1. The New Illinois Learning Standards
Incorporating the Common Core
Realizing Illinois
Our Students. . .Prepared for success after high school
Our Promise. . .Leadership, Advocacy, & Support
Our Future…Strong communities, competitive workforce

2. Introductions Who am I? Who are you?
On your table, you will have a clock on a small sheet of paper. Please take a sheet of paper.
Using your clock, meet and schedule and appointment with someone you do not know for 12:00, 3:00, 6:00, and 9:00. Be certain to record their name & what they may be wearing so that you can find them later!

3. Things to Know Check your cell phone!
Please feel free to get up and use the restroom.
Interact & Participate
Use the “Parking Lot”

4. Fist to Five I know how the Common Core ELA framework is structured.
I know how the Common Core Math framework is structured.
I know what a domain is.
I can explain what College & Career Readiness looks like.
I know the timeline for and design of the new Common Core accountability piece.
I currently use tools to plan for the implementation of the new common core in my classroom.
My building has a plan for implementing the new common core.

5. Goals for Today By the end of today’s session, you should be able to…
Understand WHY & HOW the new Common Core Learning Standards were developed.
Understand the organizational frameworks for the English Language Arts & Math standards.
Understand the literacy (reading & writing) standards that have been established for ALL content areas.
Identify, access & apply tools to facilitate understanding & implementation of the new Common Core standards.
Identify the assessment consortium and the current plan for assessment and accountability in

6. The State of Education – Our Current Reality (This is the “why” part!)

7. Reality 1: A Shift in Education
Compulsory Attendance Compulsory Learning

8. Reality1: A Shift in Education
Cumpulsory learning has forced us to ask:
What do we want students to know and be able to do?
How will we know when they have learned it?

9. Reality 2: What the Data Indicates
At least 28% of students entering four- year public colleges in the fall of 2000 had to begin by taking remedial courses in math and language arts.
At least 42% of students entering two- year public colleges in the fall of 2000 had to begin be taking remedial courses in math and language arts.
Nation Center for Education Statistics

10. Reality 3: The Great Disparity in Curriculum & Assessments
The “Proficiency Illusion”

13. Reality 3: The Great Disparity in Curriculum & Assessments
Researchers collected data from several states that administered both state and nationally normed assessments.
Findings indicated that:
States vary greatly in difficulty
The tests of 8 states (out of 26) have become easier
Improvement in passing rates on state tests is largely the result of easier tests.

14. Reality 3: The Great Disparity in Curriculum & Assessments
Findings also clearly illustrate that there is a disconnect between the curricular expectations and assessment pieces administered that were state normed (ISAT 3-8) versus those that are nationally normed (PSAE).

15. Data Obtained From:
THE IMPACT OF THE NEWLY PROPOSED PASS CUT SCORES ON PROFICIENCY AND SCHOOL AYP OUTCOMES BC12- C5A6AA34A041/29855/ImpactofNewlyProposedP ASSCutScores.pdf
The Proficiency Illusion
usion.pdf

16. Reality 4: Shift Happens

17. What is Our Response to this Educational Crisis
What is Our Response to this Educational Crisis? (This is also part of the “why”!)

18. How were the Standards Developed?
The Common Core State Standards Initiative is a state-led effort, launched more than a year ago by state leaders, including governors and state commissioners of education from 48 states, 2 territories and the District of Columbia, through their membership in the National Governors Association Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO).
To write the standards, the NGA Center and CCSSO brought together content experts, teachers, researchers and others.
The standards have been divided into two categories:
College and career readiness standards, which address what students are expected to learn when they have graduated from high school; and 
K-12 standards, which address expectations for elementary through high school.

19. “Race to the Top” (RTTT)
$536 Billion was allocated to “Race to the Top” through ARRA.
$48.6 Billion went to the “State Stabilization Fund” (formula funding)
$5 Billion was allocated to Race to the Top ($4.35 billion) and “Investing in Innovation” ($650 Million) (competitive funding)

20. “Race to the Top” (RTTT)
Phase 1 RTTT awarded 2 grants
Phase 2 RTTT awarded 10 grants
RTTTT Assessment Grants = 2 grants
RTTT Technical Assistance Network was developed to provide some resources to non-recipients

21. “Race to the Top” (RTTT)
4 Purposes of Race to the Top
Adopting state standards and assessments that prepare students for success in college and the workplace
Recruiting, rewarding, and retaining effective teachers and principals
Building data systems that measure student success & inform instruction and practitioner development
Turning around the lowest performing schools

22. “Race to the Top” (RTTT)
The state of Illinois applied for RTTT finding twice – January 2009 & May 2010.
Part of the assurances submitted by the state of Illinois included the adoption of the new Common Core Standards – regardless of whether or not the state was ultimately awarded funding.

