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On The Road to College and Career Readiness. Center for Curriculum and Assessment Ohio Department of Education Marcia Barnhart, Assistant Director. AGENDA. The Knowledge & Skills Needed to be College and Career Ready Curricular Supports to Transform Instruction - PowerPoint PPT Presentation
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On The Road to College and Career Readiness
Center for Curriculum and AssessmentOhio Department of EducationMarcia Barnhart, Assistant Director
AGENDA• The Knowledge & Skills
Needed to be College and Career Ready
• Curricular Supports to Transform Instruction
• District Guidance for Implementation
Being qualified for:–A degree-granting postsecondary education, without remediation
–A chosen career, ready for advanced training.
What is College and Career Readiness?
ACT, “The Conditions of College & Career Readiness, Class of 2010: Ohio.”
Are Ohio Students Ready for College?
0%30%60%90%
28%
72%48% 58%
34%
Percent of Ohio Students Ready for College-Level Coursework (according to ACT
benchmarks)
Jobs Will Require More Education & Training
72%
28%
1973
38%62%
2018
NO COLLEGE REQUIREDCOLLEGE REQUIRED
Source: Georgetown Center on Education and the Workforce, 2010.
Ohio’s Coherent and Integrated Education
System:
Model Curricula: March
2011
Aligned System of
Assessments: 2014
Common Core and
State Revised
Standards: June 2010
What? How?
How Well?
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)
Ohio’s New Standards
NEW FEATURES: Fewer, clearer,
and higher Internationally
benchmarked An aligned
model curriculum
College and career readiness
Content and skills
Coherence, focus, rigor
NEW FOCUS:
Ohio’s New Standards Reflect
COMMON CORE
English language arts
Mathematics
Science Social
Studies
OHIO’S REVISED STANDARDS
Ohio’s NewAcademic Standards
COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO)
&NATIONAL GOVERNORS ASSOCIATION
CENTER FOR BEST PRACTICES(NGA CENTER)
JUNE 2010
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
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 and
Standard Statements)
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.
Attributes of the CCSS: Mathematics
Engage student in the content through the Mathematical Practices
• Problem solving• Reasoning• Modeling• Using tools• Making arguments• Precision• Structure
Attributes of the Science Standards
Scientific Inquiry
Engineering
Technological Design
Ohio is one of 20 states that has been selected to lead an important effort to
improve science education for all students.
Attributes of the Social Studies
Standards Promotes• Historical Thinking• Civic Participation
Includes• Economic Decision-making• Financial Literacy
A Comprehensive Curriculum that:
Ohio’s New Standards Inform:• Curriculum Revision• Assessment Development• Career-Technical Programs• Special Education Programs• English as a Second
Language Programs• Higher Education Alignment
Revised Standards in Other Content Areas
• World Language
• The Arts
World Language Timeline
Current revision process 2011
Adoption June 2012
Model Curriculum 2013
Implementation 2014-2015
COMMUNICATION
CULTURES
CONNECTIONS
COMPARISONS
COMMUNITIES
Current Standards New Standards
COMMUNICATION
CULTURES
Dance, Drama, Music, and Visual Art
Adoption June 2012 Model Curriculum 2013 Implementation 2014-2015
Standards 2012
Perceiving Producing/Performing
Reflecting
Historical, Cultural and Social Contexts
Creative Expression & Communication
Analyzing and Responding
Valuing the Arts/Aesthetic Reflection
Connections, Relationships and Applications
From 5 to 3 Standard Process Goals
Revised framework goals
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
Senate Bill 210First Component
Student success in meeting benchmarks contained in physical education standards adopted under division (A)(3) of Section 3301.079 of Ohio Revised Code
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
Curricular Supports
School and classroom practice
MUST CHANGE
High Quality Instruction
…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. (Adopted March 2011)
ORC §3301.079(B)
House Bill 1:Model Curriculum
Goals of Model Curricula
To help teachers: • Reach a shared understanding of
the intent of the Common Core and revised standards
• Provide differentiated instruction for diverse learners
• Find resources that match higher expectations and support technological applications
MODEL CURRICULUM
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.
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?”
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.
Standard Statement
s
MODEL CURRICULUM
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.
Diverse Learners--ideas for adapting instruction and content to meet the needs of all students.
