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The New Illinois Learning Standards Incorporating the Common Core Our Students... Prepared for success after high school Our Promise... Leadership, Advocacy,

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Presentation on theme: "The New Illinois Learning Standards Incorporating the Common Core Our Students... Prepared for success after high school Our Promise... Leadership, Advocacy,"— Presentation transcript:

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

2 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 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. 4

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? 8

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”

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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: 1.States vary greatly in difficulty 2.The tests of 8 states (out of 26) have become easier 3.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 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? (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).48 states, 2 territories and the District of Columbia 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. 18

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 20

21 “Race to the Top” (RTTT) 4 Purposes of Race to the Top 1.Adopting state standards and assessments that prepare students for success in college and the workplace 2.Recruiting, rewarding, and retaining effective teachers and principals 3.Building data systems that measure student success & inform instruction and practitioner development 4.Turning around the lowest performing schools 21

22 “Race to the Top” (RTTT) The state of Illinois applied for RTTT finding twice – January 2009 & May 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. 22

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. 23

24 “Race to the Top” (RTTT) The common core standards were officially adopted by the state of Illinois on August 2, 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? 25

26 A Closer Look… Divide into groups. 2.Read your assigned section of the Obama administration’s “Blueprint for Reform” 3.Discussion your assigned section and specifically answer the following: A.Key word, phrase or sentence that stood out as you read or summarizes section. B.What are 3 things that were affirmed as you read the section (or 3 things you already knew)? C.What are 2 things that you were surprised by? D.What is one thing that you read that will directly impact your school or district? 4.Record your answers on the large paper at your table. 5.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. 27

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. Agency Goal # 1 : Every student will demonstrate academic achievement and be prepared for success after high school. Illinois State Board of Education 28

29 Common Core vs. IL State Learning Standards IL Learning Standards 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) Common Core 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 29

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! 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. 31

32 English Language Arts Standards 32

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

34 What kinds of standards will I find in this document? ELA standards are separated into FOUR STRANDS: 1.Reading 2.Writing 3.Speaking & Listening 4.Language 34 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 35 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 36 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) 37

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. 38

39 39

40 Overview of the K-12 ELA Standards The K-12 ELA Reading standards are benchmarked to College and Career Readiness Anchor Standards. 1.Key Ideas & Details (3) 2.Craft & Structure (3) 3.Integration of Knowledge & Ideas (3) 4.Range of Reading & Level of Text Complexity (1) 40 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. 1.Text Types and Purpose (3) 2.Production & Distribution of Writing (3) 3.Research to Build & Present Knowledge (3) 4.Range of Writing (1) 41 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. 1.Comprehension & Collaboration (3) 2.Presentation of Knowledge & Ideas (3) 42 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.* 1.Conventions of Standard English (2) 2.Knowledge of Language (1) 3.Vocabulary Acquisition & Use (3) 43 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? 44 See Activity Packet Page __12__

45 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 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 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. Take Note of Appendices 47

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. 48 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_Teachers/SHampton_Teachers.ht ml ommon_Core_Standards_Resources/SHa mpton_Students/SHampton_Students.ht ml ommon_Core_Standards_Resources/SHa mpton_Students/SHampton_Students.ht ml 49

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? 50

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 51

52 Break 52

53 Unpacking the Standards 53

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. 54

55 Unpacking the Standards 55 1.Standard: 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 56 1.Standard: 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 57 1.Standard: 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 58 1.Standard: 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 59 1.Standard: 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 60 1.Standard: 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 61 See Activity Packet Page __16___ 1.Use the graphic organizer in your activity packet to unpack the standard. Identify verbs and nouns. 2.Rewrite each individual learning expectation that you can create based on the verbs utilized in the standard. How many can you create?

62 Mathematics Standards 62

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? 63

64 Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 64

65 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. Overview of Math Standards 65

66 Math Standards are Organized Differently 66

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

68 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 Domain, Strand or Cluster? 68

69 college and career readiness for all students 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 69

70 college and career readiness for all students 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 70

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 8 th 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.) 71

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. 72 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! 73

74 Break 74

75 Tools to Use 75

76 Survey of Enacted Curriculum: Gap Analysis 1. Access the SEC website… 2. Click on the Content Analysis tab. 3. Look for ….For access to content maps of Standards and Assessments analyzed thus far, click here. And click. 4. Select Mathematics or English/Language Arts and hit Submit. 5. In the left hand box select the level of IL Performance Descriptors or Frameworks you wish to compare. 6. In the right hand box, select the grade level of CCSS. Click Update. 7. Note that you can change the area of Mathematics or English/Language Arts by clicking on the underlined green topics on the far left. 76

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79 ISBE: Gap Analysis 1. Access the following ISBE link… 2. Click on the English Language Arts Gap Analysis link… 3. Click on the Mathematics Gap Analysis link… 4. Either of these links will open an Excel spreadsheet that is VERY large. 79

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

83 Pair & Share Find your 6:00 partner. Discuss the following questions: 1.How might you use these tools in planning your classroom curriculum? Which tool might work best? 2.How might you use these tools in planning building professional development? Which tool might work best? 83

84 Assessment 84

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 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? 86

87 The goal of PARCC 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. 87

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. 89

90 ◦ 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. Assessment System Design 90

91 ◦ 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. Assessment System Design 91

92 PARCC Timeline 92 Sept Development phase begins Sept First year field testing and related research and data collection begins Sept Second year field testing begins and related research and data collection continues Sept Full administration of PARCC assessments begins Oct Launch and design phase begins Summer 2015 Set achievement levels, including college-ready performance levels 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? 93

94 94 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. How will the Common Core State Standards be Implemented?

95 For Additional Information Visit 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?

97 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!


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