23. “Race to the Top” (RTTT)
These 4 assurances have become the PILLARS of ALL programs within the US Department of Education.
These 4 assurances will be the PILLARS of the ESEA Reauthorization Blueprint.

24. “Race to the Top” (RTTT)
The common core standards were officially adopted by the state of Illinois on August 2, 2010.
See Activity Packet Page ___1___

25. ESEA Elementary and Secondary Education Act
Originally established in 1970 ensure fair & equal access to education.
Reauthorized as No Child Left Behind in
What could the next reauthorization look like and what does it have to do with the Common Core?

26. A Closer Look….. Divide into groups.
Read your assigned section of the Obama administration’s “Blueprint for Reform”
Discussion your assigned section and specifically answer the following:
Key word, phrase or sentence that stood out as you read or summarizes section.
What are 3 things that were affirmed as you read the section (or 3 things you already knew)?
What are 2 things that you were surprised by?
What is one thing that you read that will directly impact your school or district?
Record your answers on the large paper at your table.
Hang your poster on the wall.
See Activity Packet Page __4___

27. Wall Walk & Break
During your break, please read the reflections of the different groups that are posted on the wall.

28. Illinois Learning Standards
The Illinois State Board of Education adopted new Math and ELA standards for K-12 education aligned to college and career readiness.
Illinois State Board of Education
Agency Goal #1:
The Illinois State Board of Education has adopted new academic standards for K-12 education to better prepare Illinois students for success in college and the workforce in a competitive global economy. These benchmarks are known as the Common Core State Standards. The state’s previous standards were adopted in 1997.
• The Common Core State Standards aim to provide clear, consistent academic benchmarks with “fewer, clearer and higher” academic standards. Illinois developed these standards in cooperation with 47 other states.
Every student will demonstrate academic achievement and be prepared for success after high school. 28

29. Common Core vs. IL State Learning Standards
IL Learning Standards
Common Core
Many, many, many standards
Focus on breadth, not depth
Mixed bag with regards to rigor, but a lot of lower level skills and expectations
Focus on the individual pieces and processes (disjointed)
Fewer standards
Focus on depth, not breadth
Standards are more rigorous (higher levels of Bloom’s)
Standards focus on APPLICATION
Focus is performance-based
College & career readiness

30. What does College and Career Ready Mean?
The College and Career Ready descriptions are not standards themselves but instead offer a portrait of students who meet the new standards. We want to create FULL OPTION graduates!
The New Illinois Learning Standards Incorporating the Common Core for Math and English Language Arts include a vision of what a college and career ready student should demonstrate at the end of their k-12 experience. Each of the content areas specifically identifies the means to academically prepare the student for their next step after high school. ELA uses anchor standards and Math includes Mathematical Practices. 30

31. What are College and Career Readiness Skills?
They demonstrate independence.
They build strong content knowledge.
They respond to varying demands of audience,
task, purpose discipline.
They comprehend as well as critique.
They value evidence.
They use technology and digital media
strategically and capably.
They come to understand other perspectives and
cultures.
How is College and Career Readiness described in the new standards?
The standards lay out a vision of what it means to be a literate person in the twenty-first century. College and Career Readiness is approached in two ways, ELA includes Anchor Standards and a list of descriptor statements. Math includes eight mathematical practices for all levels of educators to build upon. 31

32. English Language Arts Standards

33. How Did We Get Here?
ommon_Core_Standards_Resources/Sall yHampton_Goals_WEB/SallyHampton_G oals.html

34. What kinds of standards will I find in this document?
ELA standards are separated into FOUR STRANDS:
Reading
Writing
Speaking & Listening
Language
K-8 standards are listed by grade level.
Standards in grades 9-12 are listed in two year bands
to allow flexibility in course design.

