Raising the Tide Through:

Are We There Yet?May, 2011Denny ThompsonDirector - ODE Office of Curriculum & Instruction

denny.thompson@ode.state.oh.us

On the Road to 2014-15Welcome!!

1. Please review the goals for this meeting as well as the understandings, questions and activities.

2. Discuss with your colleagues next to you what are the 1 or 2 main take-aways you wish to gain from this session.

3. Make sure everyone has a chance to share.

4. Even though each goal is important to each person please discuss common ground.1On the Road to 2014-15Newly Revised Content StandardsNext Generation of AssessmentsModel CurriculaRollout ImplementationHere is the focus for today.

For each item list 2 things you think you know and.

2. Two things you want to have clarified

3. Share among your table and create a master list of up to five items in each category.2On the Road to 2014-15Newly Revised Content StandardsNext Generation of AssessmentsModel CurriculaRollout ImplementationWell spend just a brief time on the newly revised content standards adopted by the State Board of Education in June 2010.

Please know significant differences appear in these standards but also to calm the waters it is emphasized that we did not start over and that teachers will find much to anchor themselves to as we enter this new period in our educational history.3Demand for a Highly Educated WorkforceThe U.S. will need 22 million new college degrees by 2018 to fill the demand for educated labor.

~Molly Broad, PresidentAmerican Council on EducationMarch 15, 2011

But first, let us look at a series of data slides to help us frame the conversation about urgency.

In our hearts we know these things as do most of our colleagues and people we serve.but we must create a sense of urgency (not panic!) as we move forward.4 ACT, The Conditions of College & Career Readiness, Class of 2010: Ohio.Are Ohio Students Ready for College?The next slides about readiness make for effective conversations pieces at all levels but especially at the district and building level. Again it is critical to handle these conversations in a positive manner. This is data. We can give reasons for this situation but wed be better served to design this as a set of challenges to be met and to discuss ways to reverse these trends. One of the services we must provide at ODE with our own staff and by collaborating with a host of other educational entities is provide strategies and resources to help improve this situation.

What is college and career readiness?Being qualified for placement into:A degree-granting postsecondary education, without remediationA job-training program for a students chosen career

5College 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. In this study, they classified ACT test items to the standards, clusters, and domains of the Common Core State Standards to best estimate student performance on the Common Core in advance of state implementation efforts (1). The states that partook in this study have ALL students take the ACT as a graduation requirement.

Overall implication: this presents more evidence that students are not college and career ready (as defined by the new Common Core Standards).

Results indicate that more emphasis needs to be placed on:

Understanding complex textsLanguage variety within different contexts and vocabularyContent-area reading such as comprehension of science materials and history/social studies. 6ACT, A First Look at the Common Core and College and Career Readiness, 2010, http://act.org/research/policymakers/pdf/FirstLook.pdf. College and Career Ready?In this study, they classified ACT test items to the standards, clusters, and domains of the Common Core State Standards to best estimate student performance on the Common Core in advance of state implementation efforts (1). The states that partook in this study have ALL students take the ACT as a graduation requirement.

Overall implication: this presents more evidence that students are not college and career ready (as defined by the new Common Core Standards).

Results indicate that more emphasis needs to be placed on:

Understanding complex textsLanguage variety within different contexts and vocabularyContent-area reading such as comprehension of science materials and history/social studies. 7ACT, A First Look at the Common Core and College and Career Readiness, 2010, http://act.org/research/policymakers/pdf/FirstLook.pdf. College and Career Ready?Notice: range is between 1/3 and less than half that are college ready in math. MOST students are NOT!8ACT, A First Look at the Common Core and College and Career Readiness, 2010, http://act.org/research/policymakers/pdf/FirstLook.pdf. College and Career Ready?Notice: range is between 1/3 and less than half that are college ready in math. MOST students are NOT!9College and Career Ready?OGTCCROGTCCRThis slide illustrates the difference in trajectories between the OGT path and a CCR path. The emphasis is on the gap.

We must emphasize that we are not casting stones here but we know there is a gap in our system.

