Transcript Raising the Tide Through:

On the Road to 2014-15
Are We There Yet?
May, 2011
Denny Thompson
Director - ODE
Office of Curriculum & Instruction
[email protected]
On the Road to 2014-15
Newly Revised Content Standards
Next Generation of Assessments
Model Curricula
Rollout Implementation
On the Road to 2014-15
Newly Revised Content Standards
Next Generation of Assessments
Model Curricula
Rollout Implementation
Demand for a
Highly Educated Workforce
The U.S. will need
22 million new
college degrees by
2018 to fill the
demand for
educated labor.
~Molly Broad, President
American Council on Education
March 15, 2011
Are Ohio Students
Ready for College?
Percent of Ohio Students Ready for College-Level
Coursework (according to ACT benchmarks)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
72%
48%
58%
28%
ACT, “The Conditions of College & Career Readiness, Class of 2010: Ohio.”
34%
College and Career Ready?
Percent of 11th Grade Students Ready for College by
Subject (According to ACT benchmarks)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
62%
38%
Reading
49%
47%
51%
53%
Writing
Language Arts
College Ready
Not Ready
ACT, “A First Look at the Common Core and College and Career Readiness,” 2010,
http://act.org/research/policymakers/pdf/FirstLook.pdf.
63%
37%
Literacy in
Literature
College and Career Ready?
Percent of 11th Grade Students Ready for College by Subject
(According to ACT benchmarks)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
62%
38%
Reading
49%
47%
51%
53%
Writing
Language Arts
College Ready
Not Ready
ACT, “A First Look at the Common Core and College and Career Readiness,” 2010,
http://act.org/research/policymakers/pdf/FirstLook.pdf.
63%
37%
Literacy in
Literature
College and Career Ready?
Percent of 11th Grade Students Ready for College by
Subject (According to ACT benchmarks)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
66%
58%
63%
65%
67%
34%
42%
37%
35%
33%
Number &
Quantity
Functions
Statistics and
Probability
Algebra
Geometry
College Ready
Not Ready
ACT, “A First Look at the Common Core and College and Career Readiness,” 2010,
http://act.org/research/policymakers/pdf/FirstLook.pdf.
College and Career Ready?
Percent of 11th Grade Students Ready for College by
Subject (According to ACT benchmarks)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
66%
58%
63%
65%
67%
34%
42%
37%
35%
33%
Number &
Quantity
Functions
Statistics and
Probability
Algebra
Geometry
College Ready
Not Ready
ACT, “A First Look at the Common Core and College and Career Readiness,” 2010,
http://act.org/research/policymakers/pdf/FirstLook.pdf.
College and Career Ready?
OGT
CCR
Why 21st Century
Skills?
Our students
will be
competing in a
new global
economy
How does ODE define
21st Century Skills?
ODE is a member of
The Partnership for 21st Century Skills:
 The Partnership is a national organization
that advocates for 21st century readiness for
every student.
 The Partnership has developed a vision for
learning known as the Framework for 21st
Century Learning which describes the skills,
knowledge and expertise students must
master to succeed in work and life.
21st Century Skills
Life and Career
Skills
• Leadership &
Responsibility
• Productivity &
Accountability
• Flexibility &
Adaptability
• Initiative & SelfDirection
• Social & CrossCultural Skills
• Leadership and
Responsibility
Information,
Media and
Technology Skills
• Information
Literacy
• Media Literacy
• Information,
Communications
and Technology
Literacy
Learning and
Innovation Skills
• Critical
Thinking
• Communication
• Research
• Problem
Solving/Design
• Collaboration
• Meta-cognition
• Critical
Thinking
• Creativity
• Innovation
Ohio’s New
Content Standards
OHIO’S REVISED
STANDARDS


Science
Social
studies
COMMON CORE


Mathematics
English
language arts
Standards Reflect
NEW FEATURES:



Fewer, clearer,
and higher
Internationally
benchmarked
Aligned to
model
curriculum
NEW FOCUS:



