The Common Core movement has provided opportunities for librarians to partner with content area teachers. Using the Model Curriculum for School Library Programs, librarians and teachers can work to embed information literacy skills in the content area curriculum.
Presented to PaLA Teaching, Learning, and Technology Roundtable - 2015
8. Common Core Development
Collaborative Effort2009
State Leaders, Teachers, School
Administrators and Content Experts
48 States
2 Territories
1 District of Columbia
9. English Language Arts
Literacy in History and
Social Studies
Literacy in Science and
Technical Subjects
Mathematics
The Common Core State Standards
10. A Common Core Student
- Independent Thinker and
Learner
- Values Evidence to
Support Arguments
- Thinks Critically
- Solves Problems
- Engages in Higher-order
Skills
12. Standards alone will not improve schools and
raise student achievement, nor will they
narrow the achievement gap.
Implementing the Common Core State
Standards: The Role of the School Librarian
17. 1999 2004 2009
Pennsylvania Core Standards Timeline
Developed and Adopted
First PA Standards
Released Anchors to
Guide Focused
Curriculum Efforts Updated Established
PA Standards
Pennsylvania System of State
Assessment (PSSA) Testing
18. 2010
Pennsylvania Core Standards Timeline
PA Adopted Common
Core Standards
K-12 Common Core
Standards Released
2011 - 2012 2013 - 2015
Post Common Core
State Standards on the
Standards Aligned
System (SAS)
Voluntary Model
Curriculum
Adopt PA Core
Standards
Keystone Exams
19. PA Core Standards
English Language Arts
Foundational Skills (PreK - 5)
Reading Informational Text
Reading Literature
Writing
Speaking and Listening
Mathematics
Numbers and Operations
Algebraic Concepts
Geometry
Data Analysis and Probability
26. PA Core Standards
Reading & Writing in
History/Social Studies
PA Academic Standards
Business, Computer &
Information Technology
PA Core Standards English
Language Arts
PA Core Standards
Reading & Writing in
Science/Technology
44 of 134 Standards
Model Curriculum Aligned with Common Core
19 59
19
37
8 8
9
19
27. Standards That Stand Out
CC.1.2.11–12.G Integrate and evaluate
multiple sources of information
presented in different media or formats
(e.g., visually, quantitatively) as well as
in words in order to address a question
or solve a problem.
CC.1.4.11–12.S Draw evidence from
literary or informational texts to support
analysis, reflection, and research,
applying grade-level reading standards
for literature and literary nonfiction.
CC.1.4.11–12.I Distinguish the
claim(s) from alternate or opposing
claims; develop claim(s) and
counterclaims fairly and thoroughly,
supplying the most relevant evidence
for each while pointing out the
strengths and limitations of both in a
manner that anticipates the
audience’s knowledge level,
concerns, values, and possible
biases.
28. Standards That Stand Out
CC.1.4.11–12.V Conduct short as
well as more sustained research
projects to answer a question
(including a self-generated
question) or solve a problem;
narrow or broaden the inquiry
when appropriate; synthesize
multiple sources on the subject,
demonstrating understanding of
the subject under investigation.
CC.1.4.11–12.W Gather relevant
information from multiple
authoritative print and digital
sources, using advanced
searches effectively; assess the
strengths and limitations of each
source in terms of the task,
purpose, and audience; integrate
information into the text selectively
to maintain the flow of ideas,
avoiding plagiarism and
overreliance on any one source
and following a standard format
for citation.
37. Looking Inside, Looking Outside
Authority is Constructed and
Contextual
Information Creation as a
Process
Information Has Value
Research as Inquiry
Scholarship as
Conversation
Searching as Strategic
Exploration
Effective research requires
the use of varied resources
to gain or expand
knowledge.
Audience and purpose
influence a writer’s choice of
organizational pattern,
language, and literary
techniques.
Responsible citizens use
informatoin ethically and
productively in a global
society
Effective readers use
appropriate strategies to
construct meaning.
Critical thinkers actively and
skillfully interpret, analyze,
evaluate and synthesize
information.
Active listeners make
meaning from what they hear
by questioning, reflecting,
responding, and evaluating.
Effective speakers prepare
and communicate messages
to address the audience and
purpose.
38. Librarians have the chance to lead the way toward
meaningful transformation of our students’ education.