35. What kinds of standards will I find in this document?
Reading Standards for Literature (K-5)
Reading Standards for Informational Texts (K-5)
Reading Standards: Foundational Skills (K-5)
Speaking & Listening Standards (K-5)
Language Standards (K-5)
Language Progressive Skills
K-8 standards are listed by grade level.
The standards are separated into four strands:
Reading, Writing, Speaking and Listening, and Language.

36. What kinds of standards will I find in this document?
Reading Standards for Literature (6-12)
Reading Standards for Informational Texts (6-12)
Writing Standards (6- 12)
Speaking & Listening Standards (6-12)
Language Standards (6-12)
Language Progressive Skills
Standards in grades 9-12 are listed in two year bands
to allow flexibility in course design.
The standards are separated into four strands:
Reading, Writing, Speaking and Listening, and Language.

37. What kinds of standards will I find in this document?
Reading Standards for Literacy in History/Social Studies (6-12)
Reading Standards for Literacy in Science & Technical Subjects (6-12)
Writing Standards for Literacy in History/Social Studies, Science & Technical Subjects (6-12)

38. What Are Informational Texts?
Literary Non-Fiction and Historical, Scientific and Technical Texts
Emphasis on Literature and Informational Texts is divided in the Common Core 50/50.

40. Overview of the K-12 ELA Standards
The K-12 ELA Reading standards are benchmarked to College and Career Readiness Anchor Standards.
Key Ideas & Details (3)
Craft & Structure (3)
Integration of Knowledge & Ideas (3)
Range of Reading & Level of Text Complexity (1)
See Activity Packet Page ___8___
This strand emphasizes:
1. the progressive development of reading comprehension.
2. the importance of grade level texts that are of appropriate difficulty and are increasingly sophisticated.

41. Overview of the K-12 ELA Standards
The K-12 ELA Writing standards are benchmarked to College and Career Readiness Anchor Standards.
Text Types and Purpose (3)
Production & Distribution of Writing (3)
Research to Build & Present Knowledge (3)
Range of Writing (1)
See Activity Packet Page __9___
This strand expects students to compose arguments & opinions, informative & narrative pieces; to use reason & evidence; to conduct research; and to incorporate technology.

42. Overview of the K-12 ELA Standards
The K-12 ELA Speaking & Listening standards are benchmarked to College and Career Readiness Anchor Standards.
Comprehension & Collaboration (3)
Presentation of Knowledge & Ideas (3)
See Activity Packet Page __10__
This strand focuses on speaking & listening in a wide range of settings; effective communication practices; interpretation & analysis of messages.

43. Overview of the K-12 ELA Standards
The K-12 ELA Language standards are benchmarked to College and Career Readiness Anchor Standards.*
Conventions of Standard English (2)
Knowledge of Language (1)
Vocabulary Acquisition & Use (3)
See Activity Packet Page __11__
This strand includes conventions for writing and emphasizes the importance of vocabulary acquisition through a variety of modalities.
Demonstration of language in reading, writing, speaking & listening.

44. What do the new ELA standards look like in their final form?
See Activity Packet Page __12__

45. Reading Standards for History/Social Studies, Science, and
Overview of Standards for History/Social Studies, Science, and Technical Subjects
Reading Standards for History/Social Studies, Science, and
Technical Subjects
Anchor Standards are the same as ELA
Knowledge of domain-specific vocabulary.
Analyze, evaluate, and differentiate primary and secondary sources.
Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams.

46. Writing Standards for History/Social Studies, Science, and
Overview of Standards for History/Social Studies, Science, and Technical Subjects
Writing Standards for History/Social Studies, Science, and
Technical Subjects
Anchor Standards are the same as ELA
Write arguments on discipline-specific content and informative/explanatory texts.
Use of data, evidence, and reason to support arguments and claims.
Use of domain-specific vocabulary .

47. Take Note of Appendices
Appendix A provides definitions of key writing types
Appendix B includes text exemplars and sample performance tasks
Appendix C includes student writing samples at various grade levels.

48. Take Note of Vocabulary of the ELA Standards
It is important to use the LANGUAGE of the standards when you are instructing & assessing students.
See Activity Packet Page __15__

49. Impact on Instruction & Student Learning
ommon_Core_Standards_Resources/SHa mpton_Teachers/SHampton_Teachers.ht ml
ommon_Core_Standards_Resources/SHa mpton_Students/SHampton_Students.ht ml

50. Pair & Share Find your 12:00 partner.
Discuss with them the following question: Reading & writing across the content areas and the reading of informational texts are key components of the new ELA common core. What you doing, what is your department doing, what is your building doing to address these component currently? Where do you go from here?