College and
career readiness
Content and
skills
Coherence,
focus, rigor
Academic Content Standards:
By Content Area
Ohio Science Standards
• Strands:
 Earth and space science
 Physical science
 Life science
• Skills:
 Science inquiry
 Applications
17
Attributes of the Science
Standards
 Content-focused
 Support learning at all
cognitive levels
 Promote science
application with
content
 Embed scientific
inquiry, engineering
and technological
design
Ohio Science Standards
The revised Science Standards & Model
Curriculum Documents are located on the
ODE Science page.
Provide teaching
strategies and
resources to encourage
a strong connection to
the real world and
teaching through
inquiry.
Graphic from:
http://www.pbs.org/wgbh/nova/volcanocity/anat-08.html
What can be done now?
 Teach science at depth, through inquiry
 Connect science to the real world
 Try some of the model curriculum
strategies or examples that align with what
is currently being taught at grade level
Ohio Social Studies
Standards
 Strands:
 Skills:
 History
 Historical thinking
 Geography
 Spatial thinking
 Government
 Civic participation
 Economics
 Economic decision
making
 Financial literacy
21
Vertical Alignment in
Social Studies
Grade Four, Content Statement 21:
• The Ohio Constitution and the U.S. Constitution separate the
major responsibilities of government among three branches.
Grade Eight, Content Statement 20:
• The U.S. Constitution established a federal system of
government, a representative democracy and a framework
with separation of powers and checks and balances.
High School, American Government, Content Statement 5:
• As the supreme law of the land, the U.S. Constitution
incorporates basic principles which help define the
government of the United States as a federal republic
including its structure, powers and relationship with the
governed.
Common Core Adoption
*Maine and Washington have adopted the CCSS provisionally
** Minnesota adopted the CCSS in ELA only
Source: PARCC consortia
Common Core State
Standards: ELA
• Strands:
 Reading Informational/Literary
Text
 Speaking and Listening
 Language
 Writing
• Skills are embedded in the grade
level standards statements
24
Common Core State
Standards: ELA
Contain:
 K-12 English language arts standards by grade
level and grade band
 Literacy standards for History/Social Studies,
Science and other Technical Subjects
 Appendix A: Research Supporting Key
Elements of the Standards, Glossary of Key
Terms (Text Complexity is addressed here)
 Appendix B: Text Exemplars and Sample
Performance Tasks
 Appendix C: Samples of Student Writing
Common Core Standards: ELA
Shift in emphasis from fiction to
nonfiction in reading and writing:
Grade
Share of Literary
Share of
Content
Information Content
4
50%
50%
8
45%
55%
12
30%
70%
Distribution of Literary and Informational Passages
by Grade in the 2009 NAEP Reading Framework
Based on Reading framework for the 2009 National Assessment of Educational
Progress. Washington, DC: U.S. Government Printing Office.
What can be done now?
Place emphasis on providing
students with increased
opportunities to:
1.
Do critical reading and analysis
of complex text
2.
Increase exposure and access to
more informational text.
3.
Write and present arguments
based on evidence
Mathematics
Common Core Standards
 Greater
emphasis on
reasoning and
problem solving
 Teach content
through the
standards for
mathematical
practice
CCSS Support Materials for
Mathematics
 Mathematics Common Core State
Standards and Model Curriculum
 Crosswalks: Cluster to Benchmark
comparison
 Learning Progression Views
 K-8 Critical Areas of Focus
 What should districts be doing?
 FAQ
 Model Curriculum
 Additional materials are being developed by ODE
and national groups. These will be linked on our
page as they become available.
What can be done now?
 Get to know the CCSSM through
Professional Learning Communities
 Use the “critical areas”
 Take a “progressions view”
 Begin developing the
Mathematical Practices
On the Road to 2014-15
Newly Revised Content Standards
Next Generation of Assessments
Model Curricula
Rollout Implementation
One piece of an
integrated whole:
What?
How?
Revised
Academic
Content
Standards:
June 2010
Model
Curricula:
March 2011
Aligned System
of
Assessments:
2014
How Well?
What are the
Model Curricula?
Web-based tools, aligned to the standards,
that:
►
►
►
►
Present information specific to the content
area by grade level, grade band and course
Provide curricular and instructional
guidance
Include instructional strategies and
resources
Inform assessment development
Why Model Curricula?
To help teachers:
 Reach a shared understanding of the
intent of the Common Core standards.
 Provide the right kind of instruction
for diverse learners.
 Find resources that match higher
expectations and demonstrate
technological applications.
Why Model Curricula?
Transform instructional practices to:
 Engage students
through problembased or projectbased learning.
