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
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!
Things to Know • Check your cell phone! • Please feel free to get up and use the restroom. • Interact & Participate • Use the “Parking Lot”
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.
Goals for TodayBy 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.
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?
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
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: • 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.
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-D516-4549-BC12-C5A6AA34A041/29855/ImpactofNewlyProposedPASSCutScores.pdf • The Proficiency Illusion http://www.edexcellence.net/doc/The_Proficiency_Illusion.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.
“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
“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
“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.
“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.
“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___
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?
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___
Wall Walk & Break • During your break, please read the reflections of the different groups that are posted on the wall.
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.
Common Core vs. IL State Learning Standards IL Learning Standards 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 • 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)
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 FULLOPTION graduates!
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 Did We Get Here? • http://www.americaschoice.org/uploads/Common_Core_Standards_Resources/SallyHampton_Goals_WEB/SallyHampton_Goals.html
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.
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.
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.
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)
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.
Overview of the K-12 ELA Standards 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. • 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)
Overview of the K-12 ELA Standards 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. • 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)
Overview of the K-12 ELA Standards See Activity Packet Page __10__ This strand focuses on speaking & listening in a wide range of settings; effective communication practices; interpretation & analysis of messages. • The K-12 ELA Speaking & Listening standards are benchmarked to College and Career Readiness Anchor Standards. • Comprehension & Collaboration (3) • Presentation of Knowledge & Ideas (3)
Overview of the K-12 ELA Standards 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. • 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)
What do the new ELA standards look like in their final form? See Activity Packet Page __12__
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.
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__
Impact on Instruction & Student Learning • http://www.americaschoice.org/uploads/Common_Core_Standards_Resources/SHampton_Teachers/SHampton_Teachers.html • http://www.americaschoice.org/uploads/Common_Core_Standards_Resources/SHampton_Students/SHampton_Students.html
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?