We need to convey this message but not alienate our audiences 10Why 21st Century Skills?Our students will be competing in a new global economy

11How 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.This website is a good one to usewww.p21.org 1221st Century SkillsOur content specialists, in concert with educational leaders throughout the state, will help colleagues see and understand the presence of these skills in the standards and provide opportunities to note in the strategies and resources sections of the model curriculum how these skills can enhance teaching and learning in our state.

*Please note the items in RED indicate the latest revision of H.B. 153 which deleted those items. (5/4/11)13Ohios revised standardsScienceSocial studiesMathematicsEnglish language artsCommon coreOhios New Content StandardsNote: The academic attainment piece will align with federal requirements, and eventually the Common Core.

14 New Features:Fewer, clearer, and higher Internationally benchmarkedAligned to model curriculumCollege and career readinessContent and skillsCoherence, focus, rigor

New Focus:Standards ReflectNot to oversimplify the matter but this is the crux of where our energy needs to be as we help our colleagues understand the new features of the revisions as well as the new focus.15Academic Content Standards:By Content Area

16Ohio Science StandardsStrands:Earth and space sciencePhysical scienceLife science

Skills:Science inquiryApplications17

17Content-focusedSupport learning at all cognitive levelsPromote science application with contentEmbed scientific inquiry, engineering and technological design

Attributes of the Science Standards

The combined documents (standards and model curriculum) are designed to be used together. Science content cannot be taught in isolation. Science content must be taught with science processes and applications.

Technology, engineering, and the environment (nature) are vehicles in which science can be applied and made relevant. It is essential that what is being learned in the classroom is applied to the real world, so students can connect science to the world around them.

It is important to understand that the strategies, resources, and classroom examples are NOT mandated or mandatory, they are idea starters for teachers to begin to create their own lessons and projects. They show different ways to use real data and real investigations to teach the content.

The depth of knowledge for the content is represented by the cognitive levels. For PreK-8, there are classroom examples of the differing cognitive levels in the Visions into Practice section of the model curriculum. For high school the Visions into Practice section concentrate on investigations and projects that incorporate the different cognitive levels, most illustrate the technological and engineering design and demonstrating science knowledge levels.

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Graphic from: http://www.pbs.org/wgbh/nova/volcanocity/anat-08.htmlThe revised Science Standards & Model Curriculum Documents are located on the ODE Science page. Ohio Science StandardsProvide teaching strategies and resources to encourage a strong connection to the real world and teaching through inquiry.The Science page is a live link when in slideshow mode. The ODE Science page contains:

The Overview of the Standards and Model Curriculum

FAQs about the documents and tips on what can be done right now to transition to the revised standards and model curriculum

The Standards and Model Curriculum file for PreK-8 ( a combined, final document)

The Standards and Model Curriculum file for the 6 High School Syllabi (a combined, final document)

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What can be done now?Teach science at depth, through inquiryConnect science to the real worldTry some of the model curriculum strategies or examples that align with what is currently being taught at grade levelThere are a number of things that can be done in the short term to improve the teaching of science. Get familiar with the content and the expectations for the grade bands P-2, 3-5. 6-8, and high school courses. Look closely at the content limits (found in the content elaboration section) for each grade and the depth of knowledge that is expected. In many cases the concept may be the same or similar, but the depth and rigor expected is higher than in the previous standards. Look for learning progressions for the large concepts (for example; energy or evolution).Find some of the examples of investigations, strategies, or resources that can be used right now. Find a content statement that matches what you currently teach and try out the model curriculum to develop new investigations or lessons at greater depth. Connect science lessons to the real world, set up new student-centered projects or investigations, use nature as a classroom, practice and apply science. Use inquiry, experiments, and investigations to teach science.Increase your own science content knowledge through college coursework, rigorous science professional development, or involvement in the scientific community.

20Ohio Social Studies Standards21Strands:

HistoryGeographyGovernment Economics

Skills:

Historical thinkingSpatial thinkingCivic participation Economic decision makingFinancial literacy

21Grade 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. Vertical Alignment in Social StudiesOne of the goals of the standards revision project was to create a more clear progression from grade to grade. One of the tasks of the working group was to check for horizontal and vertical alignment. Vertical alignment includes a progression of a set of related content or skill objectives from one grade level to the next. For example, here is how the U.S. Constitution is introduced and progresses through two grades and in a high school course: * For grade four, content statement 21:

The Ohio Constitution and the U.S. Constitution separate the major responsibilities of government among three branches.

