Common Core and Ohio Revised Standards Q and A

Question

Our state education people told us that we aren't doing No Child Left Behind anymore, we are doing the Common Core Standards. Thus, they say, we no longer have to focus on phonological awareness, phonics, or fluency as we did for the past decade.

Answer:

The Common Core actually requires the teaching of all of those skills that you mention. In the standards document, they are labeled as "Reading

Standards: Foundational Skills (K-5)." Perhaps the person you spoke with was confused by how different these new standards look. In the Common Core, there are several pages devoted to describing the reading or reading comprehension standards and the foundation standards are tucked in after them. These particular standards might not be as prominent in the documents, but they still need to be taught well and successfully.  

Question

I'm confused. Common Core says to teach students at Lexile levels matched to their grade, but I always was told it was best to teach students at their "instructional level" no matter what grade they were in. What should I do?

Answer:

This is one of the most challenging aspects of Common Core in grades 2-12.

Teachers are being asked to teach students to read with texts that previously would have been labeled frustration level. There are several reasons for this change, but one of the most important is that too many students don't reach sufficiently high reading levels by the time they leave high school. Raising book levels along the way will increase their opportunity to master such material in time.

Research and experience suggest that there is no magic level or right-on student/book match that enables learning. Students can make real progress even with relatively hard books. But , while it is possible to teach reading with challenging materials --as Common Core requires -- teachers must "up their game" to make this work. The harder a text is for a group of students, the more scaffolding, support, and encouragement they need. There will definitely have to be more rereading, and teachers will have to become more cognizant of why students struggle with a text, as well as more adept at questioning students about those sticking points and providing appropriate feedback and explanation that would allow students to make sense of what they are reading. 

Although Common Core sets those Lexile levels to show what students have to be able to handle by the end of a school year, that does not mean that all of the teaching has to take place at those levels. Each year, students should be engaged in a range of reading experiences, with the appropriate guidance of a skilled and thoughtful teacher. Students should be expected to have a varied diet of both easier and harder books, with more or less teacher support depending on how hard the text is for the students.  

Question

Who developed these standards?

Answer:

The National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) are leading the Common Core State Standards Initiative (CCSSI). Forty-eight states, two territories, and the District of Columbia have joined this state-led process.

The standards were developed and continually reviewed and revised by groups of experts and K-12 practitioners.

•    A Work Group comprised of individuals representing multiple stakeholders and a range of expertise and experience in assessment and curriculum design across the continuum of early childhood through postsecondary education. (Michigan was represented in this group.)

•    A Feedback Group reviewed draft documents and provided expert advice. (Michigan was represented in this group.)

•    An Advisory Group provided advice and guidance on the initiative. This group included experts from Achieve, Inc., ACT, the College Board, the National Association of State Boards of Education, and the State Higher Education Executive Officers.

•    States and national organizations reviewed and provided evidence-based feedback throughout the process.

For more information, please visit www.corestandards.org.

Question:

What are the Common Core State Standards?

Answer:

The CCSS address the content areas of English language arts (ELA) and mathematics. Additionally, the common core ELA standards include literacy standards for history/social studies, science, and technical subjects. These kindergarten through grade 12 standards provide a progression of knowledge and skills that prepare students to graduate from high school and be ready for college and careers. The Standards are research-based and internationally benchmarked.

Question

Where can I find information about the national initiative for Common Core State Standards?

Answer: 

Information about the national initiative for Common Core State Standards is available at: http://www.corestandards.org/.

Question

Why are Common Core State Standards needed?

Answer:

Presently, each state has its own set of standards, and consequently, what students are expected to learn varies from state to state. The initiative is an effort to set a clear and consistent progression of K-12 standards that will prepare students for success in college and their careers. The CCSS articulate the same expectations for all students, regardless of where they live.

Question

When should schools implement the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects?

Answer:

The transition to the Common Core State Standards should be underway. Students in grades K-2 should be working with the standards now. Full implementation should be in place for all grade levels during the 2013-2014 school year. The Model Curriculum as adopted by the State Board of Education should assist districts, schools and educators in designing curriculum aligned to the standards.

Question

When will statewide assessments aligned to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects begin?

Answer:

Ohio is a governing state in the Partnership for Assessment of Readiness for College and Careers Consortium (PARCC). According to PARRC the timeline for the development and implementation of assessments aligned to the Common Core State Standards is:

•    2012-13 School Year: First year pilot/field testing and related research and data collection

•    2013-14 School Year: Second year pilot/field testing and related research and data collection

•    2014-15 School Year: Full operational administration of PARCC assessments

•    Summer 2015: Set achievement levels, including college-ready performance levels

Question

What can be done in the short term?

Answer:

Educators should become familiar with the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects and the Model Curriculum. They are encouraged to participate in the Targeted Professional Development sessions being held across the state. Additionally they should avail themselves to the online resources available on the English/Language Arts page of the ODE website, http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1699&ContentID=86942&Content=117135

Question

How can educators begin to align their instruction to the Common Core Standards?

Answer:

Educators should:

•    Focus on content depth

•    Integrate the concepts and skills from reading, writing, speaking and listening, and language into instructional units. Avoid teaching skills in isolation.