• 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
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)
Model Curricula Components
Model Curricula
774 Model 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
Other Instructional
Supports• Crosswalks/
Comparative Analysis Documents
• Formative Instruction Modules
• Eye of Integration• Instructional
Improvement System
Ohio’s Standards CrosswalksExample:
English Language Arts, Grade 8
Comparative Analysis DocumentContent that is new to
KindergartenContent that is still
included at Kindergarten, but may
be modified or at a greater depth
Content that is no longer a focus at
Kindergarten
Earth and Space Sciences: Weather can be measured and has seasonal patterns (formerly in 2nd grade)
Earth and Space Sciences: The moon and sun are observed in different positions in the sky throughout the day/night. The lit portion of the moon is different throughout the month (formerly in 2nd grade).
Life Science: Living things have certain characteristics (formerly in 1st and 2nd grades).
Life Science: Living things use body parts to seek resources (formerly in 1st grade).
Physical Science: Some objects and materials can be made to vibrate and produce sound (formerly in 2nd grade).
Earth and Space Sciences: Weather changes are long term and short term.
Earth and Space Sciences: The moon, sun and stars move in patterns and can be seen at different times of the day or night.
Life Science: Living things are different from non-living things.
Life Science: Living things are found in different areas around the world and have physical traits to help them survive.
Physical Science: Objects and materials have physical properties, can be sorted, and are made up of parts
Earth and Space Sciences: Living things cause changes on Earth (now in LS, 2nd grade).
Life Science: Plants and animals resemble their parents. Some variations can exist among individuals (now in LS, 3rd grade).
Physical Science: Things move in different ways (now in 1st grade).
Physical Science: Pushes and pulls can change how things move (now in 1st grade).
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
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
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
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-analysis capabilities including early-
warning indicators for teachers, administrators, parents, and students.
Instructional Improvement System
IIS Operational ModelStandards/Curriculum
Data Analysis & Rapid-Time Reporting
Instructional Practices
Assessments & Growth
Curriculum EvaluationCurriculum
Design & Development Curriculum
Maintenance
Instructional Design
Tools for Learning
Class Data Manageme
nt
Test Creation & Storage
Assessment Tools
Test Scoring & Processing
Advanced Analysis
(current & historical)
Achievement
ReportingAchievement Analysis
Educator Profiles & Professional Development
Professional Development
Event TimelineRegional Meetings on the Standards and Model Curriculum • ODE delivers to ESCs• ESCs deliver to districts
Fall (Oct.-Dec. 2011)Spring ( March –May 2012)
Targeted Professional Development Meetings• ODE trains Regional Content
Facilitators (RCFs)• RCFs deliver content-specific
workshops across all 5 RttT regions
Oct. 2011 –May 2012
Educators can register on STARS for these workshops.
Professional Development
Stakeholder Outreach
• Provide awareness and understanding about the standards and curricular resources
• Each ESC will host 3-4 meetings
• Training regional and urban entities to implement
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
High School- Higher Education Alignment
ProjectStriving to reduce remediation by aligning:• High school math and English
course sequences and content to college readiness expectations
• Teacher preparation programs to expectations for college readiness
Assessment Timeline
2011 2012 20152013 2014
State Board Adopted Model
CurriculumMarch, 2011
State Board Adopted
StandardsJune, 2010
First Assessment
Administration
2014-2015
Development Phase:•Test development•Field testing•Standards setting 2012 - 2014
Guidance for Districts
What Should Districts Do Now?
