2011-2011 OIP TRAINING SERIES

GETTING RESULTS: IMPACTING EACH STUDENT WITHIN “ALL STUDENTS” Going Deeper with Teacher Based Teams & the Ohio 5-Step Process

Start Ready, Leave Ready

Components of a 21st Century Education •

College and Career Ready Academic Standards

•

An Aligned Curriculum

•

High Quality Instructional Supports

•

Modernized Assessments

What is College and Career Readiness?

Being qualified for:

– A degree-granting

postsecondary education

, without remediation – A

chosen career

, ready for advanced training.

Jobs Will Require More Education & Training

2018

38% 62%

NO COLLEGE REQUIRED COLLEGE REQUIRED

Source: Georgetown Center on Education and the Workforce, 2010.

Are Ohio Students Ready for College?

ACT, “The Conditions of College & Career Readiness, Class of 2011: Ohio.”

New Academic Content Standards

Ohio’s Integrated 21

st

Century Education System:

What?

How?

Common Core and State Revised Standards High Quality Instruction & Curricular Supports Aligned System of Assessments How Well?

Ohio’s New Academic Standards

COMMON CORE



English language arts



Mathematics OHIO’S REVISED STANDARDS



Science



Social Studies

Common Core and State Revised

Standards Reflect NEW FOCUS:



College and career readiness



Content and skills



Coherence, focus, rigor NEW FEATURES:



Fewer, clearer, and higher



Internationally benchmarked



An aligned model curriculum

Common Core State Standards Adoption ** Minnesota adopted the CCSS in ELA only Source: PARCC consortia

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.

Attributes of the CCSS:

Mathematics

Engage students in the content through the Mathematical Practices:

–

Problem solving

–

Reasoning

–

Making arguments

–

Precision

Attributes of the Science Standards

Scientific Inquiry Engineering Technological Design

Attributes of the Social Studies Standards

A Comprehensive Curriculum that:

Promotes

• Historical Thinking • Civic Participation

Includes

• Economic Decision-making • Financial Literacy

Ohio’s New Standards Inform:

•

Curriculum Revision

•

Assessment Development

•

Career-Technical Programs

•

Special Education Programs

•

English as a Second Language Programs

•

Higher Education Alignment

Improve the Graduation Rate

• by 0.5% a year.

Reduce Graduation Rate Gaps

• by 50% • between under represented and majority students.

Reduce Performance Gaps

• by 50% on national and state-wide assessments • between under represented and majority students.

Reduce the State Performance Gap

•by 50% on reading and mathematics proficiency •between Ohio and the best performing states in the nation

Double College Enrollment

• For students age 19 and younger

Speech and Language Impairments 13% TBI 1% Visual Impairments 0% Specific Learning Disabilities 41% Autism 5% Cognitive Disabilities 12% Deafness 1% Developmental Delay 2% Emotional Disturbance 7% Multiple Disabilities 5% Disability Categories in Ohio 2010 Other Health Impaired 12% Orthopedic Impairments 1%

19

13 Categories of Disability

There are 259,454 children in Ohio on an IEP. Only 2 categories have a cognitive disability.

85% have average to above average intelligence.

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2004

Gaps in Reading

2005 2006 2007 2008

Reading Typical Reading SWD

2009 2010 2011

90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2004 2005

Gaps in Math

2008

Math Typical Math SWD

2006 2007 2009 2010 2011

Focus Areas

Graduation Rate Least-restrictive environments Discipline

Race to the Top

Five Application Areas A. State Success Factors B. Standards and Assessments C. Data Systems to Support Instruction D. Great Teachers and Leaders E. Turning Around the Lowest-achieving Schools

High Quality Instruction

Focus on Problem-solving and Project based Learning

21 st Century Model Instructional Strategies 1.Technologically Enhanced 2.Inquiry-based 3.Problem solving 4.Performance Tasks

33

Implications for Learning



Fewer standards = more depth for mastery



Classrooms will become more hands-on, activity based



Skills will be taught along with content



New assessments will better measure student learning progress aligned to instruction



Teachers can address individual student needs through data reports

Student Implications

More students will graduate from high school, college and career ready:

–

Fewer students

need remediation in college –

More students

are prepared for meaningful employment or further training –

All students

possess 21 st century skills

Preparation for Districts

2010-2011

• Introduce new standards • Participate in creating model curricula

2011-2012

• Build awareness of new standards • Introduce model curricula • Conduct crosswalk activities • Initiate formative instruction PD

2012-2013

• Introduce performance tasks and scoring rubrics • Continue formative instruction PD • Practice online formative assessments • Introduce instructional improvement system

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 36

Ohio’s New Generation of Assessments

Ohio’s New High School Assessments Nationally standardized readiness test Series of end of course exams

Ohio’s New Assessments

ASSESSMENT CONSORTIA



English language arts



Mathematics STATE-DEVELOPED



Science



Social Studies

Assessment Consortia Comparison

SBAC

Computer-Adaptive Summative Assessment Performance Tasks during last 12 weeks Optional Formative Interim Assessment (Computer-adaptive and performance tasks) Rapid reporting system to inform instruction and accountability

PARCC

Computer-Based Comprehensive Assessment + Listening/Speaking Component Performance-based Assessments in final weeks Optional Early Diagnostic and Mid Year Assessment Components Rapid reporting system to inform instruction and accountability

New Assessments Introduce Online Testing

Alternate Assessments

For students with significant cognitive disabilities, assessments will:

–

Provide meaningful data

–

Demonstrate student growth

–

Be user friendly

–

Become available 2012-2013 school year (tentatively)

Assessment Timeline

State Board Adopted Standards

June, 2010

State Board Adopted Model Curriculum

March, 2011

• • •

Development Phase:

Test development Field testing Standards setting

2012 - 2014

First Assessment Administration

2014-2015

2011 2012 2013 2014 2015

IDEA Disclaimer Notice

There are no copyright restrictions on this document. However, please cite and credit the source when copying all or part of this document. This document was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Award number H027A110111-11A, CFDA 84.027A, awarded to the Ohio Department of Education). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.