On The Road to College and Career Readiness

1. On The Road to College and Career Readiness Center for Curriculum and Assessment Ohio Department of Education Marcia Barnhart, Assistant Director

2. AGENDA The Knowledge & Skills Needed to be College and Career Ready Curricular Supports to Transform Instruction District Guidance for Implementation

3. What is College and Career Readiness? Being qualified for: • A degree-granting postsecondary education, without remediation • Achosen career, ready for advanced training.

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

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

6. Ohio’s Coherent andIntegrated Education System: Common Core and State Revised Standards: June 2010 Model Curricula: March 2011 Aligned System of Assessments: 2014 What? How? How Well?

7. House Bill 1: Content Standards The standards shall specify… the core academic content and skills… that will allow each student to be prepared for postsecondary instruction and the workplace for success in the twenty-first century. (Adopted June 2010) ORC § 3301.079(A)(1)(a)

8. Ohio’s New Standards

9. Ohio’s New 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

10. Ohio’s NewAcademic Standards Common Core Ohio’s revised standards • English language arts • Mathematics • Science • Social Studies

11. COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO) & NATIONAL GOVERNORS ASSOCIATION CENTER FOR BEST PRACTICES (NGA CENTER) JUNE 2010

12. Common Core Standards Development Process College and career readiness standards developed in summer 2009 Based on the college and career readiness standards, K-12 learning progressions developed Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public Final Common Core State Standards released on June 2, 2010

13. Ohio’s Standards Development Process Teams of ODE content experts Classroom teachers and administrators Higher education representatives Content-related organizations Business representatives Final standards adopted June 2010

14. Common Organizational Framework Major units or areas of study (i.e., Strand, Domain) Main focus of the content and standard statements (i.e., Topic, Cluster) What students should know and be able to do (i.e. Content andStandard Statements)

15. Attributes of the CCSS: English Language Arts Based on Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office. 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.

16. Attributes of the CCSS: Mathematics Engage student in the content through the Mathematical Practices • Problem solving • Reasoning • Modeling • Using tools • Making arguments • Precision • Structure

17. Attributes of the Science Standards

18. Ohio is one of 20 states that has been selected to lead an important effort to improve science education for all students.

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

20. Ohio’s New Standards Inform: Curriculum Revision Assessment Development Career-Technical Programs Special Education Programs English as a Second Language Programs Higher Education Alignment

21. Revised Standards in Other Content Areas World Language The Arts

22. World Language Timeline • Current revision process 2011 • Adoption June 2012 • Model Curriculum 2013 • Implementation 2014-2015

23. Current Standards New Standards COMMUNICATION COMMUNICATION CULTURES CONNECTIONS CULTURES COMPARISONS COMMUNITIES

24. Dance, Drama, Music, and Visual Art • Adoption June 2012 • Model Curriculum 2013 • Implementation 2014-2015 Standards 2012

25. From 5 to 3 Standard Process Goals Historical, Cultural and Social Contexts Perceiving Producing/ Performing Creative Expression & Communication Analyzing and Responding Reflecting Valuing the Arts/Aesthetic Reflection Connections, Relationships and Applications Revised framework goals

26. SB 210 and The Physical Education Evaluation Signed in June 2010 Includes four components to be included on the state report card starting with 2012-2013 school year Not a factor in performance ratings

27. Senate Bill 210 First Component Student success in meeting benchmarks contained in physical education standards adopted under division (A)(3) of Section 3301.079 of Ohio Revised Code

28. Revised Standards Are not stand-alone reform Will take us half-way up the mountain TO REACH THE SUMMIT Effective curricula Effective professional development Effective instruction

29. Curricular Supports

30. High Quality Instruction School and classroom practice MUST CHANGE

31. House Bill 1:Model Curriculum …the state board shall adopt a model curriculum… The model curriculum shall be aligned with the standards, to ensure that the academic content and skillsspecified for each grade level are taught to students, and shall demonstrate vertical articulation and emphasize coherence, focus, and rigor. (Adopted March 2011) ORC §3301.079(B)

32. 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

33. Progressions– these statements provide educators with a general description of the content students had prior to that grade band and the content students are expected to master in the next grade band. MODEL CURRICULUM Standard Statements • Content Elaborations – Information for the teacher designed to clarify and extend understanding of the content standards. Content elaborations are specific to topics and grade/grade bands. • Enduring Understanding – Jay McTighe (Understanding by Design, 1998) developed this definition, enduring understandings provide a larger purpose for learning the targeted content, and they implicitly answer the question, “Why is this topic worth studying?”

34. Instructional Strategies – Suggestions of research based instructional methods that can be used to address the content standards and topics. • Instructional Resources – Materials (print and nonprint) designed for use in instruction or to provide professional development/ enrichment that address the content standards. • Technology– ideas for authentic and ethical use of technology and multimedia tools to increase content understanding as well as enhance productivity and communication for both students and classroom teachers. MODEL CURRICULUM • Diverse Learners--ideas for adapting instruction and content to meet the needs of all students.

35. Model Curricula Components • Content Elaboration • Detailed information on the content and skills addressed at a grade level, grade band and course • Expectations for Learning • Recommendations for how students may be evaluated • Applies only to science and social studies

36. 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)

37. Model Curricula 774Model Curricula have been developed across all four content areas: • A model curricula for each cluster in mathematics for grades K-12 • A model curricula for each topic in English language arts for grades K-12 • A model curricula for each content statement in science and social studies for grades PreK-12

38. Other Instructional Supports • Crosswalks/Comparative Analysis Documents • Formative Instruction Modules • Eye of Integration • Instructional Improvement System

39. Ohio’s Standards Crosswalks Example: English Language Arts, Grade 8

40. Comparative Analysis Document

41. Standards and Model Curricula Resources • From the ODE homepage at education.ohio.gov: • Click “Academic Content Standards” • Then choose Revised Academic Content Standards and Model Curriculum Development

42. Eye of Integration • What is it? A tool that facilitates integration of concepts and skills across content areas and applications. • Purpose: To encourage depth, rigor, and relevancy in Ohio classrooms. • Components: • Topic, essential question or big idea • Universal Skills or 21st Century Skills • Content area specific integration

44. Formative Instruction Professional Development • Online Formative Instruction Professional Development Modules • Regional Formative Instruction Specialists (RFIS) will provide training and support on the use of FIPD resources • Battelle for Kids developing modules and training of RFI

45. 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 indicatorsfor teachers, administrators, parents, and students.

46. IIS Operational Model Standards/Curriculum Curriculum Evaluation Curriculum Design & Development Curriculum Maintenance Advanced Analysis (current & historical) Instructional Practices Data Analysis & Rapid-Time Reporting Instructional Design Educator Profiles & Professional Development Achievement Reporting Tools for Learning Achievement Analysis Class Data Management Test Scoring & Processing Assessment Tools Test Creation & Storage Assessments & Growth

47. Professional Development

48. Professional Development Stakeholder Outreach Targeted Professional Development Provide in-depth professional development across the regions Facilitated by Regional Content Facilitators (RCFs) Focus on assisting teachers with depth of content and curriculum revision • Provide awareness and understanding about the standards and curricular resources • Each ESC will host 3-4 meetings • Training regional and urban entities to implement

49. 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

50. 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