Transcript Slide 1

On The Road to
College and Career Readiness
Center for Curriculum and Assessment
Ohio Department of Education
Marcia Barnhart, Assistant Director
AGENDA
• Knowledge and Skills Needed to be
College and Career Ready
• Curricular Supports to Transform
Instruction
• District Guidance for Implementation
What is College and
Career Readiness?
Being qualified for:
– A degree-granting postsecondary
education, without remediation
– A chosen career, ready for advanced
training.
Are Ohio Students
Ready for College?
ACT, “The Conditions of College & Career Readiness, Class of 2010: Ohio.”
Jobs Will Require More
Education & Training
2018
38%
62%
NO COLLEGE REQUIRED
COLLEGE REQUIRED
Source: Georgetown Center on Education and the Workforce, 2010.
Ohio’s Coherent and
Integrated Education System:
What?
Common
Core and
State
Revised
Standards:
June 2010
How?
Model
Curricula:
March
2011
Aligned
System of
Assessments:
2014
How Well?
House Bill 1:
Content 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 twentyfirst century. (Adopted June 2010)
ORC § 3301.079(A)(1)(a)
Ohio’s Revised
Standards
Ohio’s Revised
Standards Reflect
NEW FEATURES:
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
Fewer, clearer,
and higher
Internationally
benchmarked
An aligned model
curriculum
NEW FOCUS:
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
College and
career readiness
Content and skills
Coherence, focus,
rigor
Ohio’s Revised
Academic Standards
COMMON CORE
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English
language arts
Mathematics
OHIO’S REVISED
STANDARDS
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Science

Social Studies
COUNCIL OF CHIEF STATE SCHOOL OFFICERS
(CCSSO)
&
NATIONAL GOVERNORS ASSOCIATION
CENTER FOR BEST PRACTICES
(NGA CENTER)
JUNE 2010
Common Core Standards
Development Process
• College and career readiness standards developed
in summer 2009
• Based on the college and career readiness
standards, K-12 learning progressions developed
• Multiple rounds of feedback from states, teachers,
researchers, higher education, and the general
public
• Final Common Core State Standards released on
June 2, 2010
Ohio’s Standards
Development Process
•
•
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•
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•
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Teams of ODE content experts
Classroom teachers and administrators
Higher education representatives
Content-related organizations
Business representatives
Public feedback received
Adopted June 2010
Common Organizational Framework
Major units or areas of study
(i.e., Strand, Domain)
Main focus of the content
and standard statements
(i.e.,Topic, Cluster)
What students should
know and
be able to do
(i.e. Content and Standard
Statements)
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Attributes of the CCSS:
English Language Arts
• Shift in emphasis from fiction to
nonfiction in reading and writing.
• Focus on close analysis of texts with
evidence to back up claims and conclusions.
• Emphasis in teaching literacy skills in
and through history/social studies, science,
and technical content areas.
Based on Reading framework for the 2009 National Assessment of
Educational Progress. Washington, DC: U.S. Government Printing Office.
AP Course Expectations
Aligned to CCSS
English Language Arts
Grades 9 - 12
• Reading Anchor Standards
• Reading Standards for Informational Text
Source: Research Report 2011
Common Core State Standards
Alignment- College Board
AP Course Expectations
Aligned to CCSS
English Language Arts
Grades 9-12
• Writing Anchor Standards
• Writing Standards
• Language Standards
Source: Research Report 2011
Common Core State Standards
Alignment- College Board
Attributes of the CCSS:
Mathematics
Engage student in the
content through the
Mathematical Practices
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•
•
•
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Problem solving
Reasoning
Modeling
Using tools
Making arguments
Precision
Structure
AP Calculus AB and BC
Course Expectations
Aligned to CCSS
Mathematics (Grades 6-12)
• Standards for Mathematical Practice
• Conceptual Categories
–
–
–
–
Number and Quantity
Algebra
Functions
Geometry
Source: Research Report 2011
Common Core State Standards
Alignment- College Board
AP Statistics
Course Expectations
Aligned to CCSS
Mathematics (Grades 6-12)
• Standards for Mathematical Practice
• Conceptual Categories
–
–
–
–
–
Statistics and Probability
Number
Quantity
Algebra
Functions
Source: Research Report 2011
Common Core State Standards
Alignment- College Board
Attributes of the
Science Standards
Scientific Inquiry
Engineering
Technological Design
Ohio is one of 20 states that has been selected to
lead an important effort to improve science
education for all students.
