Do you remember where you were when…?
(The power of context, collective culture, memory, and meaning)
History
•

•

•

The Common Core State Standards Initiative is an education
initiative in the United States that details w...
The CCSS could
stand for
Conservatives
Condemn
State
Standards


Controversy
•

•

Secretary of Education Duncan has complained that CCSS opponents are “fringe
groups” who make “outlandis...
DISCLAIMER:
I am not a CCSS Zombie,
nor do I play one on t.v.
•

It is akin to “The Affordable Health Care Act”

•

How ca...
Christian Considerations
May we share and
work toward a
common vision?

…Or, does it need to
be a lockstep march
with blin...
Christian Considerations
We can be a
common corps
of believers
through the
power of the
Holy Spirit!
Christian Considerations
As a Lutheran school, you may be able to
indicate that your school is not bound by
the CCSS, and ...
Unless we make
conscious decisions
to do otherwise…

We teach like we
were taught.
We teach like we like
to be taught.
Ready for a CORE Workout?
“A capacity, and taste, for reading, gives
access to whatever has already been
discovered by others. It is the key, or one...
Clear and precise instruction
for ALL
0 What is it we want our students to learn?
0 How will we know if each student learn...
CCSS –
FOCUS and Prioritize
0 Different design and expectations from the standards

of the past
0 Rigor has increased trem...
CCSS Design
0 ELA Categories:
0 Reading Literature
0 Reading Informational
0 Foundational Skills (k-5)
0 Writing
0 Speakin...
Eight Extreme Shifts in
ELA/Literacy
0 Balancing Informational and Literary Text (PK-5)

0 Building Knowledge in the Conte...
Six Seismic Shifts
in Mathematics
0 Focus

0 Coherence
0 Fluency
0 Deep Understanding
0 Applications
0 Dual Intensity
Research
Doug Reeves’ research on writing
0 “Get you kids writing

non-fiction daily”
0 “Evidence clearly shows
writing improves al...
What kinds of writing?

www.leadandlearn.com

0 Every student /entire writing process/ 1x each marking

period
0 Focus on ...
Linda Hoyt, Reaching new heights with nonfiction writing
 Authenticity
 Purpose
 Expectations
 Reading/Writing – recip...
A Little Brain Research
from Cindy Middendorf – trained by Eric Jensen

0 It takes 6 weeks for the primary student brain t...
DRAFT:
Components of Erin School Writing Instruction
• Writer’s Workshop
• Avg. 60 minutes per day
• structured/unstructur...
Curriculum Decisions to date
0 Story Town Basal Purchased as a resource for 2-5 –

( modified)
0 WORDS Their WAY – 5k thro...
Stop, collaborate, and listen.

Robert Van Winkle,
20th century philosopher
Increase/Decrease –
Choose/Chat
+ All writing should have authentic purpose and authentic audience
-decrease students writ...
Balanced Literacy Framework - DRAFT
Whole Group Instruction:
Definition/Purpose: During this time
teachers model reading a...
Christian Considerations
The CCSS presents great
opportunities for critical
thinking, apologetics, and sharing
ideas
(and ...
The term “staircase” is used to describe
the CCSS because there are two major
instances in which the level of
complexity a...
A Stairway:
Twelve steps for a school leader
relative to the CCSS
Step/Change #1: Culture
0 The principal is key to the success of

any curricular endeavor.

0 An effective administrator a...
Step/Change #2:
Literacy Instruction
0 Schoolwide, cross-content literacy is

imperative in the CCSS.

0 Students

(1) eng...
Step/Change #3:
Text Complexity and Informational Text
0 The word “text” and its variations

represents 19% of the total w...
Step/Change #4:
Close Reading and Text-Based Response
0 Building close reading skills in all

students is one of the ultim...
Some are concerned that scripted
curriculum will create teacher drones.
Consider, instead, the magnitude of this
change, e...
Step/Change #5:
Writing Across Content Areas
0 The CCSS aspires to create a

