© 2005 Illinois Mathematics and Science Academy 1 Illinois Learning Standards Information from

© 2005 Illinois Mathematics and Science Academy 2 Illinois Learning Standards

© 2005 Illinois Mathematics and Science Academy 3 Topics in this Presentation Standards as achievement tests Performance Descriptors Classroom Assessments

© 2005 Illinois Mathematics and Science Academy 4 Background of Standards Adopted in 1997 Contain 33 goals, 98 standards, and over 1000 benchmarks Have 5 Applications of Learning Have 8 core subject areas:  English  Mathematics  Science  Social Studies  Physical Devt/Health  Fine Arts  Foreign Language  Social/Emotional Learning

© 2005 Illinois Mathematics and Science Academy 5 Applications of Learning Each core subject area contains the 5 cross- disciplinary abilities: Solving problems Communicating Using technology Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results. Working on teams Making connections

© 2005 Illinois Mathematics and Science Academy 6 Standards are Achievement Targets Performance Descriptors Benchmarks Learning Standards Goals

© 2005 Illinois Mathematics and Science Academy 7 Goals Goals are the most general of the statements about learning. There are 33 state goals in 8 learning areas. Example: Learning area: English Goal 5: Use the language arts to acquire, assess and communicate information

© 2005 Illinois Mathematics and Science Academy 8 Learning Standards Learning standards are aligned under each goal area. Example: Learning area: English Goal 5: Use the language arts to acquire, assess and communicate information Standard 5A: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.

© 2005 Illinois Mathematics and Science Academy 9 Benchmarks Further describe learning at 5 levels: Early elementary Late elementary Middle/Junior high Early high school Late high school Performance Descriptors Benchmarks Learning Standards Goals

© 2005 Illinois Mathematics and Science Academy 10 Benchmark Levels Early Elementary Grades 1-3 Late Elementary Grades 4-5 Stage A Grades 1-2 Stage B Grades Stage C Grades Stage D Grades Stage E Grades 4-5-6

© 2005 Illinois Mathematics and Science Academy 11 Benchmark Levels Middle/Junior High School Grades 6-8 Early H.S. Grades 9-10 Late High School Grades Stage F Grades Stage G Grades Stage H Grades Stage I Grades Stage J Grades

© 2005 Illinois Mathematics and Science Academy 12 Benchmarks Example: Learning area: English Goal 5: Use the language arts to acquire, assess and communicate information Standard 5A: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas Benchmark 5A.3a.: Identify appropriate resources to solve problems or answer questions through research.

© 2005 Illinois Mathematics and Science Academy 13 Performance Descriptors Resources that help to make the standards and benchmarks more specific Primary purpose is to provide clear descriptions of the performance expectations grade by grade Not exhaustive list of all expectations Classroom resources to help teachers plan their own curriculum

© 2005 Illinois Mathematics and Science Academy 14 Performance Descriptors Example: Learning area: English Goal 5: Use the language arts to acquire, assess and communicate information Standard 5A: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas Performance descriptors Survey, with appropriate guidance, a subject and select a topic. Identify accurate, current, and credible sources to solve problems or answer questions through research.

© 2005 Illinois Mathematics and Science Academy 15 Performance Descriptors Designed to show increased performance incrementally Content, skills, and reasoning get more in depth as the continuum is followed. 10 stages for each standard

© 2005 Illinois Mathematics and Science Academy 16 STATE GOAL 5: Use the language arts to acquire, assess and communicate information. Why This Goal Is Important: To be successful in school and in the world of work, students must be able to use a wide variety of information resources (written, visual and electronic). They must also know how to frame questions for inquiry, identify and organize relevant information and communicate it effectively in a variety of formats. These skills are critical in school across all learning areas and are key to successful career and lifelong learning experiences. A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. Goal Standard Benchmark Levels Benchmark Statements Early Elementary Late Elementary Middle/Junior High School Early High School Late High School 5.A.1a Identify questions and gather information. 5.A.2a Formulate questions and construct a basic research plan. 5.A.3a Identify appropriate resources to solve problems or answer questions through research. 5.A.4a Demonstrate a knowledge of strategies needed to prepare a credible research report (e.g., notes, planning sheets). 5.A.5a Develop a research plan using multiple forms of data.

© 2005 Illinois Mathematics and Science Academy 17 Performance Descriptors 5A - Students who meet the standard can locate, organize, and use information from various sources to answer questions, solve problems, and communicate ideas. 1.Survey, with appropriate guidance, a subject and select a topic. 2.Identify steps that need to be taken to present an idea or solve a problem using multiple sources. 3.Choose a variety of sources to gain new information or solve a problem. 4.Identify accurate, current, and credible sources to solve problems or answer questions through research. 5.Arrange information in an orderly manner (e.g., outlining, sequencing.) 6.Follow appropriate style manual accurately (e.g., APA, MLA).

© 2005 Illinois Mathematics and Science Academy 18 Assessments Assessments exist for each goal, standard and benchmark level in the form of a rubric. Example: Graphic organizers will be developed and the 3 to 5 questions answered to formulate a thesis. Each student will proceed to examine 4 to 6 sources, both in print and non-print, to gather information based on the hypothesis.

© 2005 Illinois Mathematics and Science Academy 19 Questions? Don’t worry about remembering all the details. This was supposed to be an introduction/review to the Illinois Learning Standards.