Moving toward a Comprehensive Integrated Moving toward a Comprehensive Integrated SystemSystem
Key Elements of Today’s Session1. Preview each section
2. Present the information
3. Reflect on that information
4. Discussion time w/
colleagues
5. Ask questions
6. Draw conclusions
7. Participate in planning2
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* * Revised Standards Revised Standards **
Building Ohio’s Future Through:
Next Steps
Model Curriculum
Race to the Top
New Assessments
Not later than June 30, 2010…the state board of education shall adopt statewide academic standards with emphasis on coherence, focus, and rigor for each of grades kindergarten through twelve in English language arts, mathematics, science, and social studies.
ORC 3301.079(A)(1)
Standards Revision
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College and career readiness
Content and skills
Coherence, focus, rigor
Alignment to model
curriculum
Standards Must Reflect:
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Stakeholder Needs—June 2009
6Improvement needed or critical in all areas!
What Did We Hear?
Too many standards
Not easily managed
No time to teach in depth
Some need clarity
Technical corrections7
English Language
Arts
Mathematics
Science
Social Studies
Common Core Standards
State Standards
Model Curriculum
March 30, 2011
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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)
Revised Standards
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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/or be able to
do (i.e., content and
standard statements)
Revised Standards Framework
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Organizational Framework and Terminology of the Revised Standards
Organizational Framework Terminology by Subject Area
Standards are represented by major areas or units of study
Strands- English language arts, science and social studies Domains- Mathematics
Overarching ideas that connect the strands to the topics through a descriptive narrative
Themes- Science and social studiesCritical areas- MathematicsN/A- English language arts
Main focus of the content and standard statements
Topics- English language arts, science and social studiesCluster- Mathematics
What students should know and/or be able do
Know and Do- English language arts and mathematics
Know- Science and social studies
Standard Statements- English language arts and mathematics
Content Statements- Science and Social studies
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Social Studies Format
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StrandStrandss
TopicsTopics
Content Content StatemenStatemen
tsts
ThemThemee
Grade Band Theme: Order and OrganizationThis theme focuses on helping students use scientific inquiry to discover patterns, trends, structures and relationships that may be described by simple principles. These principles are related to the properties or interactions within and between systems.
Science Inquiry and ApplicationDuring the years of grades 5-8 all students must use the following scientific processes to construct their knowledge and understanding in all science content areas:Identify questions that can be answered through scientific investigations;Design and conduct a scientific investigation;Use appropriate mathematics, tools and techniques to gather data and information;Analyze and interpret data;Develop descriptions, models, explanations and predictions;Think critically and logically to connect evidence and explanations;Recognize and analyze alternative explanations and predications; andCommunicate scientific procedures and explanations.Grade Band Connections: Systems can be described and understood by analysis of the interaction of their components. Energy, forces and motion combine to change the physical features of the Earth. The changes of the physical Earth and the species that have lived on Earth are found in the rock record. For species to continue, reproduction must be successful.
Earth and Space Science Physical Science Life ScienceTopic: Physical EarthThis topic focuses on the physical features of Earth and how they formed. This includes the interior of Earth, the rock record, plate tectonics and landforms.
Topic: Forces and Motion This topic focuses on forces and motion within, on and around the Earth and within the universe.
Topic: Species and ReproductionThis topic focuses on continuation of the species.
Content Statements Earth’s crust consists of major and minor tectonic plates that move relative to each other.
Historical data and observations such as fossil distribution, paleomagnetism, continental drift and sea-floor spreading….
Some forces between objects act when the objects are in direct contact or when they are not touching.
Magnetic, electrical and gravitational forces can act at a distance.
Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species.
Fossils provide important evidence of how life and environmental conditions have ….
Skills
Grade Level Connections
Grade Band Theme
Topics
Content Statements
Strands
Content Descriptions
Science Format
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ELA Common Core FormatStrand Strand
TopicTopic
Standard Standard StatementStatement
ss
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Format of Mathematics Standards K-8 K-8
Grade LevelGrade Level
H.S. H.S. Conceptual Conceptual CategoryCategory
DomainDomain
ClusterCluster
StandardStandard
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Content Content StatementStatement
ss
Theme/Theme/Course Course
DescriptionDescriptionTopicsTopics
Focus on content depthcontent depth in the existing benchmarks rather than “covering” indicators
Use inquiry-based instructioninquiry-based instruction in all grades
Use resources that connectconnect the classroom to the outside worldto the outside world
In the Interim
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Familiarize yourself with the structurestructure and contentcontent of the new standards
Understand commonalities commonalities and differencesdifferences between the existing and new standards
Discuss implications for implications for instruction and assessment instruction and assessment
Transitioning to Revised Standards
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Crosswalk to 2002 Standards
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Finding the Crosswalks
20www.education.ohio.gov
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Revised Standards
Building Ohio’s Future Through:
Next Steps
* * Model Curriculum Model Curriculum **
Race to the Top
New Assessments
22
…the state board shall adopt a model curriculum…The model curriculum shall be aligned with the standards, to ensure that the academic content and skills specified for each grade level are taught to students, and shall demonstrate vertical articulation and emphasize coherence, focus, and rigor.