“literacy rich” environment in which
reading ...
Step/Change #6:
Mathematics Instruction
0 CCSS is a departure from the mile wide

and inch deep criticism, particularly in...
Step/Change #7:
Student Engagement and Collaboration
“Students are engaged when they are
actively interacting with the tea...
Step/Change #8:
Instructional Time
School leaders directly control three
variables in teaching and learning:
Time, Setting...
Step/Change #9:
Create-and-Learn vs. Sit-and-Get
Beyond “knowing” an answer, in
the CCSS system, students should
be able t...
Step/Change #10:
Professional Learning
“The dramatic shift in teaching
prompted by the common core will
require practical,...
Step/Change #11:
Assessment

0 Both PARCC
(The Partnership for the Assessment of Readiness for College and Careers)

and S...
Step/Change #12:
Technology Integration
0 The CCSS departs from traditional technology instruction

because technology is ...
Resources
LCMS = Low Cost Makes Sense! 
The Reading and Writing Project
(Teachers College Columbia University)
http://rea...
Resources
Five Close Reading Strategies to Support the Common Core
http://iteachicoachiblog.blogspot.com/2012/06/five-simp...
Resources
Allyn, P. (2013). Be core ready: powerful, effective steps to implementing and
achieving the common core state s...
• Designed for school administrators &
teachers
• Hands-on opportunities to experience and
develop CCSS assessments in gra...
Un-Common Core Considerations for Christian Schools
Un-Common Core Considerations for Christian Schools
Un-Common Core Considerations for Christian Schools
Un-Common Core Considerations for Christian Schools
Un-Common Core Considerations for Christian Schools
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Un-Common Core Considerations for Christian Schools

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This presentation was originally shared at the Lutheran Education Association's (LEA) National Administrators' Conference on February 15, 2014, in St. Louis, MO.

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Un-Common Core Considerations for Christian Schools

