Illinois State Board of Education will present numeracy plan in Carbondale – WSIU NEWS

Advancing Sustainable Development Goal 4: The Illinois Numeracy Plan Update

The Illinois State Board of Education (ISBE) has initiated a comprehensive update to its statewide numeracy plan. This strategic effort is directly aligned with the principles of Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The initiative focuses on enhancing mathematical proficiency among students, a critical component for achieving effective learning outcomes as outlined in SDG 4.

Background and Rationale for Intervention

Current State of Numeracy and Alignment with SDG 4.6

The ISBE defines numeracy as “the ability to reason with numbers, interpret data, recognize patterns, and apply mathematical thinking in everyday life, and to do so with confidence.” This definition underscores the importance of numeracy as a foundational skill for all individuals. Data from the 2024 State Report card indicates that while math proficiency is improving, the rate of improvement is insufficient to meet educational targets. This challenge directly relates to SDG Target 4.6, which calls for ensuring that all youth and a substantial proportion of adults achieve literacy and numeracy.

Need for Updated Educational Standards

The existing state math standards have been in place since 2010 without revision. ISBE’s Executive Director of Teaching and Learning, Ronda Dawson, has highlighted the urgent need to reconvene and implement a statewide effort to support educators. This focus on teacher support and updated guidance is crucial for achieving SDG Target 4.c, which emphasizes increasing the supply of qualified teachers through enhanced training and professional development.

Strategic Plan Development and Implementation

Phased Approach

The ISBE has structured the development of the new numeracy plan in several distinct phases:

1. Needs Assessment (April): An initial assessment was conducted to identify existing strengths, potential weaknesses, and areas of need within the current system.
2. Drafting Summit (Summer): Data from the needs assessment was utilized during a summit to create the first draft of the updated plan.
3. Public Feedback Tour (Current Phase): A listening tour is underway to gather input from parents, educators, and community members.
4. Final Plan Presentation (June 2026): Following refinement based on stakeholder feedback, the final plan is scheduled to be presented to the state board.

Key Objectives for Quality Education (SDG 4)

The updated plan aims to achieve several objectives that contribute to quality education:

• Establish evidence-based practices for implementation by districts and teachers across the state.
• Identify and allocate necessary resources and professional development opportunities for educators, supporting SDG Target 4.c.
• Cultivate a “math habit mindset” among students, positioning numeracy as an essential life skill equivalent to literacy, in direct support of SDG Target 4.6.

Community Engagement and Stakeholder Feedback

To ensure an inclusive and effective plan, the ISBE is actively seeking public input. A listening tour session is scheduled for Thursday, November 13th, at 4 p.m. at Carbondale High School. The feedback process is modeled after the state’s successful literacy plan development, which demonstrated a commitment to incorporating stakeholder suggestions into subsequent iterations. This transparent and participatory approach reflects the collaborative spirit essential for achieving the Sustainable Development Goals.

Conclusion and Future Outlook

The ISBE’s initiative to update the state numeracy plan represents a significant commitment to enhancing educational outcomes in Illinois. By focusing on modern standards, teacher support, and evidence-based practices, the plan is a direct state-level action to ensure every student has the opportunity to acquire the fundamental skills needed for success. This comprehensive effort will contribute substantially to the achievement of Sustainable Development Goal 4, fostering a more numerate and capable future generation.

Analysis of SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

   The primary Sustainable Development Goal (SDG) addressed in the article is:

   • SDG 4: Quality Education – The entire article focuses on the Illinois State Board of Education’s (ISBE) plan to improve educational outcomes in mathematics. The initiative aims to update the state’s numeracy plan to ensure students can “reason with numbers, interpret data, recognize patterns, and apply mathematical thinking in everyday life,” which is a core component of a quality education.

2. What specific targets under those SDGs can be identified based on the article’s content?

   Based on the article’s focus, the following specific targets under SDG 4 can be identified:

   • Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. The article directly addresses this by highlighting the need to improve math proficiency, which is a key “effective learning outcome.” The ISBE’s plan is designed to enhance the quality of math education for all students across the state.
   • Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States. While Illinois is not a developing country, the principle of this target is relevant. The article states that the new plan will “identify necessary resources and professional development for teachers” and “help support our teachers in implementing this new guidance.” This focus on teacher support and training is central to improving the quality of teaching and, therefore, educational outcomes.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

   Yes, the article mentions and implies indicators that can be used to measure progress:

   • For Target 4.1: The article explicitly refers to the “2024 State Report card” which found “improving math proficiency, but it’s not improving fast enough.” This directly implies the use of a key indicator to measure learning outcomes. This aligns with Indicator 4.1.1: Proportion of children and young people achieving at least a minimum proficiency level in mathematics. The state’s “math proficiency” data serves as this indicator.
   • For Target 4.c: The article implies an indicator through its stated actions. The plan intends to provide “professional development for teachers.” Progress towards this can be measured by tracking the implementation and reach of these programs. This relates to Indicator 4.c.1: Proportion of teachers in: (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country. The number of teachers receiving the new professional development would be a direct measure of this.

4. SDGs, Targets, and Indicators Table

   SDGs	Targets	Indicators
   SDG 4: Quality Education	Target 4.1: Ensure all children complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.	Indicator 4.1.1: The article refers to “math proficiency” rates from the “2024 State Report card” as a measure of student learning outcomes.
   SDG 4: Quality Education	Target 4.c: Substantially increase the supply of qualified teachers.	Indicator 4.c.1: The article implies this by stating the plan will provide “professional development for teachers,” which can be measured by the proportion of teachers who receive this training.

Source: wsiu.org