ORC §3301.079(B)
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A web-based tool, aligned to the standards, that:
Presents information specific to the content area by grade level, grade band and course
Provides curricular and instructional guidance
Includes instructional strategies and resources
Informs assessment development
Model Curriculum Components
Content Elaborations:
In-depth information about “what” should be taught
Applies to all content areas
Expectations for Learning:
Recommendations for how students may demonstrate their learning
Applies only to science and social studies 25
Model Curriculum ComponentsInstructional Strategies and Resources:
Guidance and support for instructional and curricular design
Applies to all content areas
Content Specific Sections:
Address elements specific to a subject areaMisconceptionsConnections, Enduring Understandings, and Essential Questions
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Instructional Strategies and Resources
Content Specific Sections
Expectations for Learning
Content Elaborations
Model Curriculum Example
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Inquiry-based learning
21st Century Skills
Global Connections
Model Curriculum
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• Content Elaborations
• Expectations for Learning
• Content Specific Sections
• Content Elaborations
• Expectations for Learning
• Content Specific Sections
Common Core and State Standards
Common Core and State Standards
Instructional Strategies and Resources
Instructional Strategies and Resources
State Board to Adopt Model CurriculumMarch 2011
Review Committees
MeetJune-September
2010
Public Input
SolicitedOctober-
November 2010
Public Feedback IntegratedNovember-
December 2010
Final Draft
ReleasedFebruary
2011
Regional Teacher
Teams MeetJuly-September
2010
Standards AdoptedJune 2010
Model Curriculum Timeline
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Revised Standards
Building Ohio’s Future Through:
Next Steps
Model Curriculum
Race to the Top
* * New Assessments New Assessments **
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New Assessments
“The state board of education shall… develop achievement tests aligned with the academic standards and model curriculum for each of the subject areas and grade levels required by section 3301.0710 of the Revised Code.”
ORC § 3301-13-01 (C)(1)
Status of Current AssessmentsAssessments remain operational
Reading: Grades 3-8 OAA
Mathematics: Grades 3-8 OAA
Science: Grades 5 and 8 OAA
ALL 5 OGT tests
Assessments suspended 2009-2010 and 2010-2011:
Writing: Grade 4 & 7 OAA
Social Studies: Grade 5 & 8 OAA
Work will formally begin on a new assessment system in May 2011 33
K-8Combine reading and writing into a single English language arts assessment
Establish 3 performance levels (instead of 5)
High SchoolNationally standardized testSeries of end-of-course examsSenior Project
Ohio’s New Assessments: HB1
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Both PARCC & SMARTER Balanced consortia have:
Interim and summative components
High school tests: End-of-course vs. End-of-year
Rapid reporting system to inform instruction
Teachers involved in developing and scoring tests
Common Core Assessment Consortia
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Both PARCC & SMARTER Balanced consortia have:
On-line testing
PARCC will be computer-based
SMARTER will be computer-adaptive
Item types:
Multiple choice
Extended response
Technology-enhanced
Performance assessments
Common Core Assessment Consortia
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37www.k12.wa.us/smarter
38www.fldoe.org/parcc
ImplementationTimeline
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Ohio’s ComprehensiveEducational System
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Revised Standards
Building Ohio’s Future Through:
Next Steps
Model Curriculum
* * Race to the TopRace to the Top**
New Assessments
RTTT- Assurance Area B HOUSE BILL 1
Develop and adopt a common set of K-12 standards (B1)
Adopt new statewide academic standards for all grades in English language arts, mathematics, science and social studies
Jointly develop common, high quality assessments with other states (B2)
Develop assessments that align with the new standards and a new high school assessment system to replace the Ohio Graduation Test
Support the statewide transition to and implementation of internationally benchmarked K-12 standards and high-quality assessments (B3)
Adopt the model curricula reflecting revised standards
Develop college and career ready standards aligned to 21st Century Skills
Alignment between Race to the Top and Ohio House Bill 1
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Projects Resources and Activities
Provide curriculum resources to support teachers (B3)
• Implement standards rollout• Develop curricular and instructional
support• Align of high school exit and higher
education entry requirements
Strengthen assessment leadership (B3)
• Develop aligned formative assessments
• Develop performance based assessments
• Implement kindergarten readiness assessment
ODE Projects and Activities for Race to the Top Assurance B3
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Revised Standards
Building Ohio’s Future Through:
* * Next Steps Next Steps **
Model Curriculum
Race to the Top
New Assessments
Tasks for Districts
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Preparation for Revised Standards
What are 3 things you have learned today?
What are 2 questions you still have?
What is 1 action that you can take based on this new information? 46
Questions?
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Denny Thompson, DirectorOffice of Curriculum and Instruction (614) [email protected]
James Wright, DirectorOffice of Assessment(614) [email protected]
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Train Regional Representatives
on Standards 101
Next Steps Timeline
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October 2010
Develop Content for Spring Standards
Rollout
Spring Standards Rollout Meetings
Nov Jan Mar May
October 2010 – January 2011
November 2010 –January 2011 March 2011 –
May 2011
Sept
Training Regional Representatives for
SpringNovember 2010 –
May 2011Fall Standards
Rollout Meetings
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