Getting Results: Impacting Each Student within All Students November 3 / 4, 2011

1. Getting Results: Impacting Each Student within All StudentsNovember 3 / 4, 2011

2. Parking Lot Materials Getting Started Norms Facilities Roles and Responsibilities

3. Norms • Stay Focused • Manage Electronic Devices • Practice Timely Attendance • Pass Notes instead of Sidebar Talking • Respectfully Challenge One Another • Listen Actively • Participate to the Fullest of Your Ability

4. Inclusion Activity

5. Outcomes • Understand the context for the Ohio Improvement Process and Ohio's Direction • Implement leadership strategies/practices that support the Ohio Improvement Process • Understand the shift to the Integrated Comprehensive Service Model • Plan for next steps in the implementation of collaborative structures (DLT, BLTs, TBTs) within your district

6. The Direction Ohio’s Going… The direction Ohio is going…

7. Start Ready, Leave Ready

8. Components of a21st Century Education • College and Career Ready Academic Standards • An Aligned Curriculum • High Quality Instructional Supports • Modernized Assessments

9. Did You Know?

10. Jobs Will Require More Education & Training NO COLLEGE REQUIRED COLLEGE REQUIRED Source: Georgetown Center on Education and the Workforce, 2010.

11. Are Ohio Students Ready for College? ACT, “The Conditions of College & Career Readiness, Class of 2011: Ohio.”

12. Disability Categories in Ohio 2010 12

13. Instructional Settings Have Changed IEP teams continue to include more children in regular classrooms, while avoiding separate placements.

14. Where are Ohio’s children being served? LEAs have increased the numbers of students who spend 80% or more of their school day in regular classrooms. Ohio now is near the national average for this placement.

16. Closing the Gap Raise expectations 40+ point performance gaps unacceptable

19. Ohio’s Direction

20. Focus Areas

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

22. Common Core and New State 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. 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.

24. Attributes of the CCSS: Mathematics Engage students in the content through the Mathematical Practices: • Problem solving • Reasoning • Making arguments • Precision

25. Attributes of the Science Standards

26. Attributes of the Social Studies Standards A Comprehensive Curriculum that:

27. Extended Standards Development • Will provide means for students with the most significant cognitive disabilities toaccess these new, more rigorous standards. • Will assist educators in targeting differentiation strategies to help all students.

28. ODE Core Mission Race to the Top Standards and Assessments Great Teachers and Leaders Turning Around Schools Data Systems

29. Race to the Top Application Areas Standards & Assessments Great Teachers & Leaders Turning Around Schools Data Systems HB 153 Areas of New Responsibility Curriculum, Assessment & Accountability Teaching Profession School Improvement & Reform School Finance & Choice Four Restructured Centers at ODE Curriculum & Assessment Teaching Profession Accountability & Continuous Improvement Support & Education Options

30. Race to the Top Accountability • USDOE • Governor’s Office • Public At-Large • National Attention • Our Kids! Opportunity • Collaboration • Transformational Team Work • LEA-level Plans • Resources for Honoring Our Commitments • Accelerating Student Achievement and Progress for ALL Students!

31. Race to the TopFive Application Areas • State Success Factors • Standards and Assessments • Data Systems to Support Instruction • Great Teachers and Leaders • Turning Around the Lowest-achieving Schools

32. Ohio’sIntegrated 21st Century Education System: Common Core and “New”State Standards High Quality Instruction & Curricular Supports Aligned System of Assessments What? How? How Well?

33. 21st Century Model Strategies Technologically Enhanced Inquiry-based Problem-solving Performance Tasks 33

34. 21st Century Educational Reality

35. High Quality Instruction Focus on Problem-solving and Project-based Learning

36. High Quality Instruction School and classroom practice MUST CHANGE

37. Inclusion Activity Bend the Line

38. Ohio’s New Generation of Assessments

39. Ohio’s New Assessments Assessment consortia State-developed • English language arts • Mathematics • Science • Social Studies

40. Assessment Consortia • SMARTER Balanced Assessment Consortium (SBAC) • Consortium of 29 states • Partnership for Assessment of Readiness (PARCC) • Consortium of 23 states + D.C.

41. New Assessments Introduce Online Testing

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

43. 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)

44. Ohio’s Assessment Timeline State Board Adopted Standards June, 2010 • Development Phase: • Test development • Field testing • Standards setting • 2012 - 2014 State Board Adopted Model Curriculum March, 2011 First Assessment Administration 2014-2015 2011 2012 2013 2014 2015

45. 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 addressindividual student needs through data reports

46. Student Implications More students will graduate from high school, college and career ready: • Fewerstudents need remediation in college • More students are prepared for meaningful employment or further training • All students possess21st century skills

47. District Next Steps

48. 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

49. Parking Lot

50. Work Time