39. Thanks!
You can find me at
amackley@hershey.k12.pa.us
717-508-2259
Extend the Conversation
40. CREDITS
Special thanks to all the people who made and released these awesome
resources for free:
➜ Model Library Curriculum for School Library Programs (PSLA)
➜ Framework for Information for Higher Education (ACRL)
➜ Streamline iconset by Webalys and Simple line icons by Mirko
Monti
➜ Presentation template by SlidesCarnival
➜ Photographs by Allison Mackley, Death to the Stock Photo
(license), Creative Commons (flickr) and Public Domain (pixabay)
Notas del editor
National Board Certified Teacher-Librarian
Board member - Pennsylvania School Librarians Association
Member - PA Governor’s Advisory Council for Library Development
Member - PA Forward Steering Committee
Freedom
•Common Core correlation
All teachers have a responsibility to deliver the PA Common Core Standards. Librarians are a hidden treasure in helping delivering these standards.
•Use as foundation for curriculum
•Tool for advocacy
Frustration
•Common Core Correlation
•What do districts do with their current curriculum?
•Time
•Money
•Human Resources
Curriculum intentionally and coherently structured to develop rich content knowledge within and across grades.
robust assessments
Focused and coherent
Students, regardless of circumstance, should achieve at high levels
Today’s jobs require different skills - students need to be prepared to succeed in today’s global economy and society
Launched in 2009
Coordinated by National Governor’s Association Center for Best Practices and Council of Chief State School Officials
ELA
regular practice with complex texts
reading, writing, speaking grounded in evidence from the text
building knowledge through content-rich nonfiction
writing to inform and writing to form an argument
Beginning in 6th grade - literacy standards allow teachers of ELA, history/social studies, science, and technical subjects to use their content area expertise to help students meet standards of reading, writing, speaking, and listening in their content classrooms.
The grade 6–12 literacy standards in history/social studies, science, and technical subjects are meant to supplement content standards in those areas, not replace them.
Mathematics
greater focus on fewer topics - gain strong foundations with solid foundation of concepts and problem solving skills
Spiraling - linking topics and thinking across grades
Rigor - conceptual understanding, procedural skills and accuracy
Application
Rigorous content and application of knowledge through critical thinking, problem solving, and higher-order skills
CC standards baseline recommendations - states and schools can determine what cost
Planning
prepare students to be proficient on PSSAs and Keystone exams - mastery learning
new methods of teaching required to help students become critical thinkers and problem solvers
Curriculum Alignment
revise curriculum and materials to align with standards
Assessments
revise district level assessments
Tied to high school graduation requirements
currently seeking regulations to remove requirement - at what cost?
adoption of test-based teacher evaluation frameworks as result of mandates - Tied to PA Teacher Effectiveness Supervision Model
Mandated remediation courses - math and ELA for those not proficient
Professional Development
training to adopt more innovative instructional methods
federal level - considering cutting Title II funds which are dedicated to training and supporting teachers (Elementary and Secondary Education Act - NCLB)
Many schools do not have the funds to provide effective professional development
Resources to ensure that every student has the opportunity to learn and excel
update textbooks and other instructional materials
district level assessments
technology
Cuts made in history, art, music, and physical education because they aren’t covered in the tests.
current discussion about reauthorization of the Elementary and Secondary Education Act (better known as NCLB)
federally-mandated standardized tests almost tripled over the past 10 years
Mandated one-size-fits all approach
no flexibility at local level
Considered “National Standards” because tied to federal funding incentives like Race to the Top or waivers from the federal No Child Left Behind Act
kills creativity and innovation
Mid 1990s states began to draft and implement standards-based education. Prior to this there were no academic expectations for students
January 1999
Adopted Mathematics and Reading, Writing, Speaking and Listening by the State Board of Education
Other content areas adopted between 2002 - 2006
PSSA tests implemented (grades 3 - 8 & 11) and teachers wanted guidance about where to focus efforts - what will be tested?
2009 - PA revised and updated PA Standards
meanwhile
June 2009 - National Governor’s Association and the Council of Chief State School Officers announced joint initiative for states to collectively develop and adopt a core set of standards in mathematics and English language arts - Called the Common Core States Standards Initiative
March 2010 - K- 12 ELA and math CC released
July 2010 PA adopted Common Core which was required by the federal government with a deadline of August 2, 2010
When developing own standards - states would have to adopt 85% of the CC Standards as part of their own, and they could add additional standards.