  1. 1. Do you remember where you were when…? (The power of context, collective culture, memory, and meaning)
  2. 2. History • • • The Common Core State Standards Initiative is an education initiative in the United States that details what K-12 students should know in language arts and mathematics at the end of each grade. The initiative, launched in 2009, is sponsored by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). CCSS seeks to establish consistent education standards across the states as well as ensure that students graduating from high school are college and career ready. A significant majority of the U.S. states are members of the CCSS Initiative, with the states of Texas, Virginia, Alaska, and Nebraska not adopting the initiative at a state level. Minnesota has adopted the English Language Arts standards but not the Mathematics standards.
  3. 3. The CCSS could stand for Conservatives Condemn State Standards 
  4. 4. Controversy • • Secretary of Education Duncan has complained that CCSS opponents are “fringe groups” who make “outlandish claims” about “really wacky stuff” such as “mind control, robots, and biometric brain mapping.” Yet there are substantive critiques from all corners: • • • • • • • Catholic scholars say the standards are not rigorous enough. Early childhood experts say they demand too much. Liberals complain the Common Core opens the door to excessive testing. Conservatives complain it opens the door to federal influence in local schools. Teachers don’t like the new textbooks. Parents don’t like the new homework. Some critics suggest the CCSS assessments are designed to make public schools look so bad that parents everywhere will rush to embrace charter schools, cyber schools, vouchers and other models that turn public education over to private entrepreneurs. (http://www.politico.com/story/2013/11/arne-duncan-common-core-comment-99987.html#ixzz2tMYsS1Bk) • What is lost? What cannot be quantified? CCSS strongly emphasizes the importance of critical thinking, and many dissenting opinions regarding CCSS provide us with ample opportunity to think critically: http://www.hybridpedagogy.com/page-two/mmdu-prefer/
  5. 5. DISCLAIMER: I am not a CCSS Zombie, nor do I play one on t.v. • It is akin to “The Affordable Health Care Act” • How can we be diligent consumers and practitioners? • How do we stay true to our Christian ideals and beliefs?
  6. 6. Christian Considerations May we share and work toward a common vision? …Or, does it need to be a lockstep march with blinders?
  7. 7. Christian Considerations We can be a common corps of believers through the power of the Holy Spirit!
  8. 8. Christian Considerations As a Lutheran school, you may be able to indicate that your school is not bound by the CCSS, and in fact, routinely addresses and surpasses those standards. Yet many of you recognize that some of your parents are asking about CCSS and how your school “does that” or “measures up.”
  9. 9. Unless we make conscious decisions to do otherwise… We teach like we were taught. We teach like we like to be taught.
  10. 10. Ready for a CORE Workout?
  11. 11. “A capacity, and taste, for reading, gives access to whatever has already been discovered by others. It is the key, or one of the keys, to the already solved problems. And not only so. It gives a relish, and facility, for successfully pursuing the [yet] unresolved ones.” -Abraham Lincoln
  12. 12. Clear and precise instruction for ALL 0 What is it we want our students to learn? 0 How will we know if each student learned it? 0 How will we respond when some students do not learn it? 0 How can we extend and enrich learning for those who have demonstrated proficiency? 0 RAZOR LIKE PRECISION!!
  13. 13. CCSS – FOCUS and Prioritize 0 Different design and expectations from the standards of the past 0 Rigor has increased tremendously: Many assess the CCSS to be 1+ grade level ahead of previous expectations 0 Implementation is a process – not a checklist/opportunity for us to learn
  14. 14. CCSS Design 0 ELA Categories: 0 Reading Literature 0 Reading Informational 0 Foundational Skills (k-5) 0 Writing 0 Speaking and Listening 0 Language
  15. 15. Eight Extreme Shifts in ELA/Literacy 0 Balancing Informational and Literary Text (PK-5) 0 Building Knowledge in the Content Area Disciplines (6-12) 0 Staircase of Complexity 0 Text-based Answers 0 Writing from Sources 0 Academic Vocabulary 0 Focusing on Technology Based Genres of Text 0 The Student-Centered Classroom
  16. 16. Six Seismic Shifts in Mathematics 0 Focus 0 Coherence 0 Fluency 0 Deep Understanding 0 Applications 0 Dual Intensity
  17. 17. Research
  18. 18. Doug Reeves’ research on writing 0 “Get you kids writing non-fiction daily” 0 “Evidence clearly shows writing improves all academic subject areas …including math.” 0 “ great comprehension gains made from summary writing on any reading/learning”
  19. 19. What kinds of writing? www.leadandlearn.com 0 Every student /entire writing process/ 1x each marking period 0 Focus on expository and persuasive rather than creative 0 Model! 0 Tight focus on few priority conventions 0 Teach combining sentences WRITING =‘s THINKING
  20. 20. Linda Hoyt, Reaching new heights with nonfiction writing  Authenticity  Purpose  Expectations  Reading/Writing – reciprocal processes * UK expectations  Power Writes : Short bursts of writing in every subject, every day! – Goal: last 5min of every class
