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Standards and curricular Supports

Standards and curricular Supports. Ohio’s New Academic Standards. Common Core. Ohio’s revised standards. English l anguage a rts Mathematics. Science Social Studies. Common Core State Standards. ** Minnesota adopted the CCSS in ELA only Source: PARCC consortia.

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Standards and curricular Supports

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  1. Standards and curricular Supports

  2. Ohio’s New Academic Standards Common Core Ohio’s revised standards • English language arts • Mathematics • Science • Social Studies

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

  4. Common Core and State Revised Standards Reflect New Features: New Focus: • Fewer, clearer, and higher • Internationally benchmarked • An aligned model curriculum • College and career readiness • Content and skills • Coherence, focus, rigor

  5. Goals of Model Curricula To help teachers: • Reach a shared understanding of the intent of the Common Core and revised standards • Provide differentiated instruction fordiverse learners • Find resources that match higher expectations and support technological applications

  6. What are the Model Curricula? Web-based tools, aligned to the standards, that: • Present informationspecific to the contentareaby grade level, grade band and course • Provide curricular and instructional guidance • Include instructional strategiesand resources • Inform assessment development

  7. Model Curricula Summary 774Model Curricula have been developed across all four content areas. There is a model curriculum in grades K-12 for each: • Cluster in mathematics • Topic in English language arts • Content statement in science and social studies

  8. Other Curricular Supports • Standards Crosswalks • Eye of Integration • Resources for Innovative Learning Environment • High School – Higher Education Alignment • Professional Development

  9. High School- Higher Education Alignment Project Striving to reduce remediation by aligning: • High school math and English course sequences and contentto college readiness expectations • Teacher preparation programs to expectations for college readiness

  10. High School- Higher Education Alignment Project Informational Meetings this October: • 2 meeting opportunities in each region • All RttTLEAs are invited (teachers, curriculum directors, administrators) • Registration available Sept. on STARS

  11. Professional Development Stakeholder Outreach Regional Content Facilitators Provide in depth professional development across the regions Applications for facilitators has been posted Focus on assisting teachers with curriculum revision Meetings begin in October, register on STARS • Provide awareness and understanding about the standards and curricular resources • Each ESC will host 3-4 meetings • Training regional and urban entities to implement • Registration for participants will be on STARS

  12. Implementation Timeline • Transition: • Teacher development • Local curriculum revision • Test development • 2011 - 2014 State Board Adopts Standards June, 2010 State Board Adopts Model Curriculum March, 2011 Transition Complete! June, 2014 2011 2012 2013 2014 2010

  13. Race to the Top CURRICULUM RESOURCES

  14. Statewide Resources and Support

  15. Strengthening assessment leadership

  16. Formative Assessment Pilots Formative assessment is a continuous instructional process used by teachers to obtain evidence of student understanding. Middle School Pilots: • Coaches selected and in training • Cohort 1 begins Fall 2011 • Portfolios of strategies and practices will be developed to share across the state

  17. Ohio Performance-Based Assessment Pilot Project Pilot Projects: • First began in 2008 in high schools • Will expand to include more content areas and introduce PBA into grades 3-5 • New pilots (Cohort 1)begin Fall 2011 in 23 LEAs • External vendor has been chosen • PD for cohort 2 will begin in September

  18. Kindergarten Readiness Assessment Assessment will: • Better measure school readiness by including more indicators • Literacy (only previous indicator) • Numeracy • Social-emotional development • Inform instructional decisions 2011-2012: Planning and Development 2012-2013: Pilot Testing

  19. Ohio’s New State Assessments Consortia- Developed State-developed • English language arts • Mathematics • Science • Social Studies

  20. Assessment Consortia Both PARCC & SMARTER Balanced consortia will have: • English language arts and mathematics assessments • On-line testing • Formative and summative components • Item Types • Multiple choice • Extended response • Technology-enhanced • Performance assessments • High school tests: End-of-course vs. End-of-year • Teachers involved in developing and scoring tests

  21. Assessment Consortia • SMARTER Balanced (SBAC): • Consortia of 29 States • Attributes: • Computer-Adaptive Summative Assessment • Performance Tasks • Optional Formative Interim Assessments • Rapid reporting system to inform instruction and accountability • Partnership for Assessment of Readiness (PARCC): • Consortia of 23 states + D.C. • Attributes: • Computer-Based Summative Assessment • Performance-based Assessments • Optional Early and Mid-Year Formative Assessments • Rapid reporting system to inform instruction and accountability

  22. Application Area C

  23. Data Systems to Support Instruction: OHIO’S GOALS • Expand Value Added Statewide • Improve Access to Student Data • Personalize Learning through Formative Instruction

  24. Can track their progress and show when their efforts all pay off. Students Benefits Teachers Can make informed decisions about their instruction and in the design of effective interventions. Principals Can engage with teachers about student growth and make meaningful decisions about staffing, resource allocations, programs, and services.