2010 - 2011 - SAS - Voluntary Model Curriculum
2012 - modified CC Standards - Pennsylvania Common Core
PA amended the standards to tailor them more closely to PA’s specific educational needs - not identical to the Common Core Standards originally adopted early in 2010
2012 - 2013 School year - Keystone Exams replaced 11th grade PSSA tests - Algebra I, Biology, Literature
Reading and Math PSSAs continued in grades 3 - 8
Writing in grades 5 & 8
March 2014 - PA Core Standards final - got rid of “Common”
Instructional intent from high school completion to college-and-career readiness for every student
Demonstrate mastery of content - design and delivery of instruction beyond lecture
Content is in more depth with fewer topics
Vertical Articulation
American Association of School Librarians designates 5 official roles school librarians play in schools
Teacher - promotes critical thinking and ethical use of information; facilitates research and inquiry
Instructional Partner - collaborates with classroom teachers
Leader - works on curriculum writing teams, joins professional learning communities
Information Specialist - provides physical and intellectual access to the library program; facilitates successful and ethical information behaviors
Program Administrator - develops program’s mission, budget, plan and procedures; manages staff and physical spaces
Information Power 1998
PA School Library Information Specialist Toolkit - 2000 & 2003
AASL Standards for 21st Century Learner AND ISTE nets - 2007
Common Core - 2010
PA Common Core - 2011
3 stages between June 2012 and September 2014
Mary Kay Biagini (associate professor and director of school library certification program at university of pittsburgh), Eileen Kern (president of psla) and PDE Educational Consultant Jean Dyszel
Spearheading a working committee of PDE staff, school librarians, and officers of state professional associations to develop a model information literacy curriculum for school library programs to help align the 2007 Standards for the 21st-Century Learner of the American Association of School Librarians with the 2010 Common Core State Standards for English Language Arts and any additional standards that Pennsylvania may add to the Common Core.
The model curriculum writing team consisted of hand chosen practicing librarians from three levels (elementary, middle, and high school). They presented urban, suburban, and rural school districts that reflected a geographically cross section of PA
Unpacked
AASL Standards for the 21st Century Learner;
ISTE NETS for Students;
PA Academic Standards for Business, Computers, and Information Technology;
PA Common Core for English Language Arts,
Reading and Writing in Science and Technical Subjects
Reading and Writing in History and Social Studies.
Reviewed 134 standards in PA Core and Identified standards that librarians would provide direct instruction and assess for the model curriculum
embedded in curriculum - librarian as partner
move backwards to go forward
The Model Curriculum follows the model used by the Standards Aligned System (SAS) Quality Review Team of the Pennsylvania Department of Education , which is the Understanding by Design framework of developing curriculum, instruction, and student assessment designed for the Association of Supervision and Curriculum Development (ASCD) by Grant Wiggins and Jay McTighe. The Understanding by Design model emphasizes students achieving deeper understandings of content, and it provides a plan for educators to identify what students should know and be able to do. To implement the Understanding by Design model, educators begin by formulating what the desired results should be for students—what should they understand and be able to do. Understanding by Design is sometimes called “backward design” because in the first stage educators identify the desired results they want their students to demonstrate that they have achieved the desired results. Only when educators identify the desired results and determine the assessment evidence do they develop the learning plan, Stage 3.
Cross reference to the English Language Framework Big Ideas and Essential Questions
Stage 1
Long-term transfer goals - developed from competencies embodied in the AASL Standards for the 21st century learner and the ISTE Standards for Students
Read and evaluate text in all formats for learning, personal and aesthetic growth, and enjoyment.
Research, analyze, synthesize, and evaluate information as critical consumers to draw conclusions and make informed
decisions.
3. Create, apply, and share knowledge ethically and effectively in a variety of media formats to communicate a coherent message.
BIG IDEAS: Writers, Readers, Researchers, Listeners, Thinkers
• broad and abstract
• will start a discussion
• universal application
• timeless
Effective readers use appropriate strategies to construct meaning.
2. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information.
3. Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating.
4. Effective speakers prepare and communicate messages to address the audience and purpose.
5. Effective research requires the use of varied resources to gain or expand knowledge.
6. Audience and purpose influence a writer’s choice of organizational pattern, language, and literary techniques.
7. Responsible citizens use information ethically and productively in a global society.
•Essential Questions
• Requires relevant inquiry
• Provokes deep though; new understanding
• Considers multiple perspectives
• Reflections
• Corresponds with prior learning
• Transfers to other situations
For each of these seven big ideas, the Committee formulated related essential questions to prompt students to think critically and deeply and to pursue inquiry-based learning. As the basis of instruction in information literacy, librarians can use these probing questions to encourage students to delve into different aspects of the big ideas. Librarians can build upon these broad questions to develop learning plans at each of the grade-band levels to help students explore and inquire.
