The document provides an overview of Illinois' adoption of Common Core Standards for math and English language arts. It explains that the goal is to better prepare students for college and careers. While other standards remain, new literacy standards were added to history, science, and technical subjects. The Common Core Standards were created by educators from states including Illinois to ensure students are prepared globally. New assessments will be implemented between 2014-2015 to measure the standards. The standards are designed to promote cross-disciplinary literacy and are not prescriptive on how to teach. They incorporate broad standards and focus on end-of-year expectations.

1. http://www.corestandards.org/the-standards Common Core Standards

2. Realizing Illinois Our Students. . . Our Promise. . .Our Future… Illinois Learning Standards: Incorporating the common core The Illinois State Board of Education has adopted new math and ELA academic standards for K-12 education. The Goal To better prepare Illinois students for success in college and the workforce in a competitive global economy.

4. What about the other Illinois learning standards? Standards for social/emotional, social science, fine arts, foreign language, physical development &health and science will remain in place. But, new literacy standards are added

5. What are the Common Core State Standards? The CCSSs are National Standards designed to: Help our students become “college and career ready”; Provide consistency between states in terms of content and cut-scores; Help our students become more globally competitive; and Replace (or add to) individual state standards.

6. Who created these standards? Introduction to Common Core Standards; CCSSO, NGA, June 2, 2010 Council of Chief State School Officers (CCSSO) National Governors Association Center for Best Practices (NGA Center) Educators from participating states (including Illinois) Content Experts Researchers National Organizations Community Groups Feedback from teachers nationwide (September 2009 – March 2010)

7. What Curricular Areas Will be Impacted by these Standards? ISBE adopted Common Core Standards on June 24, 2010, for MATH and ENGLISH LANGUAGE ARTS But wait! ELA = Reading, Writing, and Literacy in History/Social Studies, Science, and Technical Subjects Illinois State Standards are still in place for all areas except Math, Reading, and Writing; however, the CC ELA Literacy Standards have been added to History, Science & Technical Subjects

8. What criteria were used to develop these standards? Introduction to Common Core Standards; CCSSO, NGA, June 2, 2010 Align with college and work expectations; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Informed by top-performing countries, so that all students are prepared to succeed in a global economy and society; and Evidence and/or research based

10. Illinois is one of 11 states serving on the Partnership for the Assessment of Readiness for College and Careers (PARCC) board to create the assessment

11. Testing will be online

12. More feedback on student progress

13. Students will take parts of the assessment at key times during the school year, closer to when they learn the material.Fall 2014 – 2015 Spring *** New Assessment

14. What are the Purposes of the Standards? Introduction to Common Core Standards; CCSSO, NGA, June 2, 2010 Pg. 4 To incorporate and encourage cross-disciplinary literacy expectations & to develop a shared responsibility for students’ literacy development We all teach reading! To define end-of-year expectations, or exit outcomes To define desired results, not the means by which the results are achieved To integrate the components of literacy To blend research and media skills into literacy standards

15. The Standards are NOT… Introduction to Common Core Standards; CCSSO, NGA, June 2, 2010 Pg. 6 A prescription for HOW to teach students A set of restrictions on what can be taught Content-exhaustive An advertisement for a certain “program” for core or intervention materials For one group of students only

17. Coding System for Grade-Specific Standards by CCR Standard CCR Grade-Specific Standard Coding 1 represents the CCR Standard number. 9-10 represents Grades 9-10. This could be 11-12. RST represents Reading Standards for Literacy in Science & Technical Subjects. RST.9-10.1

18. Additional 6-12 Reading Standards For all K-12 CCSS, there are CCR Standards and Grade-Level Specific Standards. For the 6-12 Reading Standards, there are 2 additional “sections”: Reading Standards for Literacy in History (LH) Reading Standards for Literacy in Science and Technical Subjects (RST) These sections are presented in “bands” of 6-8; 9-10; and 11-12

19. RST.6-12.1 Domain: Key Ideas and Details RST.6-12.1, pg. 62

20. RST.6-12.2 RST.6-12.2, pg. 62 Domain: Key Ideas and Details

21. RST.6-12.3 RST.6-12.3, pg. 62 Domain: Key Ideas and Details

22. RST.6-12.4 RST.6-12.4, pg. 62 Domain: Craft and Structure

23. RST.6-12.5 Domain: Craft and Structure RST.6-12.5, pg. 62

24. RST.6-12.6 Domain: Craft and Structure RST.6-12.6, pg. 62

25. RST.6-12.7 RH.6-12.7, pg. 61 Domain: Integration of Knowledge and Ideas

26. RST.6-12.8 RST.6-12.8, pg. 62 Domain: Integration of Knowledge and Ideas

27. RST.6-12.9 Domain: Integration of Knowledge and Ideas RST.6-12.9, pg. 62

28. RST.6-12.10 Domain: Range of Reading and Level of Text Complexity RST.6-12.10, pg. 62 & Appendix B

29. Stop and Think: Introduction to Common Core Standards; CCSSO, NGA, June 2, 2010 How will the addition of these 10 standards to Science and Technical subjects change: The way we teach? The way kids learn?

30. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects WHST.9-10.1 1.Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented.

31. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects WHST.9-10.2 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

32. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects WHST.9-10.4-6 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

33. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects WHST.9-10.7-8 7. Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

34. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects WHST.9-10.9-10 9. Draw evidence from informational texts to support analysis, reflection, and research. 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

35. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects What changes will these new writing standards bring to our classrooms?

36. Curriculum Mapping Curriculum mapping is a process for collecting and recording curriculum-related data that identifies core skills and content taught, processes employed, and assessments used for each subject area and grade level. Files on the F drive, edit & replace file