 Prepare students for
distributive and
performance-based
assessments.
Model Curricula Components
 Content Elaboration
 In-depth information about “what”
should be taught
 Expectations for Learning
 Recommendations for how students
may be assessed
 Applies only to science and social studies
Model Curricula Components
 Instructional Strategies and Resources
 Guidance and support for instructional,
curricular and assessment design
 Links to resources for diverse learners
 Content Specific Sections
 Address elements specific to a subject area,
such as
 Misconceptions (science and mathematics)
 Enduring Understandings
(English language arts and social studies)
Model Curricula Example
Inquiry-based
Twenty-first
Century Skills
Global
Connections
Model Curriculum Template
Content
Elaborations
Instructional
Strategies and
Resources
Diverse
Learners
Expectations
for Learning
Content
Specific
Sections
Universal Design for Learning, Ohio’s Revised Standards and the Model Curricula
What’s the Connection?
How Does Universal Design for Learning Apply to All Students?
Given the diversity of students in most classrooms today, teachers are challenged with ensuring that all students are able to access the content standards and
also demonstrate mastery of the skills and knowledge embedded in these standards. Many instructional methods and strategies are effective for a significant
number of students in all classrooms and across all content areas but teachers are often faced with finding specific strategies that address the unique needs of
the students enrolled in their classrooms. UDL provides a framework for locating these resources by organizing them under three major principles:
Multiple Means of Representation
Multiple Means of Action and Expression
Multiple Means of Engagement
Although these resources can be used to support all students, UDL also offers strategies and resources appropriate for those students identified with very
specific needs including student with disabilities, gifted students and English language learners.
UDL and Students with Disabilities
UDL and Gifted Students
UDL and English Language Learners
Students in Ohio can be identified with one of
13 different disability conditions but a significant
amount of diversity exists both within and
between each of these disability categories.
Ohio law establishes criteria for students to be
identified as gifted in the areas of academic
achievement, cognitive abilities, creative thinking
and/or visual/performing arts.
Students with disabilities can achieve at high
levels when provided with instructional supports
and accommodations and when educated with
students without disabilities to the maximum
extent possible.
Gifted students may be served in the regular
classroom through differentiation and/or in
classes with other gifted students taught by a
gifted intervention specialist.
Ohio’s English Language Learners (ELL) represent a
variety of home/native languages, cultural
backgrounds and levels of English proficiency. They
may be refugees, or U.S born, and they may have
extensive formal school experiences or little/no
prior schooling. Although ELLs have limited English
proficiency, their native/home language skills and
cultural experiences can be useful assets in their
learning process.
UDL enables teachers to plan instruction for a
wide range of learners, including customizing
the display of information for a student who
may have a visual impairment or allowing a
student with a specific learning disability to
express knowledge through the use of multiple
media.
UDL helps to frame the differentiation for gifted
students that needs to take place in all academic
settings in the area of the student’s identification.
Being aware of the background, needs and
strengths of their students, and having an
understanding of strategies and resources under
the UDL framework, teachers can work together to
help their ELLs access Ohio’s revised standards.
On the Road to 2014-15
Newly Revised Content Standards
Next Generation of Assessments
Model Curricula
Rollout Implementation
Why Develop
New Assessments?
OGT
Passage
College
Ready
Ohio’s New Assessments: HB1
 K-8
 Combine reading and writing into a single
English language arts assessment
 Establish 3 performance levels (instead of 5)
 High School
 College Test
 Series of End of Course Exams
 Senior Project – Note: Revised S.B. 153 takes
the SR Project out of the assessment formula
Common
Assessment Elements
Both PARCC & SMARTER Balanced
consortia have:
► On-line testing
► Interim and summative components
► Item Types
 Multiple choice
 Extended response
 Technology-enhanced
 Performance assessments
► High school tests: End-of-course vs. End-of-year
► Rapid reporting system to inform instruction
► Teachers involved in developing and scoring tests
Comparison
SBAC
PARCC
Performance Tasks
Through-Course Assessments
Measure depth of
understanding, research skills,
interaction with materials and
management of ideas.

