The Common Core: Moving Ohio Forward Stan W. Heffner Superintendent of Public Instruction

2. The Common Core: Moving Ohio Forward Stan W. Heffner Superintendent of Public Instruction February 15, 2012

3. All Ohio Students Will Succeed

4. Building on Ohio’s Success

5. Need to Retool K-12 System • The current system is designed for a different time.

6. Learning Safety Net

8. Minimum Score to Pass Grade 6 Reading: 17/49 or 35%

9. Minimum Score to Pass Grade 7 Math: 16/50 or 32%

11. OGT Reading Minimum Score for Advanced: 79%

12. OGT Math Minimum Score for Advanced: 77%

13. National Assessment of Educational Progress NAEP results are the Nation’s Report Card

14. Are We Advanced? 51.7% 44.6% 42.8% 33.7% 9% 8% 8% 3%

15. We need to look at the system differently.

16. College and Career Ready

17. What is College Ready?

18. What is Career Ready?

19. Classrooms of the Future current: Future: • Teacher centered • Content coverage • Memorizing information • Textbook dependent • Learner centered • Learning and doing • Using information • Multiple sources of information

20. Classrooms of the Future Ohio Globe Theater, London

21. Revised standards are necessary to meet these challenges.

22. 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

23. Transition to Revised Standards • Demonstrate learning progressions across grades (Coherence) • Are supported by model curricula (Rigor & Relevance) • Show a reduction in the amount of content to: • Be more manageable (Clarity) • Promote greater depth of learning (Focus)

24. State Transition Timeline • Phase 4 - Complete Transition and Full Implementation • Implementation of local curriculum & instruction aligned to the CC and state revised standards. • National and state assessments fully operational • Accountability based on the new national- and state- level assessments • Phase 3 - Alignment and Initial Transition • Continued alignment and initial implementation of aligned curriculum and instruction • National assessment consortia and state assessment development work • OAA and OGT assessments aligned to the Ohio’s 2001 and 2002 academic standards • Accountability based on the OAA and OGT • Phase 1- Communication and Awareness • Statewide awareness and understanding of the new academic standards and model curriculum • Participating member in both national assessment consortia • OAA and OGT assessments aligned to the Ohio’s 2001 and 2002 academic standards • Accountability based on the OAA and OGT • Phase 2 - Alignment and Refinement • Curriculum alignment to the new standards • National assessment consortia and state assessment development work • OAA and OGT assessments aligned to the Ohio’s 2001 and 2002 academic standards • Accountability based on the OAA and OGT June 2010- July 2011 2011-2012 School Year 2012-2013 School Year 2013-2014 School Year 2014-2015 School Year • Development and implementation of necessary resources and professional development for a successful transition to Ohio’s Integrated Educational System

25. Change in Practice

26. English/Literacy: Key Points • Emphasize literacy in all subjects • Build reading comprehension and vocabulary throughout the grades • Focus on nonfiction and reading for information

27. Common Core Standards: ELA Shift in emphasis from fiction to nonfictionin reading and writing:

28. Mathematics: Key Points • Greater emphasis on reasoning and problem solving • Applyconcepts and skills to new situations

29. Projection of Scores 88% 83% 82% 80% 74% 66% 35% 34% 32% 26% 25% 25%

30. Focus on their Future

32. Implementing the Common Core and PARCC Assessments Michael Cohen February 15, 2012

33. Key Advances of the Common Core in Mathematics ANCHORED IN COLLEGE AND CAREER READINESS

34. Focus in Mathematics Providing Greater Depth

35. MATHEMATICAL PRACTICES • Mathematically proficient students: • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning

36. Key Advances of the Common Core in ELA/Literacy ANCHORED IN COLLEGE AND CAREER READINESS

37. Non-Text Dependent vs. Text Dependent Questions Examples from a lesson on Lincoln’s Gettysburg Address

38. Partnership for Assessment of Readiness for College and Careers (PARCC)

39. PARCC Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11 Optional Assessments/Flexible Administration • End-of-Year • Assessment • Innovative, computer-based items • Mid-Year Assessment • Performance-based • Emphasis on hard-to-measure standards • Potentially summative • Performance-Based • Assessment (PBA) • Extended tasks • Applications of concepts and skills • Diagnostic Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD • ELA - Speaking And Listening • Assessment • Locally scored • Non-summative, required Summative, Required assessment Interim, optional assessment

40. Claims Driving Design: ELA/Literacy

41. ELA/Literacy Performance-Based Assessment

42. ELA/Literacy End-of-Year AssessmentGrades 3-11 • Students read approximately 6 texts, including multimedia texts • The percentage of literature to informational/disciplinary literacy texts changes to reflect the shift in text emphasis in the standards • Students answer approximately 50 machine-scorable questions

43. Examples of what we ask students to write about from today’s tests Example #1:Most people have a special activity or hobby that they enjoy. Some people collect things while others like to read or play games. What activity do you like to do? Write a composition describing what you enjoy doing.  Explain why that activity is special to you. (Grade 3-5, New Jersey) Example #2: Think about what a perfect day would be for you. What would you do? Where would you be? Who would be with you? In a well-developed composition, describe your perfect day and explain why it would be perfect for you. (Grade 7, Massachusetts) Example #3: Who are our heroes? The media attention given to celebrities suggests that these people are today’s heroes. Yet ordinary people perform extraordinary acts of courage every day that go virtually unnoticed. Are these people the real heroes? Write an essay in which you define heroism and argue who you think our heroes really are–mass media stars, ordinary people, or maybe both. Be sure to use examples of specific celebrities, other people you have heard or read about, or people from your own community to support your position. (Grade 12, NAEP)

44. Claims Driving Design: Mathematics Students are on-track or ready for college and careers

45. Mathematics Performance-Based AssessmentGrades 3-11 • Focus will be on: • Sub Claim A – Major Content • Sub Claim C – Mathematical Reasoning • Sub Claim D – Modeling/Applications • PBA will be scored in time to be incorporated into the summative score • PARCC will release all PBA tasks along with item analysis and item-level scores

46. Mathematics End-of-Year Assessment Grades 3-11 • Will be comprised of computer‐based machine-scorable items. • Will focus on Sub Claims A (major content), B (supporting content), and E (fluency). High school • States will select between traditional or integrated mathematics sequence; and each complete sequence will measure the full range of high school mathematics standards. • There is interest in creating a modularized version of the EOC exams, to allow greater customization of sequencing and pacing

47. Sharper Focus

48. PARCC Assessment System: Tools & Resources

49. Tools & Resources (continued)

50. Tools & Resources (continued)