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

AwarenessResponsivenessSupportEngagement

The focus of todays 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

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 InfrastructureGoal: 100% Support

Three work products have been IDOEs top priorities since adoption on April 28th. 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 CorrelationsGoal: 100% Support

Example of E/LA Standards Correlation Goal: 100% SupportIndiana Academic Standards 20146th Grade English/Language Arts - Standards Correlation Guidance Document

Differentiated approach to components for the two subjectsMathematics: -Glossary -ExamplesE/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 GuidesGoal: 100% Support

Example of the Mathematics Glossary

#2 Teacher Resource GuidesGoal: 100% Support

Example of E/LA text complexity rubric.

#2 Teacher Resource GuidesGoal: 100% Support

Under construction ETA is mid-June#3 Guidance for instruction and assessmentGoal: 100% Support

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 PublishersGoal: 100% Support

**An example of the E/LA standards correlation document is on the next slide you should have received a full document in advance of this meeting.*To the left are the new standards.

Moving L-R, are former standards and Common Core Standards for easy reference by educators.

In the far right column, we have identified key differences educators should be aware of in planning *You should have received examples of E/LA components.

Glossaries and examples are self explanatory.

*You should have received examples of E/LA components.

Glossaries and examples are self explanatory. Id like to focus a little more on something that is not as readily apparent: the text complexity guidance and rubric.

What were trying to support with the guidance and rubric is helping educators analyze the level of complexity or readability of a text that affects the way the reader interacts with it.

Novels, articles, poems, short stories, textbooks, etc. have wide ranges of complexity that are appropriate at different grade levels and for a variety of purposes.

An important focus of Indianas College and Career Ready Standards is making sure students are being exposed to texts with increasing complexity in all subject areas as they move toward being college and career ready.

While determining the appropriate placement of a text in accordance with the reading standards for text complexity (Learning Outcome Standards RL.1 and RN.1), it is important to evaluate quantitative measures, qualitative measures, and reader and task considerations.

Quantitative Measurements of ComplexityQuantitative dimensions and factors are those aspects of a text (e.g., word length and frequency, and sentence syntax) that are not easily measurable by a human and are typically measured by a program. While these tools are helpful, they should NOT be the only measures for determining text complexity. Poetry, plays, and texts below a second grade reading level cannot typically be measured by quantitative means. Multiple measures are recommended when possible.Qualitative Measurements of ComplexityQualitative dimensions and factors are those aspects of text complexity (e.g., levels of meaning and structure) only measureable by an attentive reader.The Qualitative Considerations for Literature and Qualitative Considerations for Nonfiction that are included in this document can assist in making finer distinctions about where a text should fall in the grade-level span. There are three categories: accessible, moderately complex, and highly complex. An accessible text should be accessible for students to be able to interact with independently at the low end of the grade-level span. A moderately complex text may require scaffolding for students at the low-end of the grade-level span, but should be accessible with no scaffolding once they reach the middle or high-end of the grade-level span. A very complex text will require scaffolding for students until they reach the high-end of the grade-level span, at which point they should be able to interact with the text independently.Reader and Task ConsiderationsReader and task considerations can be individual to schools, classrooms, and students. This includes taking factors like cognitive capabilities, reading skills, and motivation into consideration.

*You should have received examples of E/LA components.

Glossaries and examples are self explanatory. Id like to focus a little more on something that is not as readily apparent: the text complexity guidance and rubric.

What were trying to support with the guidance and rubric is helping educators analyze the level of complexity or readability of a text that affects the way the reader interacts with it.

Novels, articles, poems, short stories, textbooks, etc. have wide ranges of complexity that are appropriate at different grade levels and for a variety of purposes.

An important focus of Indianas College and Career Ready Standards is making sure students are being exposed to texts with increasing complexity in all subject areas as they move toward being college and career ready.

While determining the appropriate placement of a text in accordance with the reading standards for text complexity (Learning Outcome Standards RL.1 and RN.1), it is important to evaluate quantitative measures, qualitative measures, and reader and task considerations.

Quantitative Measurements of ComplexityQuantitative dimensions and factors are those aspects of a text (e.g., word length and frequency, and sentence syntax) that are not easily measurable by a human and are typically measured by a program. While these tools are helpful, they should NOT be the only measures for determining text complexity. Poetry, plays, and texts below a second grade reading level cannot typically be measured by quantitative means. Multiple measures are recommended when possible.Qualitative Measurements of ComplexityQualitative dimensions and factors are those aspects of text complexity (e.g., levels of meaning and structure) only measureable by an attentive reader.The Qualitative Considerations for Literature and Qualitative Considerations for Nonfiction that are included in this document can assist in making finer distinctions about where a text should fall in the grade-level span. There are three categories: accessible, moderately complex, and highly complex. An accessible text should be accessible for students to be able to interact with independently at the low end of the grade-level span. A moderately complex text may require scaffolding for students at the low-end of the grade-level span, but should be accessible with no scaffolding once they reach the middle or high-end of the grade-level span. A very complex text will require scaffolding for students until they reach the high-end of the grade-level span, at which point they should be able to interact with the text independently.Reader and Task ConsiderationsReader and task considerations can be individual to schools, classrooms, and students. This includes taking factors like cognitive capabilities, reading skills, and motivation into consideration.

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