•    Use formative instructional strategies and assessments K-12.

•    Develop the students’ ability to view themselves as effective readers and writers – as effective communicators.

•    Use resources that connect the English Language Arts concepts and skills in the classroom to the outside world, which adds relevance to what is being taught.

•    Become familiar with the Content Elaborations and Enduring Understandings found in the Model Curriculum which is posted online.

•    Promote performance-based assessment.

•    Plan and implement appropriate professional development for both teachers and administrators, building both content and pedagogical knowledge for students as well as educators.

Question

How will the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects be distributed?

Answer:

The K-12 Common Core Standards in English Language Arts, are entirely web-based and  can be found at www.corestandards.org. In the upper right corner of the screen, select the tab The Standards. Grade-band standards can be printed by selecting Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects (66 pages.)

In addition, the following support documents can be found at this location:

•    English Language Arts Appendix A: Research Supporting Key Elements of the Standards. (43 pages)

•    English Language Arts Appendix B: Text Exemplars and Sample Performance Tasks. (183 pages)

•    English Language Arts Appendix C: Samples of Student Writing. (107 pages)

As part of Senate Bill 316, legislation was created to ensure all Ohio students are reading at grade level by the end of the third grade, this is commonly called the Third-Grade Reading Guarantee. Starting with students entering the third grade in the 2013-2014 school year, all students must demonstrate a certain level of competency in reading before advancing to the fourth grade. This level will start between ‘limited’ and ‘proficient,’ and will rise over time.  Almost all of the provisions of the new law take effect in the 2012-2013 school year.

The Nordonia Hills City Schools must have board approved policy and procedures to ensure teachers annually administer a reading diagnostic assessment to assess reading skills of all students in kindergarten to third grade. The Third Grade Guarantee simply requires that these diagnostic assessments are administered each year by September 30th.

The BOE must have a policy on retention and promotion that details the retention criteria in 2012-2013 and the new retention criteria for 2013-2014.  This policy will include:

•   Procedures for immediately notifying parents of students who score “not on track” on the reading diagnostic assessment.

•   Procedures for providing intensive reading remediation targeted at the student’s specific reading deficiencies immediately after identifying a student who needs a reading improvement and monitoring plan.

•   Procedures in place to have a reading improvement plan completed by the student’s teacher and parents within 60 days of identifying a student as “not on track.”

The Reading Improvement and Monitoring plan must include:

•   Identification of specific reading deficiency

•   Description of additional instructional services

•   Opportunities for the parent to be involved in the instruction services

•   A process to monitor reading progress

•   Specialized, research based reading curriculum

•   Statement that their child may be retained if they do not reach their required scores on the ELA assessment at the end of the third grade

Furthermore the law requires that all students on reading improvement and monitoring plans have teachers with reading endorsements on their teaching licenses or have passed a rigorous test of reading principles designated by the state board of education.  (Not all K-4 teachers in Nordonia meet this requirement.)

Students retained by the third grade reading guarantee all receive at least 90 minutes of reading daily.

All students retained by the third grade guarantee have a “high performing teacher” as determined by their third grade reading guarantee, but still demonstrate proficiency in other areas.  (How “high performing” is determined has yet to be flushed out.)

Nordonia is in a strong position in reading instruction and assessment.  The district has a comprehensive approach to literacy instruction. Diagnostic & Formative assessments are a critical component of this model. All students Kindergarten – 3rd grade are assessed using one or more of the following diagnostic assessments:

•   DRA: Developmental Reading Assessment

•   KRA-L: Kindergarten Readiness Assessment-Literacy

The diagnostic assessments are in place and will be administered to all Nordonia School K-3 students by September 30th, 2012.

Nordonia’s communication outreach to families will include:

•   Notice of the 3rd Grade Guarantee

•   Parent Reading Partnership Letter & Plan

•   Identifying Data

•   Intervention Plan

•   Progress Monitoring Plan

•   Plan for collaboration between the RTI team & home

In the short-term, Nordonia is as ready as is possible.  However there are long-term implications that will need to be considered.  They include:

•   The allocation of reading intervention services may have to be adjusted based on demonstrated need.

•   Teacher assignments may need to change to ensure that properly licensed (reading endorsement) and designations are available in 3rd grade in all buildings:

•   Professional Development in reading must be provided for K-3 teachers.

•   K-3 teachers may need to obtain a Reading Endorsement.

•   Principals must ensure a valid and reliable implementation of the comprehensive approach to literacy instruction.

•   Nordonia may need an expansion of summer school reading intervention programs.

•   Resources may need to shift from other areas to fund reading improvement.

It’s hard to argue that learning to read by the end of third grade isn’t critical for a students future.  I believe legislators were well-intentioned with this law.  However, as with many laws that are passed, the ramifications of implementation will be significant, and only time will tell whether the results will be worth the cost both human and financial.

Welcome to Nordonia Hills City Schools, Curriculum Department Resource Center.  Beginning August 1, 2012, updates and resources will be frequently updated and posted.  Please feel free to share with your colleagues.