  25. Benefits Parents Will have a more informed sense of their child’s progress . Can communicate effectively to the public, design a budget with student learning driving resource allocation, and engage with principals about accountability. District Leaders Community Will have a better accountability system that aligns student growth with community investment.

  26. Instructional Improvement System Provides student information on: Demographics Attendance Achievement data over time Value-added data analysis The teacher will have the ability to create individualized curriculum for each student, provide supportive learning materials, resources, web content, and other tools directly tied to the areas in which the student needs the most help.

  27. 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-analysiscapabilities including early-warning indicators for teachers, administrators, parents, and students.

  28. Application Area D

  29. Race to the Top Ohio Teacher Evaluation System (OTES) • Working with SBOE to seek approval for pilot next year • Will go out in mid-August for national review • Information session/Training Day 1 will be offered in early October • Gap analysis tool will be back online and available to districts by August 15

  30. Ohio Teacher Evaluation System (OTES)

  31. Race to the Top Ohio Principal Evaluation System (OPES) • Principal Performance Rating Rubric is almost completed and will be sent back for review on August 1 • OPES Model completion – September 1, 2011, following validation by external evaluators • Training model has been revised to be a two day training • ODE staff has partnered with BASA and regional ESCs that • have been awarded grants to provide the training

  32. Race to the Top Resident Educator Mentor Training

  33. Race to the Top Educator Equity

  34. Race to the Top Educator Equity

  35. Race to the Top TEACHOhio • TeachOhio Phase I Pilot 2011 – 2012 • 5 Educational Service Centers (ESCs) collaborating with • ODE as program administrators: Mahoning, Montgomery, • Muskingum Valley, Hamilton, & Central Ohio • 5 ESCs will partner with nearby RttT LEAS • Identify teacher and mid-career participants recommended by the • RttT LEA • Develop individualized programs to obtain full teacher licensure • and HQT status in specific subject shortage area

  36. Professional Development for Advanced Placement (AP) Teachers • Launched online AP Teacher Network on ning.com • Conducted AP summer workshops

  37. Support To Career-Technical Teachers Project Ohio’s JVS Consortium is: • Developing a Health Informatics CTE STEM hybrid curriculum • Literature review for curriculum pathway has begun • Currently developing course descriptions and outlines • Researching alternative certification for simultaneous credit • Partnering with the Southern Regional Education Board • Implementing it in >24 districts by 2015

  38. CLOSING ACHIEVEMENT GAPS Race to the Top • 8 RttT LEAs & 2 RttT Community Schools are using Linkage Coordinators as a strategy to close achievement gaps • 5 RttT LEAs & 1 RttT Community School are serving as Demonstration Sites to launch the Ohio My Voice Initiative to actively seek and include student voice in decisions; My Voice survey is available to all RttT schools in Fall 2011! • An internal Closing the Achievement Gap Task Force has been formed; it is reviewing the recently drafted “Closing the Achievement Gap in Ohio” report to determine a strategic direction

  39. CLOSING ACHIEVEMENT GAPS Race to the Top • USDOE approved an amendment request to enhance the implementation methodology of cultural competency professional development; training needs will be determined locally and will be on-going, site-based and job-embedded • An expert in Culturally Relevant Pedagogy, Dr. Eleanor Renee Rodriguez will present at Ohio’s 5th Annual Special Education Leadership Conference, September 19-20, 2011 • The former Office of Closing the Achievement Gap is no The Office of Strategic Initiatives

  40. Application Area E

  41. Race to the Top Office of Transforming SchoolsSchool Improvement Grant 1003g Persistently Lowest Achieving Center for Accountability and School Improvement Jeanne Paliotto Executive Director Transforming Schools

  42. Goals for SIG Funds • Target majority of funds to each state’s chronically low-performing schools, including high schools and their feeder schools • Implement robust and comprehensive reforms to dramatically transform school culture and increase student outcomes

  43. SIG School Intervention Models Transformation Turnaround Restart Closure

  44. Transformation Model Overview

  45. Turnaround Model Overview

  46. Restart and Closure Model Overview Convert or close and reopen school under : Charter school operator Charter management organization Education management organization School Closure An LEA closes a school and enrolls its students in schools that are higher achieving

  47. Tier III Schools Tier III: • Implement research-based school improvement strategies to accomplish student achievement goals

  48. Intervention Model Selection Cohort I Cohort II 35 schools selected Transformation Model 9 schools selected Turnaround Model 1 school selected Restart Model Total Schools = 45 • 27 schools selected Transformation Model • 7 schools selected Turnaround Model • 6 Tier III schools Total Schools = 40

  49. Work of Office of Transforming Schools

  50. Office of Transforming Schools Program Components • Executive Principal Leadership Academy • Select and coordinate work of SEA Providers • Collaborate with Ohio Network of Innovation and Improvement • Develop Monitoring Instruments • Publish Newsletter – Quarterly • Identify and approve External Providers • Prepare for SIG Audits • Principal and Teacher Evaluation Waivers • Interpret SIG Federal Guidance • Provide Technical Assistance to SIG Districts

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