Concepts
From these big ideas and essential questions, the Committee identified and shaped 33 key library information concepts that express
core knowledge students should know and understand about information literacy. Each of the seven big ideas relates to specific library
information concepts.
•Competencies
the Committee formulated competencies that express key skills and what students should be able to do at each grade band.
Students in Grade-Band 9-12 should be able to demonstrate 55 competencies by graduation, with 12 of these competencies clustering around Effective Readers, 14 around Critical Thinkers, and 10 around Responsible Citizens big ideas.
The library information concepts and the student competencies spiral upward in complexity as students progress through the grade bands, and the emphasis of The Model Curriculum is on the vertical articulation of concepts and competencies from Pre-Kindergarten through grade 12.
Stage 2
For Stage 2, the Committee determined what acceptable evidence can be used to determine if students are demonstrating that they are achieving the desired results established in Stage 1. These many forms of evidence document and validate that students are building understanding, knowledge, and skills. This focus on assessing student progress follows Stage One Desired Results naturally, and the assessment instruments can take many forms, including formative student self-assessment and formative peer assessment.
Assessment takes place throughout Stage 2, most often as formative throughout the process so that students can continuously improve their product or performance rather than as only summative assessment. Wiggins and McTighe emphasize that this assessment be formative and on-going, and be conducted by the librarian, the teacher(s), and the students throughout the teaching/learning process, not simply a formal assessment at the end of the project.
The Committee formulated specific performance tasks, which McTighe identifies as “cornerstone” tasks, as a way for students in each of the grade bands to demonstrate that they have achieved the competencies. The Committee did not develop a specific performance task for each of the competencies, but does provide suggestions for each competency on how librarians can develop specific performance tasks by listing examples of assessment evidence that students can use to demonstrate the understandings, knowledge, and skills they have learned.
Goal: It is the task, problem, or challenge that needs to be completed or overcome
Stress this not an academic goal but a performance goal
Role: Your are; You have been asked to; You job is
Audience: Your client(s) is (are); The target audience is; You need to convince
Situation: The context you find yourself in or challenge involves dealing with
Product/Performance/Purpose: What needs to be created or developed
Standards & Criteria for Success: how you will be judged, what is a successful result
Stage 3 - Learning Plan and Resources
Focus of learning plan is to engage students in learning
W -Where, What, Why?
Desired Results: Big Ideas and Essential Questions, Library Information Concepts and Competencies
Stage 2 Assessment Evidence: Performance Tasks and Rubrics
Hook and Hold to Engage Students
Explore, Experience, Enable, Equip
Rethink, Revise, Rehearse, Refine
Evaluate Work and Progress
Tailor and Personalize for All Students
Organize and Sequence for Optimal
Effectiveness (Cover/Uncover)
Schools required to use curriculum? - adopt or adapt
The model school library curriculum is identifies what school librarians should be teaching. Need the instructional time and resources to deliver the curriculum.
•Embedded in curriculum
•Engage students in an authentic context
•Reflect more complex and cumulative instruction
ability to collaborate immediately
Curriculum Design
Skills of the library curriculum focus on process therefore they can be taught using different content.
Curriculum crosswalk between district curriculum and Library Model Curriculum
•Aligning with PA Common Core
•Finding holes
•Getting rid of areas that will be addressed elsewhere in the curriculum
•Making tough decisions about “What we have always taught…”
elementary - revise current curriculum
build foundation
narrow focus
base assessments on performance tasks
secondary - challenge
no students - one shot lessons
systematically embed in curriculum of content areas
skills and concepts spiral with vertical and horizontal articulation
different mindset - content-driven vs. skills to learn the content
common purpose for teaching and learning
Establish and sustain partnerships to support transition from high school to college
Sets expectations for learning within and across states to ensure high school students are prepared for college
Common Language
ACRL Framework for Information Literacy for Higher Education used as rationale for deeper implementation of Model Curriculum for School Library Programs
Aligning higher education with K-12 curriculum
admission standards
revising curricula of first year courses that act as bridge
Model Curriculum - Big Ideas vs. ACRL - six concepts that anchor the frames
Looking inside at self as information literate individual
Looking outside at information literacy through lens of researcher
Connections and conversations between school and academic librarians
College and Career Readiness