Attributes of the
Social Studies
Standards
A Comprehensive Curriculum that:
Promotes
• Historical Thinking
• Civic Participation
Includes
• Economic Decision-making
• Financial Literacy
Early Childhood
• ELA, Mathematics, Social Studies and Science
standards currently available.
• Standards will be expanded to include:
– social and emotional approaches to learning
– physical well-being
• Draft of the expanded standards will be
available for public review in the Spring 2012.
Early Childhood
• Model curricula currently available in science
and social studies .
• Model curricula have been developed for ELA
and mathematics
• Draft of the model curricula will be available
for public review in the late October – early
December 2011 on the ODE website.
Ohio’s New Standards
Inform:
• Curriculum Revision
• Assessment Development
• Career-Technical Programs
• Special Education Programs
• English as a Second Language
Programs
• Higher Education Alignment
Revised and New Standards
in Other Content Areas
• World Languages (Revised)
• Fine Arts (Revised)
• Financial Literacy and
Entrepreneurship (New)
• Business Education (New)
Revision and
Development Timeline
Current revision process 2011
Adoption June 2012
Model Curriculum 2013
Implementation 2014-2015
World Language
Current Standards
New Standards
COMMUNICATION
CULTURES
COMMUNICATION
CONNECTIONS
COMPARISONS
CULTURES
COMMUNITIES
Arts Standards
From 5 to 3 Standard Process Goals
Historical, Cultural and Social Contexts
Creative Expression & Communication
Perceiving
Producing/
Performing
Analyzing and Responding
Valuing the Arts/Aesthetic Reflection
Reflecting
Connections, Relationships and Applications
Revised framework goals
SB 210 and The Physical
Education Evaluation
• Signed in June 2010
• Includes four components to be included
on the state report card starting with 20122013 school year
• Not a factor in performance ratings
Senate Bill 210
First Component
Student success in meeting benchmarks
contained in physical education
standards adopted under division (A)(3)
of Section 3301.079 of Ohio Revised
Code
Early Childhood
• ELA, Mathematics, Social Studies and Science
standards currently available.
• Standards will be expanded to include social
and emotional, approaches to learning and
physical well-being
• Draft of the expanded standards will be
available for public review in the Spring 2012.
Early Childhood
• Model curricula currently available in science
and social studies.
• Model curricula have been developed for ELA
and mathematics
• Draft of the model curricula will be available
for public review in the late October – early
December 2011 on the ODE website.
Revised Standards
• Are not stand-alone reform
• Will take us half-way up the mountain
TO REACH THE SUMMIT
• Effective curricula
• Effective professional development
• Effective instruction
Curricular Supports
House Bill 1:
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. (Adopted March 2011)
ORC §3301.079(B)
Goals of Model Curricula
To help teachers:
• Reach a shared understanding of the intent
of the Common Core and revised standards
• Provide differentiated instruction for
diverse learners
• Find resources that match higher
expectations and support technological
applications
Model Curriculum Template
Content
Elaborations
Expectations for
Learning
Content
Specific
Sections
Instructional
Strategies and
Resources
Model Curricula
Components
• Content Elaboration
– Detailed information on the content and
skills addressed at a grade level, grade
band and course
• Expectations for Learning
– Recommendations for how students may
be evaluated
• 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)
ELA and Science
Model Curricula
Model Curricula
English Language Arts
Model Curricula
774 Model Curricula have been
developed across all four content areas:
– A model curricula for each cluster in
mathematics for grades K-12
– A model curricula for each topic in English
language arts for grades K-12
– A model curricula for each content statement in
science and social studies for grades PreK-12
Other Instructional
Supports
• Crosswalks/Comparative
Analysis Documents
• Formative Instruction
Modules
• Eye of Integration
• Instructional
Improvement System
Ohio’s Standards Crosswalks
Example:
English Language Arts, Grade 8
Comparative Analysis Document
Content that is new to
Kindergarten
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Earth and Space Sciences: Weather can
be measured and has seasonal patterns
(formerly in 2nd grade)
Earth and Space Sciences: The moon
and sun are observed in different
positions in the sky throughout the
day/night. The lit portion of the moon
is different throughout the month
(formerly in 2nd grade).
