Nick Bonnet and Celia Weissman Workplace Presentation Thompson Valley and Fort Collins High School 12/

/2!1" #$amining the Common Core Shi%t & the High School Workplace 'ntrod(ction) '* Hook) 'magine yo( are st(dents in a 1!th grade classroom) The (pcoming test +ill assess yo( on yo(r le,el o% kno+ledge per grade per state* -o( +ill ha,e no acco(nta.ility .ased on the res(lts o% yo(r testing/ .(t yo(r teachers +ill .e assessed and !0 o% their 1o. sec(rity is .ased on the res(lts* Hand o(t ,oca.(lary tests to each st(dent/ ask them to keep it t(rned o,er (ntil +e .egin timing them* St(dents +ill commence test taking/ then t(rn them in to the teachers2process res(lts 3isc(ssion a.o(t the hook 4(dience +ill no+ shi%t roles to take on the persona o% ed(cational policy makers Presentation o% thesis) 5Teachers ha,e limited access to in%ormation a.o(t district and state le,el assessments/ +hich a%%ects the dynamics o% the +orkplace*6 There are m(ltiple elements %rom +hich o(r thesis has e,ol,ed/ s(ch as/ Senate Bill 171 and The Common Core State Standards +hich +e +ill address thro(gh o(t presentation* ''* Celia Presentation Setting & Conte$t History o% assessment and access to in%ormation a.o(t state assessment Timeline o% school practices 8ooking %or+ard 8a(rie 9ice) : year #nglish teacher at Fort Collins High school We are going to .e talking a lot a.o(t assessment/ so 1(st to .e clear/ assessment is a +ay %or teachers to kno+ +hat they are teaching their st(dents and to .e held acco(nta.le to their learning When 8a(rie %irst started as a teacher/ there +ere no common assessments .y the district or the state* There +ere only school +ide re;(irements and department colla.oration Something changed in her th year o% teaching and assessment .ecame re;(ired on a '''* Where ' am headed)

'V* 'nter,ie+ees)

more common le,el* 3epartments +ere re;(ired to teach to the same standards so st(dents got the same kno+ledge/ regardless o% +hat teacher they had* <ore acco(nta.ility/ minimal %le$i.ility* Tho(gh this +as implemented on a school le,el/ it +as dri,en .y district le,el ideas* 3istrict implemented a common r(.ric and a pre2assessment +riting re;(ired %or all st(dents* <4PS test +as implemented =common reading assessment and reading s(pported classes +ith " tests gi,en o,er the co(rse o% a year> The Common Core State standards +ere introd(ced and implemented in the classroom CCSS are a +ay to hold e,ery school acco(nta.le to the same e$pectations and %or st(dents to stri,e to reach same le,els in the same grades* With all o% these changes/ teachers +ere gi,en little or no access to in%ormation regarding the e%%ect these changes +o(ld ha,e/ and ho+ they +ere to .e implemented in a classroom* Besides .eing gi,en a copy o% the Standards/ teachers +ere le%t to %end %or themsel,es and %ig(re o(t +hat these standards +ere and +hat it meant to 5teach to them6* Top do+n comm(nication +as poor and those that got any in%ormation %ailed to comm(nicate it to those .elo+ them that needed the in%ormation in order to .e e%%ecti,e* 'n Charles 3arrah?s o.ser,ation o% a %actory/ he %o(nd that certain skills +ere re;(ired o% the +orkers that not all o% them kne+ or +ere prepared +ith* He stated that 5the %ield+ork s(ggests that the sense in +hich skills are re;(ired can .e (nclear6 <any (nclear ass(mptions +ere made a.o(t +hat people kne+ and +hat skills they o%%ered to the +orkplace/ +hile (pper le,el +orkers e$pected these things that they ga,e no in%ormation a.o(t nor learned in%ormation a.o(t* These e$pectations created miscomm(nication/ +hile +orkers had no access to the e$pectations and ass(mptions that +ere had o% them* B(sh in his %irst presidential term =2!!1> implemented more e%%ecti,e standardi@ed testing +hich +as tied to national acco(nta.ility and +as a +ay to keep st(dents and teachers acco(nta.le* This testing +as a +ay to compare .et+een states to see +ho +as e%%ecti,e and +ho +as not* The access that teachers had to all o% this in%ormation +as %o(nd o(t on their o+n time and in doing their o+n research* An top o% the already !2B! ho(rs a +eek o% +ork they +ere doing/ they +o(ld ha,e to spend time researching the implications o% these changes to kno+ ho+ to %(nction appropriately in their +orkplace* #rin ACConnor)