Given last 12 weeks of year

Computer-delivered, scored
within 2 weeks
Tasks for grades 3-8, 11:

1 reading, 1 writing and 2 math tasks
per year
Assessments will also be available
for grades 9 & 10

Given at three points in time,
near the end of quarters.

Computer-delivered with
results within 2 weeks

Tasks for assessments:

1 and 2nd contain focused
tasks taken in one class
period
 st
3rd requires a project-based
task over a longer time
period

4th for ELA only, an oral
presentation of final task.

Source: the Center for K-12
Assessment & Performance Management at ETS
Comparison
SBAC
PARCC
End of Year
Adaptive Assessment
End of Year Comprehensive
Assessment
40-65 questions per
subject area

Includes 40-65 questions
per content area

A computer adaptive
assessment given during
final weeks of the school
year


Multiple item types,
scored by computer

Re-take option, as locally
determined

Computer-based, with
mixed item types;
computer scored
Scores from focused
assessments and end-ofyear test will be
combined for annual
accountability score.

Source: the Center for K-12
Assessment & Performance Management at ETS
Assessments
Field testing:
2012-2013
Standard setting:
2013-2014
New tests implemented:
2014-2015
Performance-Based
Assessments
“Performance-based
assessment is a measure of
assessment based on
authentic tasks such as
activities, exercises, or
problems that require
students to show what they
can do.”
The Association for Supervision and
Curriculum Development
Formative Assessments
Provide feedback so:
 Teachers can make
informed adjustments
to instruction
 Students can take
ownership of their
learning
Core Elements of Formative
Assessments
Gather evidence of learning through observation,
writing, speech, or demonstration
Determine understanding, misconceptions, and
mistakes from the evidence collected
Teachers adjust instruction to fit student
understanding
Teachers inform students of their progress
through feedback and advice
Core Elements of Formative
Assessments
Students use feedback to determine how they are
progressing
Students can strategize their learning trajectory
with the guidance and support of their teacher
Teachers reassess to determine whether learning
has taken place
Pilots in Using
Formative Assessments
Middle school pilots in
Math and English:
 Begin 2011-12 school year
 Part of the Instructional
Improvement System
 Include professional
development for
formative assessment
strategy development
On the Road to 2014-15
Newly Revised Content Standards
Next Generation of Assessments
Model Curricula
Implementation
What Should
Districts Do Now?
 Become familiar with:
 Common Core standards
 Revised standards
 Model curricula for each
 Assure that all students have access to high
quality instruction and challenging curriculum
 Develop support structures for struggling
students
 Watch for new opportunities and resources
 Be skeptical of easy alignment and quick fixes
Things to Consider
 Use standards and model curricula to plan
integrated instruction, not checklists
 Use crosswalk documents to look forward, not
backward
 Use data to provoke targeted discussions about
instruction, not to reduce the quality of curriculum
 Use formative assessment to provide insight into
student thinking, not as a task bank
 Use Response to Intervention to encourage high-
quality, Tier 1 instruction for all students, not to sort
students
District Preparation for New Standards
2010-2011
• Introduce new
standards
• Participate in
creating model
curricula
2011-2012
• Build
awareness of
new standards
• Introduce
model curricula
• Conduct
crosswalk
activities
• Initiate
curriculum
mapping
activities
• Initiate
formative
instruction PD
• Begin using
new standards
in grades K-2
and 11-12.
2012-2013
• Introduce
performance
tasks and
scoring rubrics
• Continue
formative
instruction PD
• Practice online
formative
assessments
• Introduce
Instructional
Improvement
System (IIS)
2013-2014
• Integrate
standards and
curricula into
district
curricula and
teachers’ course
planning
• Integrate
performance
tasks in course
activities
• Prepare for
online testing
• Complete
formative
instruction PD
Next Steps
 ESCs:
 Attend kickoff Meetings, April 8 & 11
 Facilitate 2-4 similar meetings in their
regions
 ODE:
 Create a communications plan to include:

Web & Podcasts, Webinars, etc.