Life Science: Living things have certain
characteristics (formerly in 1st and 2nd
grades).
Life Science: Living things use body
parts to seek resources (formerly in 1st
grade).
Physical Science: Some objects and
materials can be made to vibrate and
produce sound (formerly in 2nd grade).
Content that is still included
at Kindergarten, but may be
modified or at a greater depth
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Earth and Space Sciences: Weather changes
are long term and short term.
Earth and Space Sciences: The moon, sun
and stars move in patterns and can be seen
at different times of the day or night.
Life Science: Living things are different from
non-living things.
Life Science: Living things are found in
different areas around the world and have
physical traits to help them survive.
Physical Science: Objects and materials have
physical properties, can be sorted, and are
made up of parts
Content that is no longer a
focus at Kindergarten
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Earth and Space Sciences: Living things
cause changes on Earth (now in LS, 2nd
grade).
Life Science: Plants and animals resemble
their parents. Some variations can exist
among individuals (now in LS, 3rd grade).
Physical Science: Things move in different
ways (now in 1st grade).
Physical Science: Pushes and pulls can
change how things move (now in 1st
grade).
Standards and Model
Curricula Resources
From the ODE homepage at education.ohio.gov:
• Click “Academic Content Standards”
• Then choose Revised Academic Content Standards
and Model Curriculum Development
Eye of Integration
• What is it? A tool that facilitates integration
of concepts and skills across content areas and
applications.
• Purpose: To encourage depth, rigor, and
relevancy in Ohio classrooms.
• Components:
– Topic, essential question or big idea
– Universal Skills or 21st Century Skills
– Content area specific integration
Science Resource Materials Filter
When considering resources and materials for science, it is important to determine
alignment (is it grade-level appropriate, is it found in Ohio’s Academic Content Standards for
Science and/or National Framework for K-12 Science Education?), accuracy/reliability, depth
of knowledge, and are science practices encouraged? This filter provides a good starting
point in the evaluation of resources and materials for use in the science classroom.
Recommended resources and materials are in the 2/3 range for each of the listed criteria (AI).
A.
Alignment
0
1
2
3
No evidence of alignment with state
standards and/or national
Framework for K-12 Science
Education. The material is not at the
appropriate grade level.
Aligns generally with the main
concept, but not the specific
descriptions within the state
standards and/or national
Framework for K-12 Science
Education. The material is at the
correct grade level.
Aligns with the main concept and some of
the specific descriptions within the state
standards and/or national Framework for
K-12 Science Education for K-12 Science
Education. The material is at the correct
grade level.
Aligns with the main concept and the
specific descriptions within the state
standards and/or national Framework for
K-12 Science Education. The material is at
the correct grade level.
B.
Depth of science content knowledge
0
1
2
3
Little/no opportunity for depth of
knowledge (e.g. too much breadth,
insufficient time to allow depth).
Some opportunity for depth of
knowledge (focuses on 3-4 concepts
and supports science practices), may
still need additional time and/or
limiting breadth.
Some opportunity for depth of knowledge
(focuses on 2 or 3 concepts and supports
science practices), provides adequate time
for exploration.
Focuses on one main concept and
supports science practices. Adequate
time is provided for exploration.
Formative Instruction
Professional Development
• Online Formative Instruction Professional
Development Modules
• Regional Formative Instruction Specialists
(RFIS) will provide training and support on
the use of FIPD resources
• External provider developing modules and
training of RFIS
• Access to modules beginning fall 2011
Instructional Improvement
System
Structure and Components:
– Online access to electronic curriculum,
resources and tools aligned to the new academic
standards
– Curriculum customization for differentiated
instruction
– Online portfolio of formative assessments
– Data-analysis capabilities including early-warning
indicators for teachers, administrators, parents,
and students.
