Transcript The New Illinois Learning Standards

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
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!

2
Things to Know
Check your cell phone!
 Please feel free to get up and use the restroom.
 Interact & Participate
 Use the “Parking Lot”

3
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
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 2014-15.
The State of Education
– Our Current Reality
(This is the “why” part!)
Reality 1:
A Shift in Education
Compulsory Attendance
Compulsory Learning
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
Reality 2:
What the Data Indicates
•
At least 28% of students entering fouryear 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 twoyear public colleges in the fall of 2000 had
to begin be taking remedial courses in
math and language arts.
Reality 3:
The Great Disparity in
Curriculum & Assessments
•
The “Proficiency Illusion”
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.
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).
Data Obtained From:

THE IMPACT OF THE NEWLY PROPOSED PASS
CUT SCORES ON PROFICIENCY AND
SCHOOL AYP OUTCOMES
http://eoc.sc.gov/NR/rdonlyres/06B20863-D5164549-BC12C5A6AA34A041/29855/ImpactofNewlyProposedP
ASSCutScores.pdf
The Proficiency Illusion
http://www.edexcellence.net/doc/The_Proficiency_Ill
usion.pdf

Reality 4:
Shift Happens
http://www.youtube.com/watch?v=EjJg9NfTXos
What is Our Response
to this Educational
Crisis?
(This is also part of the “why”!)
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.
18
“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)

“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
“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
“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.
22
“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
“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___
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ESEA
Elementary and Secondary Education Act
 Originally established in 1970 ensure fair
& equal access to education.
 Reauthorized as No Child Left Behind in
2001.


What could the next reauthorization look
like and what does it have to do with the
Common Core?
25
A Closer Look…..
1. 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___
26
Wall Walk & Break

During your break, please read the
reflections of the different groups that are
posted on the wall.
27
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:
Every student will demonstrate academic
achievement and be prepared for success
after high school.
28
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
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
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.
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English Language Arts
Standards
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How Did We Get Here?

http://www.americaschoice.org/uploads/C
ommon_Core_Standards_Resources/Sall
yHampton_Goals_WEB/SallyHampton_G
oals.html
33
What kinds of standards will
I find in this document?

ELA standards are separated into FOUR
STRANDS:
1.
2.
3.
4.
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.
34
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.
35
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 (612)

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.
36
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
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
Overview of the K-12 ELA Standards

The K-12 ELA Reading standards are benchmarked to
College and Career Readiness Anchor Standards.
1.
2.
3.
4.
Key Ideas & Details (3)
Craft & Structure (3)
Integration of Knowledge & Ideas (3)
Range of Reading & Level of Text Complexity (1)
This strand emphasizes:
1. the progressive development of
reading comprehension.
See Activity Packet Page ___8___
2. the importance of grade level texts
that are of appropriate difficulty and
are increasingly sophisticated.
40
Overview of the K-12 ELA Standards

The K-12 ELA Writing standards are benchmarked to
College and Career Readiness Anchor Standards.
1.
2.
3.
4.
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.
41
Overview of the K-12 ELA Standards

The K-12 ELA Speaking & Listening standards are
benchmarked to College and Career Readiness Anchor
Standards.
1.
2.
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.
42
Overview of the K-12 ELA Standards

The K-12 ELA Language standards are benchmarked to
College and Career Readiness Anchor Standards.*
1.
2.
3.
Conventions of Standard English (2)
Knowledge of Language (1)
Vocabulary Acquisition & Use (3)
This strand includes conventions for
writing and emphasizes the
importance of vocabulary acquisition
through a variety of modalities.
See Activity Packet Page __11__
Demonstration of language in
reading, writing, speaking & listening.
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What do the new ELA standards
look like in their final form?
See Activity Packet Page __12__
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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.
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 .
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.
47
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__
48
Impact on Instruction &
Student Learning

http://www.americaschoice.org/uploads/C
ommon_Core_Standards_Resources/SHa
mpton_Teachers/SHampton_Teachers.ht
ml

http://www.americaschoice.org/uploads/C
ommon_Core_Standards_Resources/SHa
mpton_Students/SHampton_Students.ht
ml
49
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?

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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
Break
52
Unpacking the Standards
53
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.

http://www.youtube.com/watch?v=sTd7TN1_vs
M@featurerelated
54
Unpacking the Standards
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.
55
Unpacking the Standards
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
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.
57
Unpacking the Standards
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.
58
Unpacking the Standards
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
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.
60
Unpacking the Standards
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?
See Activity Packet Page __16___
61
Mathematics
Standards
62
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
Standards for Mathematical
Practice
1.
2.
3.
4.
5.
6.
7.
8.
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.
64
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.
65
Math Standards are Organized Differently
66
Pair & Share
Find your 3:00 partner.
 Complete the activity on the next slide
together.

67
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
68
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
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
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.)

71
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___
72
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
Break
74
Tools to Use
75
Survey of Enacted
Curriculum: Gap Analysis
1.
2.
3.
4.
5.
6.
7.
Access the SEC website…
http://seconline.wceruw.org/secWebHome.htm
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.
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77
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ISBE: Gap Analysis
1.
2.
3.
4.
Access the following ISBE link…
http://www.isbe.net/common_core/htmls/gap_analysis.htm
Click on the English Language Arts Gap Analysis link…
http://www.isbe.net/common_core/excel/ELA_gap.xls
Click on the Mathematics Gap Analysis link…
http://www.isbe.net/common_core/excel/Math_gap.xls
Either of these links will open an Excel spreadsheet that is VERY
large.
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Other Tools for Awareness &
Planning

Need & Weed
See Activity Packet Page __21___
82
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
Assessment
84
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
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.
86
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
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
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
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
90
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.
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PARCC Timeline
Oct. 2010
Sept. 2011
Launch and
design phase
begins
Development
phase begins
Sept. 2012
Sept. 2013
Sept. 2014
Summer 2015
First year field
testing and
related research
and data
collection
begins
Second year
field testing
begins and
related research
and data
collection
continues
Full
administration
of PARCC
assessments
begins
Set
achievement
levels,
including
college-ready
performance
levels
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92
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?

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How will the Common Core State
Standards be Implemented?
Phase I:
Phase II:
Phase III:
Awareness, Communication and
Planning.
Communication, Resource design,
and Design of Implementation
System.
Transition, Implementation, and
Technical Assistance.
A new statewide assessment system will be in place for
the 2014(fall) – 2015 (spring) school year.
94
For Additional
Information Visit
http://www.isbe.net/common_core/
Our Students. . .Prepared for success after high school
Our Promise. . .Leadership, Advocacy, & Support
Our Future…Strong communities, competitive workforce
What Questions Do
You Have?
[email protected]
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!