  21. 21. A Little Brain Research from Cindy Middendorf – trained by Eric Jensen 0 It takes 6 weeks for the primary student brain to confirm the location is a safe place. 0 Movement builds a better brain 0 Crossing the mid-line 0 Stretching 0 Pat yourself on the back 0 Knee slaps 0 ABC’s 0 We need to teach to each student in order to engage their brains – ONE size DOES NOT fit ALL
  22. 22. DRAFT: Components of Erin School Writing Instruction • Writer’s Workshop • Avg. 60 minutes per day • structured/unstructured • writing • Student choice • Curriculum based Lesson Structure Feedback • Strength based feedback • Conferring regularly • Timely written feedback Content Craft • Process • 6 traits
  23. 23. Curriculum Decisions to date 0 Story Town Basal Purchased as a resource for 2-5 – ( modified) 0 WORDS Their WAY – 5k through Middle School 0 Writer’s Notebook started grades 2-8 0 Writer’s Workshop – 4k-8 starting next year 0 Daily 5, Guided Reading, or Reader’s Workshop – 0 Columbia Assessments K-8 – implemented 0 Grammar focus for each written piece aligned from CCSS ( in progress) 0 Literacy Links – 4k-2 with phonemic awareness screener
  24. 24. Stop, collaborate, and listen. Robert Van Winkle, 20th century philosopher
  25. 25. Increase/Decrease – Choose/Chat + All writing should have authentic purpose and authentic audience -decrease students writing to prompts + Student choice and ownership of topic -decrease – assigning specific topics to students +Students ability to brainstorm draft a piece their own way -decrease assigning specific (or any?) graphic organizers as kids mature
  26. 26. Balanced Literacy Framework - DRAFT Whole Group Instruction: Definition/Purpose: During this time teachers model reading and writing strategies and expose ALL students to on-grade-level reading materials and learning targets. What does this look like? Common comprehension strategies Concepts of print Phonemic awareness Intro. of specific content, genre or skill Read alouds Shared reading using trade books and/or the basal… Independent Reading/Individual Instruction: Independent reading time can occur as a whole class or during literacy centers. In addition, each grade level assigns reading time at home. Guided Reading/Workshop: Definition/Purpose: Guided Reading/Workshop time is the portion of the literacy block where students are placed into small groups in which the teacher completes instruction based on a skill set and/or comprehension strategies. During Guided Reading students are exposed to text at their instructional level for the majority of the time. Instructional level is that where miscues are minimal and comprehension is satisfactory; generally where the level of challenge is appropriate. Small groups are formed based on reading levels, interests or strategy work. These groups are flexible and might change throughout the year. During Guided Reading the teacher meets with every reader at least 3 times per week. It is our goal to meet with struggling readers daily. Guided Reading time also includes formal and informal running records, anecdotal notes, and individual conferences. While teachers meet with small groups; students work independently on literacy based activities. These activities include: independent reading, paired reading, listening to reading, word work, writing and computer supported activities.
  27. 27. Christian Considerations The CCSS presents great opportunities for critical thinking, apologetics, and sharing ideas (and the Good News) with a broader audience
  28. 28. The term “staircase” is used to describe the CCSS because there are two major instances in which the level of complexity and sophistication rises: (1) within each of the standards themselves and (2) in the texts used to teach those standards. Allyn, P. (2013). Be core ready: powerful, effective steps to implementing and achieving the Common Core State Standards. Boston: Pearson.
  29. 29. A Stairway: Twelve steps for a school leader relative to the CCSS
  30. 30. Step/Change #1: Culture 0 The principal is key to the success of any curricular endeavor. 0 An effective administrator accounts for 25% of a school’s impact on student gains while teacher effectiveness accounts for 33% (NAESP, 2013) 0 Schools with effective cultures 0 Converse 0 Collaborate 0 Build trust 0 Empower teachers, especially early adopters and critical mass 0 Differentiate professional development
  31. 31. Step/Change #2: Literacy Instruction 0 Schoolwide, cross-content literacy is imperative in the CCSS. 0 Students (1) engage with complex text (2) extract and employ evidence (3) build knowledge 0 Conduct a data retreat to establish literacy baseline for school 0 Balance the time spent writing with the time spent learning how to write
  32. 32. Step/Change #3: Text Complexity and Informational Text 0 The word “text” and its variations represents 19% of the total words in the CCSS compared to less than 1% on former state standards. 0 Text complexity has increased within the grade levels, and much more informational (nonfiction) text is used 0 Teachers must become very familiar and well read in children’s literature. They must examine quantitative measures (Lexile scores) of a text as well as qualitative measures. For example, is To Kill a Mockingbird a fifth-grade novel?
  33. 33. Step/Change #4: Close Reading and Text-Based Response 0 Building close reading skills in all students is one of the ultimate goals of the CCSS, and it is a skill most likely assessed through writing. 0 The CCSS emphasizes “text-based answers,” which means that students must both carefully read and cite specific evidence to support their interpretations and assertions about a text.