• Become familiar with:– Common Core State Standards – Revised standards– Model curricula for each
• Utilize crosswalks and comparative analyses to identify changes in content and levels of rigor
• Assure that all students have access to high quality instruction and challenging curriculum
• Develop support structures for struggling students • Watch for new opportunities and resources• Be skeptical of easy alignment and quick fixes
District Next Steps2010-2011
• Build awareness of new standards
• Conduct crosswalk activities
• Participate in creating model curricula
2011-2012• Introduce
model curricula
• Conduct curriculum gap analysis
• Initiate formative instruction PD
• Begin using new standards in grades K-2
2012-2013• Revise
curriculum based on analysis findings
• Participate in performance based and formative assessment pilots
• Continue formative instruction PD
2013-2014• Integrate
standards and curricula into district curricula and teachers’ course planning
• Integrate performance tasks in course activities
• Prepare for online testing
• Complete formative instruction PD
English Language Arts Common Core Standards and Model Curriculum
English Language Arts Common Core Standards
Reading
StrandWriting Strand
Speaking and Listeni
ng Strand
Language
Strand
English Language Arts Common Core Standards
Reading Strand
Topics (4)
Writing Strand
Topics (4)
Speaking and Listeni
ng
Topics (2)
Language
Strand
Topics (3)
English Language Arts Common Core Standards
Reading Strand
Key
Idea
s and
Det
ails
Cr
aft a
nd S
truct
ure
Inte
grat
ion
of
Know
ledg
e an
d Id
eas
Rang
e of
Rea
ding
and
Le
vel o
f Tex
t Co
mpl
exity
Writing Strand
Text
Type
s and
Pu
rpos
esPr
oduc
tion
and
Dist
ribut
ion
of W
ritin
gRe
sear
ch to
Bui
ld
Know
ledg
e
Rang
e of
Writ
ing
Speaking and Listeni
ng Strand
Com
preh
ensio
n an
d Co
llabo
ratio
n
Pres
enta
tion
of
Know
ledg
e an
d Id
eas
Language Strand
Conv
entio
ns o
f St
anda
rd E
nglis
h
Know
ledg
e of
La
ngua
ge
Voca
bula
ry A
cqui
sitio
n an
d Us
e
Reading Strand
Reading: Literature
Key
Idea
s and
De
tails
Stan
dard
St
atem
ent
1St
anda
rd
Stat
emen
t 2St
anda
rd
Stat
emen
t 3
Craf
t and
Stru
ctur
e
Stan
dard
St
atem
ent 4
Stan
dard
St
atem
ent 5
Stan
dard
St
atem
ent 6
Inte
grat
ion
of
Know
ledg
e a
nd Id
eas
Stan
dard
St
atem
ent 7
Stan
dard
St
atem
ent 8
Stan
dard
St
atem
ent 9
Rang
e of
Rea
ding
an
d
Leve
l of T
ext
Com
plex
ity
Stan
dard
St
atem
ent 1
0
Reading: Informational Text
Key
Idea
s and
De
tails
Stan
dard
St
atem
ent 1
Stan
dard
St
atem
ent 2
Stan
dard
St
atem
ent 3
Craf
t and
Stru
ctur
e
Stan
dard
St
atem
ent 4
St
anda
rd
Stat
emen
t 5St
anda
rd
Stat
emen
t 6
Inte
grat
ion
of
Know
ledg
e a
nd Id
eas
Stan
dard
St
atem
ent 7
Stan
dard
St
atem
ent 8
Stan
dard
St
atem
ent 9
Rang
e of
Rea
ding
an
d Le
vel o
f Tex
t Co
mpl
exity
Stan
dard
St
atem
ent 1
0
Reading: Foundational Skills
Prin
t Con
cept
sSt
anda
rd
Stat
emen
t 1Ph
onol
ogica
l Aw
aren
ess
Stan
dard
St
atem
ent 2
Phon
ics a
nd W
ord
Rec
ogni
tion
Stan
dard
St
atem
ent 3
Flue
ncy
Stan
dard
St
atem
ent 4
Sub Strands
Topics
Standards
Writing Strand
Text Types and
Purposes
Standard
Statement 1
Standard
Statement 2
Standard
Statement 3
Production and Distribution of
Writing
Standard
Statement 4
Standard
Statement 5
Standard
Statement 6
Research and Presentation of
Knowledge
Standard
Statement 7
Standard
Statement 8
Standard
Statement 9
Range of
Writing
Standard
Statement 10
Topics
Standards
Speaking and Listening Strand
Comprehension and
Collaboration
Standard
Statement 1
Standard
Statement 2
Standard
Statement 3
Presentation of Knowledge and
Ideas
Standard
Statement 4
Standard
Statement 5
Standard
Statement 6
Topics
Standards
Language Strand
Conventions of Standard English
Standard Stateme
nt 1
Standard Stateme
nt 2
Knowledge of
Language
Standard Stateme
nt 3
Vocabulary Acquisition and Use
Standard Stateme
nt 4
Standard Stateme
nt 5
Standard Stateme
nt 6
Standards
Topics
Writing Strand 10 Standard Statements
Topi
cSt
anda
rd
Stat
emen
tSt
anda
rd
Stat
emen
t
Topi
cSt
anda
rd
Stat
emen
tSt
anda
rd
Stat
emen
t
Topi
cSt
anda
rd
Stat
emen
tSt
anda
rd
Stat
emen
t
Speaking and
Listening Strand
6 Standard Statement
s
Topi
cSt
anda
rd
Stat
emen
tSt
anda
rd
Stat
emen
t
Topi
cSt
anda
rd
Stat
emen
tSt
anda
rd
Stat
emen
t
Language
Strand6
Standard Statement
s
Topi
cSt
anda
rd
Stat
emen
tSt
anda
rd
Stat
emen
t
Topi
cSt
anda
rd
Stat
emen
tSt
anda
rd
Stat
emen
t
Reading Strand 24 Standard Statements
Literature(10)
Topi
cSt
anda
rd S
tate
men
tSt
