As we begin implementing the Common Core State Standards this year, many of the schools I advise are having very similar problems with grade-level readiness. This isn’t a new problem, to be sure, but it has become intensified by Common Core expectations. The Common Core standards are more rigorous than last year’s New York State standards, so even students who were on grade level last year have some catching up to do. Also, built into the DNA of the Common Core is the idea of a “staircase of complexity” in which students must master the standards of the prior year before they are ready for the standards of the current year. In other words, they must master the 5th-grade standards in order to become 6th-grade ready.

For example, students in Kindergarten learn to state an opinion (“My favorite book is…”). In Grade 1, they provide a reason for their opinion. In Grade 4, they support their reasons with information, while in Grade 6 they write arguments to support claims with reasons and evidence. In math, students are expected to be effortlessly fluent in addition and subtraction by the end of Grade 2, so they will be ready to begin fractions in Grade 3. By the end of Grade 5, their understanding of fractions is thorough enough to begin algebra in the 6th grade. It’s a well-structured progression that brings students step-by-step from Kindergarten to college and career readiness by providing incremental support based on the learning that has accrued through the previous years of instruction in every grade.

What happens, then, during the first year of implementation? Our students aren’t even coming in on grade level based on the old standards, let alone the more rigorous standards demanded by (and required for) the Common Core. Our 6th graders aren’t coming in having mastered fractions or the opinion essay. Their reading levels do not prepare them to approach the complex texts in the new reading band levels, which themselves are set higher than previous levels by the Common Core (as can be seen in the chart at the bottom of page 8 of the ELA Appendix A):

(Click for a larger image.)

And this problem is even more profound in high school, where the high-stakes Regents Exams are looming, and many students aren’t even prepared to read the instructions.

In a December 2011 keynote titled “What Must Be Done in the Next Two Years” (you can download the transcript here), David Coleman, the architect of the Common Core Standards, addresses the idea of grade-level readiness. He’s a brilliant man who speaks with a persuasive confidence, but he’s on the wrong side of this particular issue.

But for your sakes, the really exciting thing is for the first time there’s a measure in the standards that insists that students at each level are encountering texts of adequate complexity.

Nonetheless, you could nonetheless be defeated, because the most popular instructional practice for students who are behind is to replace their core reading with leveled text at their level, right? So if you were to actually look at what your kids are being given, they are constantly matched in this seeming noble idea that you should match everything they read to where they are today, often called a proximal zone of development, et cetera.

Let me be rather clear. Leveled readers and reading at your own level has a crucial role to play for kids in terms of their vocabulary growth, their love of reading, and has a very important role, so I’m not saying kind of just get rid of it. But what I am saying is the core of instruction, if we want kids to catch up, has to be the deliberate study of sufficiently complex texts, again and – we cannot exclude students from that and expect them to magically catch up. That’s a scaffolded environment, do you get me? Where their frustration – they are expected to be frustrated. That frustration is managed. It’s part of the classroom community, and they engage repeatedly in dealing with things that are more difficult than they can handle.

First of all, it’s the Zone of Proximal Development (ZPD), not the “proximal zone of development, et cetera.” I’m less bothered by his mixing the words around than I am by the “et cetera,” as if to say “yeah, there was more but I couldn’t be bothered to absorb it.” The ZPD is the range between what a child can do independently and what that same child can do with support. The concept was first described by Soviet psychologist Lev Vygotsky in the 1930’s, and has had a profound impact on developmental psychology and learning science. You can’t be dismissive of the ZPD in one breath, and then go on to recommend scaffolding in the next. The very idea of scaffolding is based on a Vygostkian model of development. The term was introduced by American psychologist Jerome Bruner, and it refers to the supports that we provide students within their ZPD to help them achieve at higher levels. As the metaphor suggests, once students can do these tasks independently, we can remove the scaffolding.

Coleman’s right that there should be managed frustration. If students read texts that are too easy for them, they may enjoy those texts, but it’s not the best way to support reading progress. When students have to read within their ZPD, they feel a frustration we might accurately describe as growing pains. They experience a stretch, and in that stretch, learning can actually help drive cognitive development. If, on the other hand, the material is above the upper limit of their ZPD, they will not experience that productive frustration. They will simply shut down and not attempt to read the material at all. And there is no amount of scaffolding that will make it possible. Think of a weight you can lift easily, a weight that requires some effort to lift, and a weight you can’t budge at all. Which of those three weights would you choose if you wanted to promote muscle growth?

