[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-536042-105":3,"detail-sidebar-cat-0-en-105":72,"doc-detail-536042-en":122},{"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":65,"head_meta":67,"extra_data":69,"updated_unix":71},105,"en","illinois-dlrtn-developing-drtl-standards-may-10-2019-meeting-notes","Illinois DLRTN Developing DRTL Standards - May 10, 2019 - Meeting Notes","","Summative Highlights from an Illinois DLRTN onsite meeting on May 10, 2019, recording welcomes and updates from network members and collaborators. The notes describe a recap of prior in-person work, the goals for the next few months, and structured group discussions to define and refine sections of an upcoming CRTL standards draft. Key themes include action-oriented, competency-like language, a glossary and references, reflective practice over checklists, and explicit integration of implicit bias, equity and inclusion, identity, family-community context, student voice, counter-narratives, and power-structure history. Teams draft sections for virtual continuation and later September reconvening.",{"@graph":14,"@context":64},[15,34,55],{"@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/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/illinois-dlrtn-developing-drtl-standards-may-10-2019-meeting-notes/536042/",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-dlrtn-developing-drtl-standards-may-10-2019-meeting-notes/536042.png","ImageObject",300,407,{"name":42,"@type":43},"Cipher","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-17","2026-10-10",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58],{"name":59,"@type":60,"acceptedAnswer":61},"How did attendees describe the standards’ approach to identity, equity, and student voice?","Question",{"text":62,"@type":63},"They emphasized that the standards require a reflective process rather than a checkbox system, must examine implicit bias, and should empower student voice(s). They also highlighted holistically knowing students with their families and communities, including counter-narratives and history of power structures.","Answer","https://schema.org",{"og:url":32,"og:type":66,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":68,"canonical":32},"index,follow",{"doc_id":70,"site_id":7},536042,1791732330,{"code":4,"msg":73,"data":74},"success",[75,79,83,87,92,97,102,106,111,114,118],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":76,"show_sort_weight":77,"slug":78},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":80,"show_sort_weight":81,"slug":82},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Exam",70,"exam",{"id":88,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},5,"Comic",60,"comic",{"id":93,"doc_module":4,"doc_module_name":25,"category_name":94,"show_sort_weight":95,"slug":96},6,"Technology",50,"technology",{"id":98,"doc_module":4,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},7,"Healthcare",40,"healthcare",{"id":103,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":104,"slug":105},8,30,"research-report",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},9,"Religion & Spirituality",20,"religion-spirituality",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":109,"slug":113},"World Cup","world-cup",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":115,"slug":117},10,"Lifestyle","lifestyle",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":88,"slug":121},19,"General","general",{"code":4,"msg":73,"data":123},{"doc_id":70,"user_id":124,"nickname":42,"user_avatar":125,"doc_module":4,"category_id":103,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":131,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":12,"update_tm":135,"read_time":88},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Summative Highlights  \nIllinois DLRTN  \nDeveloping DRTL Standards  \nMay 10, 2019 (Onsite Meeting)  \nAll attendees and Network members were welcomed by Steering Team Member Emily Fox. Member Josh Kaufmann shared copies of the Teach Plus report entitled Equity and Diversity by Design:  \nRecommendations on Recruiting and Retaining Teachers of Color in Illinois, which has three Network members as authors. Emily Fox went on to debrief the work done by the Steering Team at the CCSSO convening in Omaha, Nebraska in early April before turning the meeting over to the national collaborator, Wesley Williams.  \nWesley reframed the day by adding context and recapping the first in-person meeting before setting the goals for today and for the next few months, which will include identifying the sections of the coming CRTL standards draft and compiling writing teams to begin crafting these sections.  \nThe morning was spent breaking down and defining the various sections that could be included, and Wesley shared possible lead sentences, titles, and detailed descriptions for the draft of the standards. Groups were divided up to talk through the sections and language they thought would be most appropriate to include in the CRTL document. They added their ideas for renaming/combining sections, language updates, and ideas for what needs to be included in each section.  \nWhen the groups reconvened, they talked through their ideas and the changes/additions they see needs for. Those ideas included:  \n􀁸 Framing the standards (that this is a journey and the document needs to include instructions for how to use and operationalize the standards)  \n􀁸 There should be a glossary and references/resources section included  \n􀁸 All sections should be action-oriented, similar to competencies  \n􀁸 Anyone with eyes on a student should be familiar with these standards  \n􀁸 Understanding who you are and your relationships to others are both equally important  \n􀁸 All of this is a reflective process and practice; there is not a valuable way to make this a“checkbox” sort of system  \n􀁸 We must examine implicit bias, define equity and inclusion for self, how to self-actualize, understanding place in a dominant culture, and that there are a myriad of identities  \n􀁸 One cannot separate knowing students from knowing their families and communities; one has to know his/her students holistically  \n􀁸 All/Each student voice(s) should be empowered and valued  \n􀁸 “Empowerment” still holds a power structure and needs to be rethought to actually show that power has been silenced  \n􀁸 All processes need to take place “with” students and not “to” students  \n􀁸 We need to understand that different lenses exist in this conversation based on the affluence/location/diversity of students and staff; this can’t just be looked at through the lens of white teachers and students of color  \n􀁸 A history of power structures and systems must be included to provide full context to why this work is meaningful  \n􀁸 Counter narratives must be included to make clear those voices that may not always be present  \nIn the afternoon, Network members divided themselves up into teams to craft content for each of the proposed sections of the document and spent time preparing their first drafts of those sections. They will continue to work virtually in these groups over the summer and will share their work in two virtual meetings over the next few months before reconvening as a group in person in September.","cbCaiqctuwNUNYz2","https://ap.wps.com/l/cbCaiqctuwNUNYz2","pdf",285662,"English","# Summative Highlights\n## Welcome and updates\n## Goals and standards drafting\n## Group discussions and key themes\n## Drafting teams and next steps","[{\"question\":\"How did attendees describe the standards’ approach to identity, equity, and student voice?\",\"answer\":\"They emphasized that the standards require a reflective process rather than a checkbox system, must examine implicit bias, and should empower student voice(s). They also highlighted holistically knowing students with their families and communities, including counter-narratives and history of power structures.\"}]","Illinois DLRTN Developing DRTL Standards - May 10, 2019 - Meeting Notes | PDF",1791601676]