anda
rd S
tate
men
t
Topi
cSt
anda
rd S
tate
men
tSt
anda
rd S
tate
men
tInformationa
l Text(10)
Topi
cSt
anda
rd S
tate
men
tSt
anda
rd S
tate
men
t
Topi
cSt
anda
rd S
tate
men
tSt
anda
rd S
tate
men
t
Founda-tional
Skills (4) K- 5 only
Topi
cSt
anda
rd S
tate
men
tTo
pic
Stan
dard
Sta
tem
ent
Topi
cSt
anda
rd S
tate
men
t
Strands
Topics
Standard Statemen
t
ELA Common Core Format
Appendices
Appendix A– Explains the topic and standard
statements that focus on text complexity
– Research supporting key elements of the standards
– Glossary of Key Terms
Appendix B– Focuses on texts that can be used to
meet the standards• Text Exemplars• Sample Performance Tasks
Appendices
Appendix C– Offers writing exemplars that
highlight the standard statements• Student writing exemplars
Appendices
• Text Complexity– How do you decide what is the
appropriate level of text complexity for your students when you assign reading?
– Research indicates that the majority of students are presented with levels of text complexity below their grade level. They are not being S-T-R-E-T-C-H-E-D.
Several Key Shifts
Strand: ReadingTopic: Range of Reading
and Level of Text Complexity
Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.
Text Complexity
Those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and thus today are typically measured by computer software.
Those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels or purpose; structure; language conventionality and clarity; and knowledge demands.
Those aspects of text complexity that focus on the variables specific to particular readers (such as motivation, knowledge and experiences) and to particular tasks (such as purpose and the complexity of the task assigned) and the questions posed that must be considered when determining whether a text is appropriate for a given student. Determination best made by teachers using professional judgment, experience and knowledge of their students and the subject.
Text Complexity
Qualitative
Best measured by attentive human reader such as:
– Levels or purpose– Structure– Language conventionality and clarity– Knowledge demands
The Common Core Standards Approach to Text Complexity
Quantitative
Typically measured by a computer such as:
– Word length or frequency, – Sentence length, – Text cohesion
The Common Core Standards Approach to Text Complexity
Reader and Task ConsiderationsDetermined best by teachers using professional judgment, experience and knowledge of their students and the subject such as: -variables specific to particular readers
(such as motivation, knowledge and experiences)
-and to particular tasks (such as purpose and the complexity of the task assigned)
The Common Core Standards Approach to Text Complexity
• Text-Dependent Questions– Require students to follow the details of
what is explicitly stated and make valid claims that square with text evidence
– Text-dependent questions do not require information or evidence from outside the text
Several Key Shifts
Samples From the Gettysburg Address
TEXT – DEPENDENT NONTEXT - DEPENDENTWhat are the people who are assembled at Gettysburg there to do?
Have you ever been to a funeral?
What is the unfinished work that Lincoln asks those listening to commit themselves to at the end of the speech?
Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?
Trace the meaning of the word “dedicate” throughout the speech.(Lincoln uses it 6x)
Why did the North fight the Civil War?
• Writing to sources• Research (short
projects)• Marshaling
arguments (using evidence, evidence, evidence)
Several Key Shifts
1. Make close reading of texts central to lesson
2. Structure majority of instruction so all students read grade-level complex texts
3. Emphasize informational texts from early grades on
4. Provide scaffolding that does not preempt or replace text
5. Ask text-dependent questions
Ten Guiding Principles for ELA Instructional Shift
6. Provide extensive research and writing opportunities (claims and evidence)
7. Offer regular opportunities for students to share ideas, evidence, and research
8. Offer systematic instruction in vocabulary
9. Provide explicit instruction in grammar and conventions
10.Cultivate students’ independence
Ten Guiding Principles for Instructional Shifts
Transitioning to Revised Standards
• Familiarize yourself with structure and content of new standards
• Understand commonalities and differences between current and revised standards
• Discuss implications for instruction and assessment
Questions?