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The Common Core Standards in Illinois

The Common Core Standards in Illinois. Educational Reform in Illinois Blueprint for Educational Reform (DOE). Educational Reform in Illinois Blueprint for Educational Reform (DOE) Four Focus Areas 1. Support for the lowest performing schools 2. Longitudinal data system

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The Common Core Standards in Illinois

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  1. The Common Core Standards in Illinois

  2. Educational Reform in Illinois Blueprint for Educational Reform (DOE)

  3. Educational Reform in Illinois • Blueprint for Educational Reform (DOE) • Four Focus Areas • 1. Support for the lowest performing schools • 2. Longitudinal data system • Building effective teachers and leaders • Standards and assessment

  4. Matthew Emmons

  5. Fewer… clearer… higher Internationally benchmarked 21st Century Skills Evidence-based Developed from partnerships from various educational entities

  6. Mission Statement “The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.”

  7. It truly is a NEW DAY in education! • Main focus: • What do kids really need… • to know to become good employees? • to make a contribution in society? • to be successful in their career choice?

  8. Background • Developed in the summer of 2009 • Adopted in June of 2010 “as is” • Developed in a partnership between the Council of Chief State School Officers (CCSSO) and the National Governor’s Association • Illinois is playing a significant role in this process through the leadership of State Superintendent Chris Koch

  9. Goals of the Common Core Standards • A national standard of rigor and depth • Academic benchmarks for each grade level • Freedom for how standards will be taught and what resources will be used to teach them • Students and parents will be able to clearly understand the knowledge that students are expected to attain • Focus is on what skills are essential

  10. English Language Arts • Three Main Sections • - K-5 • - 6-12 English Language Arts • - 6-12 Literacy in History/Social Science, Science, and Technical Subjects

  11. English Language Arts • Four Strands with Anchor (CCR) Standards • - Reading • - Writing • - Speaking and Listening • - Language

  12. English Language Arts • Reading • - Comparison between literary works and non-fiction changes with grade level • - Vocabulary • Writing • - Writing for multiple purposes • - Writing across the curriculum • - Writing for different audiences

  13. English Language Arts Reading Framework Text Distribution

  14. English Language Arts Writing Framework Communicative Purposes

  15. English Language Arts • Successful strategies will need to include: • “Close” reading strategies • Making a coherent, informed argument • Reading and comprehending complex text • “Read like a detective and write like an investigative reporter.” – Susie Morrison, ISBE

  16. English Language Arts • Students who are college and career can… • demonstrate independence • build strong content knowledge • respond to the varying demands of audience, task, purpose, and discipline • comprehend as well as critique • value evidence

  17. English Language Arts • Students who are college and career can… • use technology and digital media strategically and capably • come to understand other perspectives and culture

  18. Mathematics • Two Main Sections • - K-8 by grade level (algebra-ready by grade eight) • - High school mathematics courses by strands • Mathematical Understanding • - Justifying that a math statement is true • - Mathematical understanding and procedural skills equally important

  19. Mathematics

  20. Mathematics • High School Conceptual Themes • - Number and Quantity • - Algebra • - Functions • - Modeling • - Geometry • - Statistics and Probability

  21. Mathematics • High School Conceptual Themes • Themes will be taught in conjunction with one another: • - Four years of math • - Math I, Math II, Math III, and Special Math • - Integrated approach the first three years

  22. Future Common Core Standards • Science • - Draft was to be released fall of 2012 • Social Science • - Writing of these standards began in November 2010 • - Scheduled to be released “sometime after science” • Fine Arts

  23. Assessment • Scheduled for 2014-2015 (with pilots) • Partnership for the Assessment of Readiness for College and Careers (PARCC) • 24 states are members • Assessments will coordinate more than ISAT and PSAE do right now • Performance-based • Online • Results will be quicker

  24. Assessment • Originally scheduled for four times a year (last one summative) • Now scheduled for two times for free with the option for the purchase of the two other assessments • Optional K-2 assessments – “Formative Tools” (Spring 2013) • Students should do well in ELA, but we will need to pay close attention to math

  25. Transitioning • “Crosswalks” – January 2011 • Sample questions • Pilot testing • Curriculum renewal • Concept-based instructional practices • Pay attention to the verbs in the standards

  26. Transitioning • Going away from memorizing facts, definitions, formulas, etc. • Students will need to: • - demonstrate understanding • - perform procedures • - make conjectures, analyze, generalize, and prove • - solve non-routine problems and/or significant connections

  27. Transitioning • Need to stop looking at grade spans as different entities • Frameworks (September 2011) • Demonstration lessons (Fall 2012) • Exemplars and rubrics (Summer 2012) • PD Modules (Spring/Summer 2013) • Changing the way we deliver instruction to students will be vital to their success more than ever

  28. Transitioning • In East Peoria District 86 • Instructional Leadership Team • Setting the foundation • - higher-level thinking (reasoning skills) • - research • - Standards-based curriculum and assessment for learning

  29. Transitioning • In East Peoria District 86 • Multi-district approach • ELA and Mathematics Common Core Implementation Teams • Specific (but flexible) time line • Curriculum mapping (consensus maps) • Professional development • SLOW, PURPOSEFUL, AND DELIBERATE

  30. Helpful Websites www.mid-illini.org www.isbe.net/common_core/htmls/parcc.htm www.corestandards.org http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf http://www.p21.org/documents/P21_Framework.pdf

  31. Helpful Websites http://www.all4ed.org/files/ReadingNext.pdf http://www.all4ed.org/files/WritingNext.pdf http://www.fas.harvard.edu/~wricntr/documents/CloseReading.html http://parcconline.org

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