So if you have students who are one or two grades below grade level, it might be worth trying to push them in the way Coleman describes. But students who are four, five, six years below their grade level, aren’t going to be reading on grade level by the end of the year no matter whose philosophical outlook you subscribe to. Nobody is expecting them to “magically catch up.” The idea is to support them in making the greatest progress possible. It is Coleman who is invoking magic when he expects that these students will be able to catch up simply through teacher patience, student frustration, and intense scaffolding.

But if anybody should be a proponent of Vygotsky, it’s David Coleman himself, for Vygotsky provides a clear developmental framework for the Common Core. If learning really can drive development, and I believe it can, then having a rigorous set of standards defined for each grade level organized into a staircase of complexity makes a lot of sense. If we adhere to these standards from Kindergarten, making sure that students receive support in a multi-tiered Response to Intervention system to ensure that they remain on grade level at the end of each year, then the Common Core might actually be a blueprint for making sure that our students are well prepared for the rigors of college and the workplace by the end of Grade 12. Wouldn’t it be a shame if that were all true and the Common Core really is a better way of doing business, but nobody ever knew it because the implementation was so badly botched?

So what can we do? If I were in charge of implementation, I would have had two years of bridge standards before fully adopting the Common Core. If the 5th grade NYS standards say ABC and the 8th grade Common Core standards say JKL, then we develop a logical DEF for 6th grade and a 7th-grade GHI that allow us to incrementally meet the higher standards. Instead, we’re going right from 5th-grade NYS to 6th-grade Common Core, and even students that were on grade level last year are being left behind. The folks at the New York City Department of Education, for their part, seem to understand the difficulties involved, and are trying to make the changes as gradually as possible to support teachers. But no such support is available for students, as the level of rigor expected for them is coming from Albany, and is out of the city’s hands.

I can’t tell you what the statewide assessments are going to look like at the end of this year, but I’m pretty sure the students are going to be expected to read on what is now considered grade level, and this is the problem. What do you do if you have 8th-grade students reading on a 4th-grade level, when you know you are going to be accountable for them passing an 8th-grade test at the end of the year? One option is, as Coleman describes, to give them 8th-grade reading selections anyway, have them read fewer overall texts, and heavily scaffold the texts being read. Another option is to try to give them two years of instruction in a year, committing to bring them from a 4th-grade level to 6th-grade level. Neither strategy will prepare them to read on the 8th-grade level by test time, but I prefer the latter method. It’s better to make meaningful progress in the time that you have than to squander the opportunity by fumbling around with inappropriately difficult texts. I understand, respect, and even admire Coleman’s desire to get everyone on grade level. It’s not going to happen this year.

Given that some of the quantitative targets may not be possible this year, another option is to focus on the qualitative shifts. Give students more exposure to informational texts. Give them more complex texts than they are reading now. Have them read more independently, and give them opportunities to cite evidence from the things they read to support their writing. These are all Common Core-aligned shifts, and can be implemented right away, regardless of student reading levels.

Finally, teachers can make a big difference by differentiating instruction. Some students may have higher upper bounds in their ZPD than might be apparent at first. And if you’ve agreed with me up until now, follow me the rest of the way. It’s important for teachers to challenge their students to the highest extent as is possible for them. Students will push back, but being a teacher means to encourage students to do more than they ever thought they could. Now is the time to do that. Please don’t mistake my nuanced understanding of cognitive development for timidity. I’ve taught Shakespeare, in the original language, to low-performing 5th graders. But to do that, I had to have some confidence that my learning goals were within their Zone of Proximal Development. And when they were, it turned out that it was possible!

As for the end-of-the-year tests, the whole state is in the same bind, so relative success is still very much in reach given the right strategies. Students feel growing pains, and so do teachers. But that pain just means that we’re working outside of our comfort zone, and are instead in a zone that is more conducive to growth.

This entry was posted on Wednesday, March 6th, 2013 at 8:27 pm and is filed under Assessment, Common Core, Ed Policy, Education, Essay, Science, Teaching Shakespeare, The Brain. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.