On the Road to 2014-15

1. On the Road to 2014-15 Are We There Yet? April 8 & 11, 2011 Denny Thompson Director - ODE Office of Curriculum & Instruction denny.thompson@ode.state.oh.us

2. On the Road to 2014-15 Newly Revised Content Standards Next Generation of Assessments Model Curricula Rollout Implementation

3. On the Road to 2014-15 Newly Revised Content Standards Next Generation of Assessments Model Curricula Rollout Implementation

4. Demand for a Highly Educated Workforce The U.S. will need 22 million new college degrees by 2018 to fill the demand for educated labor. ~Molly Broad, President American Council on Education March 15, 2011

5. Are Ohio Students Ready for College? ACT, “The Conditions of College & Career Readiness, Class of 2010: Ohio.”

6. College and Career Ready? ACT, “A First Look at the Common Core and College and Career Readiness,” 2010, http://act.org/research/policymakers/pdf/FirstLook.pdf.

7. College and Career Ready? ACT, “A First Look at the Common Core and College and Career Readiness,” 2010, http://act.org/research/policymakers/pdf/FirstLook.pdf.

8. College and Career Ready? ACT, “A First Look at the Common Core and College and Career Readiness,” 2010, http://act.org/research/policymakers/pdf/FirstLook.pdf.

9. College and Career Ready? ACT, “A First Look at the Common Core and College and Career Readiness,” 2010, http://act.org/research/policymakers/pdf/FirstLook.pdf.

10. College and Career Ready? CCR OGT OGT CCR

11. Why 21st Century Skills? Our students will be competing in a new global economy

12. How does ODE define 21st Century Skills? ODE is a member of The Partnership for 21st Century Skills: • The Partnership is a national organization that advocates for 21st century readiness for every student. • The Partnership has developed a vision for learning known as the Framework for 21st Century Learning which describes the skills, knowledge and expertise students must master to succeed in work and life.

13. 21st Century Skills

14. Ohio’s New Content Standards Ohio’s revised standards Common core • Science • Social studies • Mathematics • English language arts

15. Standards Reflect New Features: New Focus: • Fewer, clearer, and higher • Internationally benchmarked • Aligned to model curriculum • College and career readiness • Content and skills • Coherence, focus, rigor

16. Academic Content Standards: By Content Area

17. Ohio Science Standards • Strands: • Earth and space science • Physical science • Life science • Skills: • Science inquiry • Applications

18. Attributes of the Science Standards • Content-focused • Support learning at all cognitive levels • Promote science application with content • Embed scientific inquiry, engineering and technological design

19. Ohio Science Standards The revised Science Standards & Model Curriculum Documents are located on the ODE Science page. Provide teaching strategies and resources to encourage a strong connection to the real world and teaching through inquiry. Graphic from: http://www.pbs.org/wgbh/nova/volcanocity/anat-08.html

20. What can be done now? • Teach science at depth, through inquiry • Connect science to the real world • Try some of the model curriculum strategies or examples that align with what is currently being taught at grade level

21. Ohio Social Studies Standards • Strands: • History • Geography • Government • Economics • Skills: • Historical thinking • Spatial thinking • Civic participation • Economic decision making • Financial literacy

22. Vertical Alignment in Social Studies • Grade Four, Content Statement 21: • The Ohio Constitution and the U.S. Constitution separate the major responsibilities of government among three branches. • Grade Eight, Content Statement 20: • The U.S. Constitution established a federal system of government, a representative democracy and a framework with separation of powers and checks and balances. • High School, American Government, Content Statement 5: • As the supreme law of the land, the U.S. Constitution incorporates basic principles which help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.

23. Common Core Adoption *Maine and Washington have adopted the CCSS provisionally** Minnesota adopted the CCSS in ELA only Source: PARCC consortia

24. Common Core State Standards: ELA • Strands: • Reading for Literature • Reading for Informational Text • Speaking and Listening • Language • Writing • Skills are embedded in the grade level standards statements

25. Common Core State Standards: ELA Contain: • K-12 English language arts standards by grade level and grade band • Literacy standards for History/Social Studies, Science and other Technical Subjects • Appendix A: Research Supporting Key Elements of the Standards, Glossary of Key Terms (Text Complexity is addressed here) • Appendix B: Text Exemplars and Sample Performance Tasks • Appendix C: Samples of Student Writing

26. Common Core Standards: ELA Shift in emphasis from fiction to nonfiction in reading and writing: Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework Based on Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.

