[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-536067-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-536067-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","illinois-comprehensive-numeracy-plan-draft-1-vision-and-purpose","Illinois Comprehensive Numeracy Plan - Draft 1 - Vision and Purpose","","Draft 1 outlines a district roadmap to build educational equity through numeracy instruction across all K–12 grades. It defines numeracy as confident understanding, interpretation, and application of mathematical concepts in real-world and academic contexts, grounded in conceptual understanding and procedural fluency. The guidance explains why numeracy matters for state equity goals, highlights evidence of persistent math proficiency gaps in Illinois using NAEP and readiness results, and describes equitable instructional commitments. It also summarizes how early numeracy influences long-term outcomes and how disparities widen without access to high-quality resources.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/illinois-comprehensive-numeracy-plan-draft-1-vision-and-purpose/536067/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/illinois-comprehensive-numeracy-plan-draft-1-vision-and-purpose/536067.png","ImageObject",300,407,{"name":42,"@type":43},"Cart","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does the plan define numeracy and what skills does it include?","Question",{"text":63,"@type":64},"Numeracy is more than arithmetic or memorized procedures. It includes understanding, interpreting, and applying mathematical concepts with accuracy, flexibility, and reasonableness, supported by reasoning, problem-solving, communication, and mathematical practices across all math domains.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why is this numeracy guidance considered important for districts and schools?",{"text":68,"@type":64},"It provides a roadmap for achieving educational equity by ensuring equitable access to high-quality resources and evidence-based practices. It also supports data-driven decision making so leaders can plan strategically for the needs of their students and schools.",{"name":70,"@type":61,"acceptedAnswer":71},"What evidence is cited about the state of mathematics in Illinois?",{"text":72,"@type":64},"The document references persistent equity gaps using nationally normed assessments such as NAEP and Illinois readiness results. It notes that 28% of students in Grades 3–8 met or exceeded grade-level mathematics standards, and that high school performance has remained stagnant with disparities across groups.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},536067,1791689188,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Draft 1 (10/15/2025)  \nVision and Purpose  \nWhat is Numeracy?  \nNumeracy is more than arithmetic or the memorization of procedures. As defined in this guidance, numeracy is the ability for all students to confidently understand, interpret, and apply mathematical concepts across all domains of mathematics in a variety of real-world and academic contexts.  \nNumeracy begins with strong foundational skills in both conceptual understanding and procedural fluency, applied with accuracy, flexibility, and reasonableness, and supported by mathematical practices that promote effective reasoning, problem solving and communication using mathematical language. It encompasses all domains of mathematics, including numbers, algebra, geometry, measurement, statistics, probability, and spatial reasoning. Numeracy supports the development of a positive mathematical identity, where students see themselves as capable, persistent, and confident problem solvers. It also involves cultivating mathematical habits of mind, such as using a mathematical lens to interpret the world, analyzing and critiquing quantitative information, and connecting reasoning to civic, career, personal, and interdisciplinary contexts. It develops into the capacity to reason, solve problems, and make informed decisions . It applies across the full K–12 continuum and supports the development of mathematically literate citizens prepared for the demands of the 21st century. All students have the capacity to develop numeracy when they are provided equitable access to high-quality instruction, culturally-relevant learning experiences, and opportunities to engage meaningfully in mathematics.  \nWhy is This Guidance Important?  \nThis guidance provides a roadmap for districts and schools to achieve educational equity. ISBE’s Strategic Plan clearly states that,“Illinois has an urgent and collective responsibility to achieve educational equity” and to “provide each and every child with ... equitable opportunities by practicing data-informed stewardship of resource and policy development.” To realize these statewide goals, it is critically important that every district has equitable access to high-quality resources to ensure that all students are on their path to confidently use numeracy skills in everyday life. The numeracy plan outlines evidence-  \nbased practices for improving numeracy so districts will have the resources to plan strategically.  \nBased on nationally normed assessments like National Assessment of Educational Progress ( NAEP), student achievement in mathematics is lagging in Illinois as in many states. The NAEP trend data for Illinois students shows that significant equity gaps in math proficiency have persisted for decades. Locally, districts have disparate access to resources as shown by the Percent of Adequacy detailed in the Evidence-Based Funding Formula (EBF) that outlines how far a district is from adequate funding. These disparities result in districts having to make tough decisions about how resources are allocated, whether it be professional learning opportunities, availability of high-quality instructional materials, high-impact tutoring, or instructional coaching. Yet through collaboration, creativity, and a steadfast commitment to student success, meaningful paths forward can be forged.  \nThis guidance, rooted in evidence-based practices and data-driven decision making, allows district and school leaders to make informed choices about local policy and practice. This starting point will allow education leaders across the state to shift the focus from identifying best practices in isolation to identifying best practices in the context of the individual needs of their districts and schools for the most efficacious instructional planning and implementation.  \nISBE’s Commitment to Equitable Numeracy Instruction  \nThe Illinois Comprehensive Numeracy Plan is founded on the principle that every student, in every classroom, deserves instruction that empowers them to","cbCaiaWvnG9pxrru","https://ap.wps.com/l/cbCaiaWvnG9pxrru","pdf",1156151,94,"English","# Vision and Purpose\n## What is Numeracy?\n## Why is This Guidance Important?\n## ISBE’s Commitment to Equitable Numeracy Instruction\n## State of the State of Mathematics in Illinois\n## Progression of Numeracy","[{\"question\":\"How does the plan define numeracy and what skills does it include?\",\"answer\":\"Numeracy is more than arithmetic or memorized procedures. It includes understanding, interpreting, and applying mathematical concepts with accuracy, flexibility, and reasonableness, supported by reasoning, problem-solving, communication, and mathematical practices across all math domains.\"},{\"question\":\"Why is this numeracy guidance considered important for districts and schools?\",\"answer\":\"It provides a roadmap for achieving educational equity by ensuring equitable access to high-quality resources and evidence-based practices. It also supports data-driven decision making so leaders can plan strategically for the needs of their students and schools.\"},{\"question\":\"What evidence is cited about the state of mathematics in Illinois?\",\"answer\":\"The document references persistent equity gaps using nationally normed assessments such as NAEP and Illinois readiness results. It notes that 28% of students in Grades 3–8 met or exceeded grade-level mathematics standards, and that high school performance has remained stagnant with disparities across groups.\"}]","Illinois Comprehensive Numeracy Plan - Draft 1 - Vision and Purpose | PDF",1791601733,237]