Supporting documents and tools
(E.g. transition plans, timelines, crosswalks & matrices)
Next Steps
Model Curriculum Rollout Timeline
Event
Responsible Party
Training for facilitation of regional sessions ODE with
Partners
 ESC Representatives
 District Curriculum Leaders
Promotion of Model Curriculum Rollout
DATE
Kick Off
Meetings April
8 & 11
ODE with
Partners
April 2011-TBA
Model Curriculum Rollout & Transition
Planning Meetings
All local ESCs
and School
Districts
April- Sept
2011
Content Area Professional Development
Planning and Delivery
ODE with
Partners
April 2011-TBA
Rollout & Transition Planning
Implementation Timeline
Transition:
• Teacher development
State Board
• Local curriculum revision
Adopts Standards
• Test development
June, 2010
2011 - 2014
State Board
Adopts Model
Transition
Curriculum
Complete!
March, 2011
June, 2014
2010
2011
2012
2013
2014
Questions?
Extra Slides To Reference
Slides 62-86
62-64: What HB1 says about standards,
model curriculum, and assessments
65–68 : Important RttT Information
69-76 : College and Career Readiness plus
several good slides about 21st Century Skills
77-84 : An excellent set of slides; challenging
all educators to examine their craft and their
roles
House Bill 1:
Beyond Standards
The standards shall specify… the
core academic content and skills…
that will allow each student to be
prepared for postsecondary
instruction and the workplace for
success in the twenty-first century.
ORC § 3301.079(A)(1)(a)
Why a Model Curriculum?
…the state board shall adopt a model
curriculum… The model curriculum
shall be aligned with the standards, to
ensure that the academic content and
skills specified for each grade level are
taught to students, and shall
demonstrate vertical articulation and
emphasize coherence, focus, and rigor.
ORC §3301.079(B)
New Assessments
“The state board of education shall… develop
achievement tests aligned with the
academic standards and model curriculum
for each of the subject areas and grade
levels required by section 3301.0710 of the
Revised Code.”
ORC § 3301-13-01 (C)(1)
RttT Opportunities
Projects
Innovative Learning
Environment meeting
Date
August 2011
Formative Assessment Middle
School Pilot
2011-2014
Formative Instruction Modules
2011-2014
Performance –Based Assessment
Pilot
2011-2014
Advanced Placement Initiatives
2011-2014
High School and Higher
65
Education Alignment Project
2011-2014
Looking Ahead
May, 2011 RttT LEA Regional Meetings –
Transformation Team WORK SESSION –
Save your Date!:
Register via
STARS
Urban: May 2, 2011
beginning
Southwest: May 3, 2011
March 15, 2011!
Bring a TEAM!
Central: May 4, 2011
(Each person must
register separately.)
Northwest: May 6, 2011
Southeast: May 9, 2011
Northeast: May 16, 2011
(Locations in STARS!)
RttT YEAR 2:
LEA SOW Submission Preview
• Due Friday, June 3, 2011
• Submit Year 2 LEA SOW in Microsoft Word
format only
• Submit Budget Template in Excel
• ODE Reader Week followed by LEA Feedback
• Year 2 CCIP Budget Process Upon “Approval”
Important Resources
Be sure to bookmark: www.rttt.education.ohio.gov
Submit questions to:
[email protected]
Documents can be downloaded at:
www.rttt.education.ohio.gov
– SEA Scope of Work
– State-Level Resource Guide
– LEA Amendment Process & Template
What is College
and Career Readiness?
Being qualified for placement into:
 A degree-granting postsecondary
education, without remediation
 A job-training program for a
student’s chosen career
21st Century Content:
P21 has identified the following content and skills
as critical success in contemporary communities
and workplaces:
 21st Century Themes:
 Global awareness
 Financial, economic, business and entrepreneurial
literacy
 Civic literacy
 Health literacy
 Environmental literacy
21st Century Skills