27. What can be done now? Place emphasis on providing students with increased opportunities to: • Do closereading and analysis of complex text • Increase exposure and access to more informational text. • Write and present arguments based on evidence

28. Mathematics Common Core Standards • Greater emphasis on reasoning and problem solving • Teach content through the standards for mathematical practice

29. CCSS Support Materials for Mathematics • Mathematics Common Core State Standards and Model Curriculum • Crosswalks: Cluster to Benchmark comparison • Learning Progression Views • K-8 Critical Areas of Focus • What should districts be doing? • FAQ • Model Curriculum • Additional materials are being developed by ODE and national groups. These will be linked on our page as they become available.

30. What can be done now? • Get to know the CCSSM through Professional Learning Communities • Use the “critical areas” • Take a “progressions view” • Begin developing the Mathematical Practices

31. On the Road to 2014-15 Newly Revised Content Standards Next Generation of Assessments Model Curricula Rollout Implementation

32. One piece of an integrated whole: What? How? How Well?

33. 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

34. Why Model Curricula? To help teachers: • Reach a shared understanding of the intent of the Common Core standards. • Provide the right kind of instruction fordiverse learners. • Find resources that match higher expectations and demonstrate technological applications.

35. Why Model Curricula? Transform instructional practices to: • Engage students through problem-basedorproject-basedlearning. • Prepare students for distributiveand performance-basedassessments.

36. Model Curricula Components • Content Elaboration • In-depth information about “what” should be taught • Expectations for Learning • Recommendations for how students may be assessed • Applies only to science and social studies

37. 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)

38. Model Curricula Example Inquiry-based Twenty-first Century Skills Global Connections

39. Model Curriculum Template Instructional Strategies and Resources Content Elaborations Diverse Learners Expectations for Learning Content Specific Sections

41. On the Road to 2014-15 Newly Revised Content Standards Next Generation of Assessments Model Curricula Rollout Implementation

42. Why Develop New Assessments?

43. Ohio’s New Assessments: HB1 • K-8 • Combine reading and writing into a single English language arts assessment • Establish 3 performance levels (instead of 5) • High School • College Test • Series of End of Course Exams • Senior Project

44. Common Assessment Elements Both PARCC & SMARTER Balanced consortia have: • On-line testing • Interim and summative components • Item Types • Multiple choice • Extended response • Technology-enhanced • Performance assessments • High school tests: End-of-course vs. End-of-year • Rapid reporting system to inform instruction • Teachers involved in developing and scoring tests

45. Comparison SBAC PARCC Measure depth of understanding, research skills, interaction with materials and management of ideas. Given last 12 weeks of year Computer-delivered, scored within 2 weeks Tasks for grades 3-8, 11: 1 reading, 1 writing and 2 math tasks per year Assessments will also be available for grades 9 & 10 Performance Tasks Through-Course Assessments • Given at three points in time, near the end of quarters. • Computer-delivered with results within 2 weeks • Tasks for assessments: • 1st and 2nd contain focused tasks taken in one class period • 3rd requires a project-based task over a longer time period • 4th for ELA only, an oral presentation of final task. • Source: the Center for K-12 • Assessment & Performance Management at ETS

46. Comparison SBAC PARCC Includes 40-65 questions per content area A computer adaptive assessment given during final weeks of the school year Multiple item types, scored by computer Re-take option, as locally determined End of Year Adaptive Assessment End of Year Comprehensive Assessment • 40-65 questions per subject area • Computer-based, with mixed item types; computer scored • Scores from focused assessments and end-of-year test will be combined for annual accountability score. • Source: the Center for K-12 • Assessment & Performance Management at ETS

47. Assessments • Field testing: 2012-2013 • Standard setting: 2013-2014 • New tests implemented: 2014-2015

48. Performance-Based Assessments “Performance-based assessment is a measure of assessment based on authentic tasks such as activities, exercises, or problems that require students to show what they can do.” The Association for Supervision and Curriculum Development

49. Formative Assessments Provide feedback so: Teachers can make informed adjustments to instruction Students can take ownership of their learning

50. Core Elements of Formative Assessments Gather evidence of learning through observation, writing, speech, or demonstration Determine understanding, misconceptions, and mistakes from the evidence collected Teachers adjust instruction to fit student understanding Teachers inform students of their progress through feedback and advice