1. Statewide Transition Plan: Indiana Academic Standards for E/LA & Mathematics (2014) Update: Teacher Resource Guide Amy Horton, Asst. Supt. for Student Achievement & Improvement June 4, 2014 Statewide Transition Plan: Indiana Academic Standards for E/LA & Mathematics (2014) Update: Teacher Resource Guide Amy Horton, Asst. Supt. for Student Achievement & Improvement June 4, 2014

2.  Awareness  Responsiveness  Support  Engagement The focus of today’s presentation is on Support. I will be provide you with a general update on standards resources, as well as an update on the Teacher Resource Guide components.  Awareness  Responsiveness  Support  Engagement The focus of today’s presentation is on Support. I will be provide you with a general update on standards resources, as well as an update on the Teacher Resource Guide components. Plan identifies 100% Target in Each of the Following: Statewide Transition Plan

3. Upon adoption of the standards, the IDOE re-engineered our standards and standards resources web pages to make accessing the standards user friendly for all stakeholders. Our standards and resources webpages will serve as hubs – our aim is consolidation of all official standards, information, and resources. Finding the new pages is intuitive, easy to remember, and requires minimal click navigation. www.idoe.in.gov/standards www.doe.in.gov/standards/resources Upon adoption of the standards, the IDOE re-engineered our standards and standards resources web pages to make accessing the standards user friendly for all stakeholders. Our standards and resources webpages will serve as hubs – our aim is consolidation of all official standards, information, and resources. Finding the new pages is intuitive, easy to remember, and requires minimal click navigation. www.idoe.in.gov/standards www.doe.in.gov/standards/resources New & Improved Standards “Infrastructure” Goal: 100% Support

4. Three work products have been IDOE’s top priorities since adoption on April 28 th. I will provide an update on each of these, with examples to complement the materials you have already been sent. Standards Correlations Side-by-side layout of comparable former Indiana Academic, Common Core Standards (2010) and the new standards (2014). Highlight key differences between standards so teachers know what is new and can align their curriculum and instruction to the new standards. Three work products have been IDOE’s top priorities since adoption on April 28 th. I will provide an update on each of these, with examples to complement the materials you have already been sent. Standards Correlations Side-by-side layout of comparable former Indiana Academic, Common Core Standards (2010) and the new standards (2014). Highlight key differences between standards so teachers know what is new and can align their curriculum and instruction to the new standards. #1 Standards Correlations Goal: 100% Support

5. Example of E/LA Standards Correlation Goal: 100% Support Indiana Academic Standards 2014Indiana Academic Standards 2006 Indiana Common Core State Standards 2010 Differences from Previous Standards READING: Literature 6.RL.1: Read a variety of literature within a range of complexity appropriate for grades 6-8. By the end of grade 6, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed at the high end of the range. 6.1.1: Read aloud grade-level-appropriate poems and literary and informational texts fluently and accurately and with appropriate timing, changes in voice, and expression. RL.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. This IAS 2014 Learning Outcome is an umbrella standard that clarifies the expectation that students are able to interact proficiently and independently at the low end of the range of complexity by the end of grade 6. 6.RL.2.1: Cite textual evidence to support analysis of what a text says explicitly as well as inferences drawn from the text. RL.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 6.RL.2.2: Determine how a theme or central idea of a work of literature is conveyed through particular details; provide a detailed, objective summary of the text. 6.3.6: Identify and analyze features of themes conveyed through characters, actions, and images. 6.5.8: Write summaries that contain the main ideas of the reading selection and the most significant details. RL.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. IAS 2014 shifts the focus from identifying the theme or central idea to determining how it is developed over the course of the text. 6.RL.2.3: Explain how a plot unfolds in a series of episodes as well as how the characters respond or change as the narrative advances and moves toward a resolution. 6.3.2: Analyze the effect of the qualities of the character on the plot and the resolution of the conflict. 6.3.9: Identify the main problem or conflict of the plot and explain how it is resolved. RL.3: Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. IAS 2014 addresses both how the characters affect the plot and how the plot affects the characters. The IAS 2014 also increases the expectation by requiring a more in-depth explanation rather than a description. 6.RL.2.4: Students are expected to build upon and continue applying concepts learned previously. Indiana Academic Standards 2014 6 th Grade English/Language Arts - Standards Correlation Guidance Document

6. Differentiated approach to components for the two subjects  Mathematics: -Glossary -Examples  E/LA: -Glossary -Text complexity guidance and rubric from which corporations & schools can develop local reading lists. Teacher Resource Guides are “living documents” – constantly changing, improving, and responsive to field needs. Differentiated approach to components for the two subjects  Mathematics: -Glossary -Examples  E/LA: -Glossary -Text complexity guidance and rubric from which corporations & schools can develop local reading lists. Teacher Resource Guides are “living documents” – constantly changing, improving, and responsive to field needs. #2 Teacher Resource Guides Goal: 100% Support

7. Example of the Mathematics Glossary Example of the Mathematics Glossary #2 Teacher Resource Guides Goal: 100% Support

8. Example of E/LA text complexity rubric. Example of E/LA text complexity rubric. #2 Teacher Resource Guides Goal: 100% Support

9. Under construction – ETA is mid-June #3 Guidance for instruction and assessment Goal: 100% Support

10. The IDOE has contacted publishers doing business in Indiana to provide them with the standards and standards correlation documents. The IDOE has encouraged them to work with local schools and corporations to ensure teachers have resources and supplements for the 2014-2015 school year. The IDOE has contacted publishers doing business in Indiana to provide them with the standards and standards correlation documents. The IDOE has encouraged them to work with local schools and corporations to ensure teachers have resources and supplements for the 2014-2015 school year. Collaboration with Educational Textbook Publishers Goal: 100% Support