51. Know the Codes! RL = Reading Literature
RI = Reading Informational Texts
RF = Reading Foundational Skills
W = Writing
L = Language
SL = Speaking & Listening
RH = Reading History
RST = Reading Science & Technical
WHST = Writing History, Science Technical

52. Break

53. Unpacking the Standards

54. How Do You Unpack the Standards?
Although the new standards are fewer & stronger, there’s a lot going on in each of the expectations.
To make certain you address all of the enumerated elements, you should take time to unpack or unwrap them.

55. Unpacking the Standards
6.G.1 Find the area of a right triangle, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

56. Unpacking the Standards
6.G.1 Find the area of a right triangle, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

57. Unpacking the Standards
6.G.1 Find the area of a right triangle, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
Find the area of right triangles by composing it into a rectangle
Find the area of non-right triangles by composing them into rectangles.
Find the area of special quadrilaterals and other polygons by composing into rectangles or decomposing into triangles and other shapes.
Solve problems involving finding the areas of triangles, special quadrilaterals, and other polygons by composing into rectangles or decomposing into triangles and other shapes.

58. Unpacking the Standards
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.

59. Unpacking the Standards
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.

60. Unpacking the Standards
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.
Ask questions to demonstrate understanding of a text.
Answer questions to demonstrate understanding of a text.
Refer explicitly to the text when answering.

61. Unpacking the Standards
Use the graphic organizer in your activity packet to unpack the standard. Identify verbs and nouns.
Rewrite each individual learning expectation that you can create based on the verbs utilized in the standard.
How many can you create?
See Activity Packet Page __16___

62. Mathematics Standards

63. Standards for Mathematical Practice
Important preface to standards
Describes varieties of expertise that math educators should develop in their students
What does a mathematically proficient student look like?

64. Standards for Mathematical Practice
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

65. Overview of Math Standards
The K-8 Math Standards are organized by
Domain, Clusters, and Standards.
Domain: Overarching ideas that connect topics across the grade levels.
Clusters: Demonstrate the grade by grade progression of task complexity.
Standards: Define what a student should be able to know and do at that grade level.

66. Math Standards are Organized Differently

67. Pair & Share Find your 3:00 partner.
Complete the activity on the next slide together.

68. Domain, Strand or Cluster?
Operations & Algebraic Thinking
Develop understanding of fractions as numbers.
1.NB.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Interpret functions that arise in applications in terms of the context.
K.CC.7 Compare two numbers between 1 an 10 presented as written numerals
Reasoning with Equations and Inequalities

69. Target of the Math standards is college and career readiness for all students
Focus in early grades on number and numeration and the relationship to operations to build a solid foundation in math
Establish key concepts leading to
basic algebraic readiness by eighth grade
Develop geometric concepts in the
middle grades
This summer CCSSO led a meeting of 35 English language arts and Mathematics specialists to conduct a content analysis of the new Common Core State Standards. All grade levels (K-12) of the Common Core Standards were included in the analysis process. The highlights are listed on the this slide and the following slide.

70. Target of the Math standards is college and career readiness for all students
High school math focus on using math and solving messy problems, similar to what students would see in the real world
Problem-solving and communication emphasized
Mathematical practices are recommended which cut across learning K-12

71. The Challenge for High Schools
High Schools face a particular challenge when it comes to the new math standards.
The K-7 standards contain the pre-requisites to prepare students for Algebra I by 8th grade. This will impact course offerings at the secondary level.
High Schools will need to choose whether they follow a traditional course sequence (Alg. 2, Geometry, etc.) or and integrated approach (Math 1, Math 2, Math 3, etc.)

72. Take Note of Vocabulary of the Math Standards
It is important to use the LANGUAGE of the standards when you are instructing & assessing students.
See Activity Packet Page __18___

73. Know the Codes! There are a lot more with math!
OA = Operations & Algebraic Thinking
NBT – Numbers & Operations in Base 10
MD = Measurement & Data
G = Geometry
NS = Number System
EE = Expressions & Equations
SP = Statistics & Probability
F-BF = Functions – Building Functions
F-TF = Functions – Trigonometric Functions
And More!

