and sufficiency of the text, including the evidence. comprehend complex literary and informational texts • Read and independently and proficiently.
  24. 24. Teacher Librarian Value • Pipeline to wide variety of quality texts in all formats • Matching students to “just right” texts • Teaching different text structures • Resource for active reading strategies • Modeling integration of reading instruction across curriculum. Photo used with permission by WashULibraries, avail. http://www.flickr.com/photos/wustllibraries
  25. 25. So What? Action Items
  26. 26. Research • Create a meaningful, relevant, genuine research question in response to reading a variety of texts • Consider all relevant perspectives • Read widely as part of research • Locate, evaluate, and use legitimate academic sources • Choose different TYPES of sources for different purposes (e.g., books vs. academic journals vs. web pages) • Paraphrase and practice analytical, systematic note-taking • Use appropriate citation conventions Photo used with permission by WashULibraries, avail.
  27. 27. College and Career Readiness Anchor Standards related to Research • Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. • Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. • Read and comprehend complex literary and informational texts independently and proficiently.
  28. 28. College and Career Readiness Anchor Standards related to Research • Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. • Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. • Draw evidence from literary and or informational texts to support analysis, reflection, and research.
  29. 29. So What? What is the value-added teacher librarians provide in preparing students to be college-ready in research? Share in groups of 4
  30. 30. So What? • What can YOU do to help your school community realize the Teacher-Librarian’s unique role in implementing CCSS in research?
  31. 31. So What? • What ELSE can YOU do to help your school community realize the Teacher-Librarian’s unique role in implementing CCSS in research? Reflect Share w/partner
  32. 32. Teacher Librarian Value • Expertise in teaching students to locate, evaluate and use information ethically and effectively • Experience in planning and teaching units that scaffold research, reading and writing skills in an integrated, content-specific way. • Deep knowledge of school’s curriculum and a collection to support it. • Collaborative partner/mentor in introducing increasingly complex texts into learning Photo used with permission by WashULibraries, avail. http://www.flickr.com/photos/wustllibraries
  33. 33. So What? Action Items
  34. 34. So What? • Too many CA students come to college unprepared • CCSS supports community college objectives • Teacher Librarians are uniquely positioned to provide Common Core instruction, mentoring, and professional development toward this end.
  35. 35. If You’d Like to Learn More About Common Core Standards and College Readiness: Achterman, D. (2013). The Common Core and college readiness: How well do the standards align with community college expectations? Part 1, Reading. CSLA Journal 37(2), 8, 10, 21. Available http://csla.net/wp-content/uploads/2012/09/2013_CSLA_Spring_Journal_372.pdf Achterman, D. (in press). The Common Core and college readiness: How well do the standards align with community college expectations? Part 2, Writing and Research. CSLA Journal 38(1). ACT, Inc. (2010). A First Look at the Common Core and College and Career Readiness. Iowa City, IA: ACT, Inc. Barnett, E. A., & Fay, M. (2013). The common core state standards: implications for community colleges and student preparedness for college (An NCPR working paper). New York: National Center for Postsecondary Research. Brint, S. & Teele, S. (2008). Professionalism under siege:Teachers’ views of NCLB. In A.R. Sadovnik, J.A. O’Day, G.W. Bohrnstedt, & K.M. Borman (Eds.), No child left behind and the reduction of the achievement gap: Sociological perspectives on federal education policy. New York: Routledge. California Department of Education (2012). School library standards supporting common core. Sacramento, CA: Author. California Department of Education (2013). California common core state standards for English language arts and literacy in history/social studies, science, and technical subjects. Sacramento, CA: Author. Conley, D., Drummond, K., deGonzalez, A., Rooseboom, J., & Stout, O. (2011). Reaching the goal: The applicability and importance of the common core state standards to college and career readiness. Eugene, OR: Educational Policy Improvement Center. Grubb., W. N. (with Gabriner, R.) (2013). Basic skills education in community colleges: Inside and outside of classrooms. New York: Routledge. Head, A. (2013). Deconstructing college readiness. Project Information Literacy “Smart Talks” Interview no. 17. Available http://projectinfolit.org/st/conley.asp Rothman, R. (2012). A common core of readiness. Educational Leadership 69(7), 11-15. Schoenbach, R., Greenleaf, C., & Murphy, L. (2012). Reading for understanding: how reading apprenticeship improves disciplinary learning in secondary and college classrooms. New York: Jossey-Bass.
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