The official site of the Torch, the student-run newspaper at Glenbrook North High School.

Torch

The official site of the Torch, the student-run newspaper at Glenbrook North High School.

Torch

The official site of the Torch, the student-run newspaper at Glenbrook North High School.

Torch

State-adopted standards to be implemented in 2014-2015 school year

Math teacher Sara Nichols helps junior Jake Verne with math problems in the Math Resource Center after school. In 2010, the state of Illinois adopted the CCSS for English language arts and math curricula, resulting in plans to integrate statistics and probability into math classes.
Math teacher Sara Nichols helps junior Jake Verne with math problems in the Math Resource Center after school. In 2010, the state of Illinois adopted the CCSS for English language arts and math curricula, resulting in plans to integrate statistics and probability into math classes. Photo by Julia Kahn.

Students are to face a variety of curriculum and assessment changes in the 2014-2015 school year with the implementation of the Common Core State Standards (CCSS).

The CCSS are rigorous standards designed to promote deeper conceptual understanding and were developed through the work of the National Governors Association and the Council of Chief State School Officers, said  Rosanne Williamson, the District 225 assistant superintendent for education services.

Mathematics instructional supervisor Robin Levine-Wissing said the CCSS emulates “the European model where students will have less topics per year, but go much more in depth in those topics.”

The CCSS focuses on eight math standards, such as constructing and critiquing arguments, and it recommends curriculum alterations such as the embedding of statistics and probability into every math course, Levine-Wissing said.

Junior Ilana Goldberg said she supports statistics and probability being added to math classes.

“I think that [statistics and probability] would be awesome because it’s a lot more real world math problems, and I think that’s something that our math program often lacks,” said Goldberg. “I think this would help to prepare our students for life outside of GBN more than our math courses do now.”

The “most drastic change,” Levine-Wissing said, is the possibility that Illinois mandates an integrated pathway for mathematics, which would eliminate the traditional pathway of distinct, topic specific classes like algebra, geometry and advanced algebra.  Classes operating on an integrated pathway could, for example, be called Math One, Math Two and Math Three, in which algebra and geometry concepts would be incorporated together. The decision to mandate an integrated pathway or traditional pathway has yet to be made by the state.

Williamson believes that Illinois is leaning towards mandating an integrated pathway and that District 225 would experience a “smooth transition.”

Edward Solis, the English instructional supervisor, said that in the English department, “terminology will change,” and there will be minor curriculum changes.  For example, persuasive writing is to be referred to as argumentative writing, the main difference being that an initial argument, as well its counter-argument is to be written in the same paper.  Additionally, the CCSS put a greater emphasis on nonfiction texts.

To assess the effectiveness of the CCSS, the state plans to issue the Partnership for Assessment of Readiness for College and Careers (PARCC) assessments for English and math, Williamson said. The computerized assessments will act as a replacement to the Prairie State Achievement Exam, which currently must be taken by all juniors.  The PARCC assessments will be taken by freshmen, sophomores and juniors.

Sophomore Kelly Kost does not support these assessments.

“I feel like it’s too much,” said Kost.  “We take too many tests.”

Goldberg has a different opinion.

“If the assessments are an improvement from what they are right now, it’s definitely going to be beneficial,” Goldberg said.

Since middle schools are required to meet the CCSS, Williamson said that she meets with administrators of feeder schools to discuss curriculum and instruction.  Teacher development is occurring during professional development days and at state and national conferences.

“We worked with our township elementary and junior high schools and brought in a presenter who helped author the Common Core English language arts standard,” Williamson said.

Levine-Wissing feels that these changes will be positive.

“Everybody feels it’s a renewal process of how they teach,” said Levine-Wissing. “We’re doing good work and we think our students will do fine.”