74. Break

75. Tools to Use

76. Survey of Enacted Curriculum: Gap Analysis
Access the SEC website…
Click on the Content Analysis tab.
Look for ….For access to content maps of Standards and Assessments analyzed thus far, click here. And click.
Select Mathematics or English/Language Arts  and hit Submit.
In the left hand box select the level of IL Performance Descriptors or Frameworks you wish to compare.
In the right hand box, select the grade level of CCSS. Click Update.
Note that you can change the area of Mathematics or English/Language Arts by clicking on the underlined green topics on the far left.

79. ISBE: Gap Analysis
Access the following ISBE link…
Click on the English Language Arts Gap Analysis link…
Click on the Mathematics Gap Analysis link…
Either of these links will open an Excel spreadsheet that is VERY large.

82. Other Tools for Awareness & Planning
Need & Weed
See Activity Packet Page __21___

83. Pair & Share Find your 6:00 partner. Discuss the following questions:
How might you use these tools in planning your classroom curriculum? Which tool might work best?
How might you use these tools in planning building professional development? Which tool might work best?

84. Assessment

85. What about Assessment?
Illinois is part of a 26- state consortium on assessment (PARCC) focused on developing a richer more authentic evaluation of student learning. 85

86. What is PARCC?
The Partnership for the Assessment of Readiness for College and Careers (PARCC or Partnership) was awarded funding for the development of a K-12 assessment system aligned to the Common Core State Standards in English language arts and mathematics.
What is PARCC? The Partnership for the Assessment of Readiness for College and Careers (PARCC)
The partnership is committed to ensuring that the assessments and results:
Are comparable across states at the student level;
Meet internationally rigorous benchmarks;
Allow valid measures of student longitudinal growth; and
Serve as a signal for good instructional practices.
The results must be able to support multiple levels and forms of accountability including:
Decisions about promotion and graduation for individual students,
Teacher and leader evaluations, and
School accountability determinations.

87. The goal of PARCC is to create an assessment system that will help states dramatically increase the number of students who graduate high school ready for college and careers and provide students, parents, teachers and policymakers with the tools they need to help students – from grade three through high school – stay on track and graduate prepared.

88. What is the impact of participation in PARCC?
States in PARCC will adopt common assessments and performance standards.
The Partnership’s assessment system will be anchored in college and career readiness.
Students will take parts of the assessment at key times during the school year, closer to when they learn the material. 88

89. What will the new assessment look like?
PARCC assessments will be computer based.
PARCC assessments will include sophisticated items and performance tasks to measure the standards more effectively.

90. Assessment System Design
More Meaningful Standards: consistent across states, clear to the public and on track for college
Higher Quality Tests: assessments will include performance tasks to measure critical thinking, strategic problem solving, research and writing.
Through-Course Testing: Students will take parts of the assessment at key times during the school year, closer to when they learn the material. 90

91. Assessment System Design
Maximize Technology: PARCC assessments in most grades will be computer based.
Cross-State Comparability: States in PARCC will adopt common assessments and common performance standards. 91

92. PARCC Timeline Development phase begins
Sept. 2011
Development phase begins
Sept. 2012
First year field testing and related research and data collection begins
Sept. 2013
Second year field testing begins and related research and data collection continues
Sept. 2014
Full administration of PARCC assessments begins
Oct. 2010
Launch and design phase begins
Summer 2015
Set achievement levels, including college-ready performance levels
PARCC Timeline 92

93. Pair & Share Find your 9:00 partner.
The new common core and assessment piece will require changes in not only curriculum, but also instruction.
Discuss with your partner how you believe instructional practices will need to change as we move forward. Does you school have a climate & culture to support this change?

94. How will the Common Core State Standards be Implemented?
Phase I: Awareness, Communication and Planning. Phase II: Communication, Resource design, and Design of Implementation System. Phase III: Transition, Implementation, and Technical Assistance. A new statewide assessment system will be in place for the 2014(fall) – 2015 (spring) school year. 94

95. For Additional Information Visit
Realizing Illinois
Our Students. . .Prepared for success after high school
Our Promise. . .Leadership, Advocacy, & Support
Our Future…Strong communities, competitive workforce

96. What Questions Do You Have? agarza@leeogle.org

97. Any and all other comments, concerns, questions are welcome! 
EXIT TICKET
Please write:
Three things that you learned today
Two items where you still have questions
One item that you would like to address or explore in the future.
Any and all other comments, concerns, questions are welcome! 