  34. 34. Some are concerned that scripted curriculum will create teacher drones. Consider, instead, the magnitude of this change, especially for mid-career teachers accustomed to a different paradigm. Like a student teacher, once the strategies and processes become more familiar, the teacher will not be as connected to or dependent upon the ready-made curriculum material. Various states allow varying degrees of autonomy and latitude, even among non-public schools.
  35. 35. Step/Change #5: Writing Across Content Areas 0 The CCSS aspires to create a “literacy rich” environment in which reading and writing are a shared responsibility of all teachers. 0 Teachers must be better prepared to teach writing. 0 Students will continue to write narratives, but they will also write informative and argumentative works. By 12th grade, the latter two may comprise 80% of all writing done by students.
  36. 36. Step/Change #6: Mathematics Instruction 0 CCSS is a departure from the mile wide and inch deep criticism, particularly in mathematics. 0 Didactic instruction and rote practice needs to be replaced with contextualized, relevant work. 0 According to an ACHIEVE survey, 41% of American teachers believed that innate intelligence was more important than studying hard. 0 Resnick & Dweck’s research has demonstrated that work and effort create ability. Success in mathematics is no different.
  37. 37. Step/Change #7: Student Engagement and Collaboration “Students are engaged when they are actively interacting with the teacher or other students in relation to the content of the lesson.” - Anita Archer School leaders should 0 Work with the school leadership team to develop a definition of student engagement; 0 Develop classroom protocols which encourage engagement. 0 Construct a plan to teach collaborative skills to students schoolwide.
  38. 38. Step/Change #8: Instructional Time School leaders directly control three variables in teaching and learning: Time, Setting, Methods Increasing quality instructional time may offer the most immediate gains in student achievement. CCSS encourages teachers to teach “bell to bell.”
  39. 39. Step/Change #9: Create-and-Learn vs. Sit-and-Get Beyond “knowing” an answer, in the CCSS system, students should be able to create an answer, make claims, and produce evidence from text to support their claims. More frequent checks for understanding Targeted proportions of teacher talk to student work e.g. Mini lessons in writers’ workshop
  40. 40. Step/Change #10: Professional Learning “The dramatic shift in teaching prompted by the common core will require practical, intensive, and ongoing professional development—not one of ‘spray and pray’ training that exposes everyone to the same material and hopes that some of it sticks.” - Stephanie Hirsh Charlotte Danielson’s Framework for Teaching and Teachscape Assessment System
  41. 41. Step/Change #11: Assessment 0 Both PARCC (The Partnership for the Assessment of Readiness for College and Careers) and SMARTER Balanced Assessment are being used with CCSS 0 How does one ensure that informal formative assessment does not get lost in the shuffle?
  42. 42. Step/Change #12: Technology Integration 0 The CCSS departs from traditional technology instruction because technology is integrated throughout the standards. It is not perceived as a separate subject but rather as a vehicle for core subjects. 0 Technology is fully integrated with CCSS summative assessments, too.
  43. 43. Resources LCMS = Low Cost Makes Sense!  The Reading and Writing Project (Teachers College Columbia University) http://readingandwritingproject.com/ The Charles A. Dana Center at The University of Texas at Austin http://www.utdanacenter.org/pre-kindergarten-12-education/common-core-statestandards/ The TN-Core Common Core Standards http://www.tncore.org/ Firsthand: Units of Study (Calkins, Heinemann Publisher) http://www.unitsofstudy.com/writing-grade-by-grade/
  44. 44. Resources Five Close Reading Strategies to Support the Common Core http://iteachicoachiblog.blogspot.com/2012/06/five-simple-close-readingstrategies.html Illustrative Mathematics http://www.illustrativemathematics.org/ Implementing the Common Core Standards: the Role of the Elementary School Leader. http://www.achieve.org/publications/implementing-common-core-statestandards-role-elementary-school-leader-action-brief No Red Ink https://www.noredink.com/ Wrege, T. W. (2013). Common core implementation checklist for Lutheran schools.
  45. 45. Resources Allyn, P. (2013). Be core ready: powerful, effective steps to implementing and achieving the common core state standards. Boston: Pearson. Kalina, J. Director of Curriculum and Instruction and middle-school principal Erin School District Hartford, WI Uden, M. Dean, School of Education, Concordia University Wisconsin michael.uden@cuw.edu Email Michael_Uden Twitter http://www.udenportfolio.wordpress.com Online Vitae
  46. 46. • Designed for school administrators & teachers • Hands-on opportunities to experience and develop CCSS assessments in grade-level teams • Discount for registrations received prior to May 15 • Workshop participation may be used toward EDGP or EDG credits for licensure renewal and/or a graduate degree Un-Common Core Considerations for Christian Schools June 16 – 18, 2014 Concordia University Wisconsin

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