NickCs Presentation V* Setting and Conte$t V'* 9ace to the Top

 Predecessor o% 5No Child 8e%t Behind6 4ct Why +o(ld states sign (p %or thisD An a,erage/ B!0 o% %(nding %or ed(cation comes %rom the %ederal go,ernment E*" Billion 3ollars %or inno,ation and re%orms in state and local districts2 F212 9e%orm 4reas 3esigning and 'mplementing Standards and High2G(ality 4ssessments 4ttracting and Feeping Hreat Teachers and 8eaders in 4mericaCs Classrooms V''* * Common Core State Standards States +ere gi,en the incenti,e to adopt the ne+ standards thro(gh 9ace to the Top Hrants Created to ha,e a 5(ni,ersal skill set6 %or the ne$t generation o% citi@ens Create more career/college2ready grad(ates The s(ccess o% (pholding the standards %alls mainly into one area Standardi@ed Testing '# the P49CC #$am V'''* Why is this pro.lematicD Senate Bill 171 !0 o% #,al(ation on P49CC =Partnership %or 4ssessment o% 9eadiness %or College and Careers> !0 o% #,al(ation on 1 Classroom A.ser,ation 'n%ormation to the P49CC #$am is 8imited/ or is not #asily 4ccessi.le #d(cators donCt kno+ m(ch a.o(t the P49CC e$am yet/ .(t are still e$pected to redesign their classrooms to prepare %or it* Christy p(t it this +ay) IThey are saying C'Cm going to hold yo( to an e$pectations/ .(t 'Cm not going to tell yo( +hat that e$pectation is*CI #d(cators are not pro,ided training/ and are not gi,en solid reso(rces to (se to aid their attempts at adopting these ne+ standards into their classroom* Teachers like Christy are ha,ing to go onto the P49CC +e.site 'n%ormation is too disorgani@ed 5T+itter To+n Hall Chat Transcription 5 Some links donCt +ork Some links take yo( to B! page doc(ments St(dents ha,e no acco(nta.ility on the tests IWe kno+ nothing a.o(t ho+ o(r kids are .eing assessed/ yet o(r assessment is .ased o%% o% theirs*I2 Christy Hold.erg '% +e +ant to make career ready kids/ +hy arenCt they .eing held acco(nta.leD 'J* Sol(tions Based on the res(lts o% o(r %indings/ access to necessary kno+ledge regarding state+ide assessment is limited and kept %rom teachers* Not only is the access to materials and doc(ments limited/ .(t the access to training and the leadership necessary to implement these changes is slim to none* This a%%ects the +orkplace .eca(se teachers are an$io(s a.o(t (pcoming assessment and kno+ing ho+

it +ill a%%ect them/ +hile also %eeling insec(re a.o(t +hat to teach their st(dents and ho+ to prepare them %or the tests* <ore s(pport systems need to .e in place to help teachers adapt to the ne+ CCSS/ and in e$tension to teach to+ard the P49CC e$am* We.site sho(ld .e %i$ed 'n%ormation sho(ld .e accessi.le and concise Training %rom pro%essionals sho(ld .e pro,ided as part o% teacherCs pro%essional de,elopment 4dopt a more li.eral approach to the +orkplace enco(rage teachers to learn and colla.orate together +ith shared goals 'F gi,en accessi.le and relia.le reso(rces <o,e a+ay %rom the %(nctional ,ie+ o% literacy that has recently taken o,er '# 5learn these ne+ %orms o% literacy aro(nd the P49CC or pay the priceK6 #d(cation is al+ays in %l($* Time/ reso(rces/ and training/instr(ction sho(ld al+ays .e the %irst allo+ance made* 5***+e ha,e to look at literacy not merely as a skill/ as something people ha,e learned and there%or kno+/ .(t as something that people do6 =Papen 2 >* St(dentsC scores sho(ld .e recorded and (sed as another meas(re o% academic gro+th and progress on their transcripts*

Fey Voca.)

1* F(nctional 8iteracy) 4 po+er%(l constr(ct in de%ining literacy in terms o% its social p(rposes/ the demands made on indi,id(als +ithin a gi,en society/ to %(nction +ithin that society/ to participate and to achie,e their o+n goals =Baynham 177 ) :>* 2* Social Practices Vie+ o% 8iteracy) literacy is not merely as a skill) itCs something that people do =Papen 2 >*

Works Cited) 3arrah/ C* =177L>* 5Complicating the concept o% skills re;(irements) Scenes %rom a +orkplace*6 H(ll/ H*=177L>* Changing Work, Changing Workers: Critical perspectives on language, literacy, and skills. 4l.any/ N-) SMN- Press* Papen/ M* =2!! >* Adult literacy as social practice: More than skills. Ne+ -ork and 8ondon) 9o(tledge*