IIS Operational Model
Standards/Curriculum
Curriculum Design
& Development
Data Analysis
& Rapid-Time
Reporting
Curriculum
Evaluation
Curriculum
Maintenance
Advanced
Analysis
(current &
historical)
Instructional
Design
Educator Profiles &
Professional Development
Achievement
Reporting
Tools for
Learning
Achievement
Analysis
Class Data
Management
Test Scoring
& Processing
Test Creation & Storage
Assessment
Tools
Assessments & Growth
Instructional
Practices
Professional Development
Event
Timeline
Regional Meetings on the Standards
and Model Curriculum
• ODE delivers to ESCs
• ESCs deliver to districts
Fall (Oct.-Dec. 2011)
Targeted Professional
Development Meetings
• ODE trains Regional Content
Facilitators (RCFs)
• RCFs deliver content-specific
workshops across all 5 RttT regions
Spring ( March –May 2012)
Oct. 2011 –May 2012
Educators can register on STARS for
these workshops.
Professional Development
Stakeholder Outreach
• Provide awareness and
understanding about the
standards and curricular
resources
• Each ESC will host 3-4
meetings
• Training regional and urban
entities to implement
Targeted Professional
Development
• Provide in-depth professional
development across the
regions
• Facilitated by Regional
Content Facilitators (RCFs)
• Focus on assisting teachers
with depth of content and
curriculum revision
High School- Higher
Education Alignment Project
Striving to reduce remediation by
aligning:
• High school math and English
course sequences and content to
college readiness expectations
• Teacher preparation programs to
expectations for college readiness
Guidance for
Districts
What Should
Districts Do Now?
• Become familiar with:
– Common Core State Standards
– Revised standards
– Model curricula for each
• Utilize crosswalks and comparative analyses to
identify changes in content and levels of rigor
• 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
District Next Steps
2010-2011
2011-2012
2012-2013
2013-2014
• Build awareness
of new
standards
• Introduce
model curricula
• Revise
curriculum
based on
analysis findings
• Integrate
standards and
curricula into
district curricula
and teachers’
course planning
• Conduct
crosswalk
activities
• Participate in
creating model
curricula
• Conduct
curriculum gap
analysis
• Initiate
formative
instruction PD
• Begin using new
standards in
grades K-2
• Participate in
performance
based and
formative
assessment
pilots
• Continue
formative
instruction PD
• Integrate
performance
tasks in course
activities
• Prepare for
online testing
• Complete
formative
instruction PD
State Transition Timeline
June 2010July 2011
2011-2012
School Year
2012-2013
School Year
2013-2014
School Year
2014-2015
School Year
Phase 4 - Complete
Phase 3 - Alignment and
Transition and Full
Phase 1- Communication Phase 2 - Alignment and
Initial Transition
Implementation
and Awareness
Refinement
 Implementation of
 Continued
 Statewide awareness and
 Curriculum alignment
to the alignment and
local curriculum &
initial implementation of
understanding of the new
new standards
instruction aligned
aligned curriculum and
academic standards and
 National assessment
to the CC and
instruction
model curriculum
consortia and state
state revised

National
assessment
 Participating member in both assessment development
standards.
consortia and state
national assessment consortia work
 National and state
assessment development
 OAA and OGT assessments  OAA and OGT assessments
assessments fully
work
aligned to the Ohio’s 2001
aligned to the Ohio’s 2001
operational
 standards
OAA and OGT assessments  Accountability
and 2002 academic standards and 2002 academic
aligned to the Ohio’s 2001
Development and implementation of necessary resources
based on the new
 Accountability based on the  Accountability based on the
and 2002 academic standards national- and
and professional development for a successful transition
OAA
and Integrated
OGT
and OGT
to Ohio’s
EducationalOAA
System
 Accountability based on the
state- level
OAA and OGT
assessments
State Transition Timeline
Transition:
State Board
• Teacher development
Adopted Standards
• Local curriculum revision
June, 2010
• Assessment development
2011 - 2014
State Board
Adopted Model
Transition
Curriculum
Complete
June, 2014
March, 2011
2010
2011
2012
2013
2014
Questions?