Aligned to Ohio’s Education Reform Plan in HB 1
§3301.079(A)(1)b
§3301.079(A)(1)d
§3313.60(9)
§3301.0712
(3-4)
§3301.07
9(A)(1)c
21st Century Content:
P21 has identified the following content and skills
as critical success in contemporary communities
and workplaces:
 21st Century Themes:
 Global awareness
 Financial, economic, business and entrepreneurial
literacy
 Civic literacy
 Health literacy
 Environmental literacy
Business Executive Survey
How will 21st Century Skills be viewed in
your organization in the future?
Become Less Important
Remain the Same
Become More Important
No Opinion
0.6%
22.5%
1.1%
Executive Survey
Does your organization make a special effort
to evaluate these skills when hiring?
Critical Thinking
Yes
75.7%
Communication
80.7%
Collaboration
62.6%
Creativity & Innovation
60.1%
Skills Needed for the 21st Century
What skills are most important for job
success when hiring a high school graduate?
Work Ethic
80%
Collaboration
75%
Good Communication
70%
Social Responsibility
63%
Critical Thinking & Problem
Solving
58%
Source: Partnership for 21st Century Skills. (2006).
“Workforce Survey: Are They Really Ready to Work.”
Skills Needed for the 21st Century
Of the high school students that you recently hired,
what were their deficiencies?
Written Communication
81%
Leadership
73%
Work Ethic
70%
Critical Thinking & Problem Solving 70%
Self-Direction
Source: Partnership for 21st Century Skills. (2006).
“Workforce Survey: Are They Really Ready to Work.”
58%
Skills Needed
for the 21st Century
What skills and content areas will be growing in
importance in the next five years?
Critical Thinking
78%
Information Technology
Health & Wellness
Collaboration
Innovation
77%
76%
74%
74%
Personal Financial Responsibility
72%
Source: Partnership for 21st Century Skills. (2006).
“Workforce Survey: Are They Really Ready to Work.”
It’s About Instruction
“We don’t have an
achievement gap.
We have an
instruction gap.”
~Matt Larson
Instruction as Interaction
What matters are
the interactions in
our classrooms
between and among
our teachers, their
students and the
content.
Source: Cohen & Ball, 1999, 2000, as cited in NRC, 2001.
It’s About Instruction
 So how can we reduce discrepancies in
instructional quality within and among
schools?
 How can we harness the expertise of our
best teachers?
Challenges
 Response to Intervention may be misused
to sort students into groups that receive
fundamentally different instruction
 Begin with high-quality, Tier 1 instruction
for all students
 Data-driven decision making may remain
only about numbers
 Use data to provoke targeted discussions
about instruction
Challenges
 Formative assessments may be
misconstrued as a task bank
 Formative assessment must provide insight
into student thinking
 Professional development may be largely
generic and unfocused
 Develop strategies for content-based
professional learning communities
Challenges
 Publishers may add chapters to existing
materials
 Insist on materials with focus and coherence
 Local control and limited resources
may create excuses
 Share and borrow materials
 Leverage resources
 Take advantage of the assessment consortia
Research-Based Principles
 Implementation matters
 Variation within a model is greater than the
variation between models
 Adoption of standards, programs, or textbooks
merely opens the door
 High-quality professional development
 Focuses on the content the teachers are teaching
 Draws on curricular materials teachers are using
 Involves analyzing student work
 Takes time
Implementation
Questions for You
 Can we get the incentives right?
 Can we bring content leadership to the
decision-making table?
 Can we learn to share strategies and
resources?
 How do we redesign the system for
improvement?