* In 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.

* In the high school American Government course, 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.

22Common Core Adoption

*Maine and Washington have adopted the CCSS provisionally** Minnesota adopted the CCSS in ELA onlySource: PARCC consortiaI always encourage audiences to talk about the practical side of the common core. Certainly there is much more depth and much more to the story but our state standards are designed to be a guide as well as a way to establish expectations and rigorbut they are also a method of leveling the playing field so when our boys and girls move from district to district or even within districts they are playing on a level playing field with the same expectations present in every building

The point becomes that our children do not always move from district but they move from one state to another now and they do so more frequently. Common standards create a system that promotes smoother transitions and provides increased chances that we compete on the world stage more successfully. 23Common Core State Standards: ELAStrands:Reading Informational/Literary TextSpeaking and ListeningLanguageWriting

Skills are embedded in the grade level standards statements 2424Common Core State Standards: ELAContain: K-12 English language arts standards by grade level and grade bandLiteracy standards for History/Social Studies, Science and other Technical SubjectsAppendix A: Research Supporting Key Elements of the Standards, Glossary of Key Terms (Text Complexity is addressed here)Appendix B: Text Exemplars and Sample Performance TasksAppendix C: Samples of Student WritingODE recommends that curriculum directors/department chairs use the appendices to guide professional development around the revised standards. 25Common Core Standards: ELAShift in emphasis from fiction to nonfiction in reading and writing:

GradeShare of Literary ContentShare of Information Content450%50%845%55%1230%70%Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading FrameworkBased on Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.26What can be done now?Place emphasis on providing students with increased opportunities to:Do critical reading and analysis of complex textIncrease exposure and access to more informational text.Write and present arguments based on evidence

If teachers begin incorporating more of these experiences for students into their lessons, they will be preparing their students for the new assessments based on the Common Core Standards.27Mathematics Common Core StandardsGreater emphasis on reasoning and problem solvingTeach content through the standards for mathematical practice

28CCSS Support Materials for MathematicsMathematics Common Core State Standards and Model CurriculumCrosswalks: Cluster to Benchmark comparisonLearning Progression ViewsK-8 Critical Areas of FocusWhat should districts be doing?FAQModel CurriculumAdditional materials are being developed by ODE and national groups. These will be linked on our page as they become available.The mathematics team has develop a web page dedicated to the Common Core State Standards and Resource related to them. This page can be found on the ODE mathematics page.

The mathematics team continues to work on resources and tools for district leaders and teams of teachers to use as they begin to look at the Common Core State Standards.

The ODE mathematic team is also involved with multiple organizations and groups around the nation that are developing resource related to the CCSS. As these resource become available we will post links to them on Mathematics Common Core State Standards and Model Curriculum page.29

What can be done now?Get to know the CCSSM through Professional Learning CommunitiesUse the critical areas Take a progressions viewBegin developing the Mathematical Practices

30On the Road to 2014-15Newly Revised Content StandardsNext Generation of AssessmentsModel CurriculaRollout Implementation31One piece of an integrated whole:What?How?How Well?Why a model curriculum?

HB1: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)

32Web-based tools, aligned to the standards, that:Present information specific to the content area by grade level, grade band and courseProvide curricular and instructional guidanceInclude instructional strategies and resourcesInform assessment developmentWhat are the Model Curricula?The model curricula have been design to help teachers:

Reach a shared understanding of the intent of the Common Core standards.

Provide the right kind of instruction for diverse learners.

Find resources that match higher expectations and demonstrate technological applications.33To help teachers: Reach a shared understanding of the intent of the Common Core standards. Provide the right kind of instruction for diverse learners.Find resources that match higher expectations and demonstrate technological applications.Why Model Curricula?34Transform instructional practices to:Why Model Curricula?

Engage students through problem-based or project-based learning.Prepare students for distributive and performance-based assessments.

In short, if curriculum and instructional practice are not aligned with the new systems outcomes and measures, students will not learn what they must and schools wont see any change in results (with the possible exception of downward trends).

35Content ElaborationIn-depth information about what should be taught

Expectations for LearningRecommendations for how students may be assessedApplies only to science and social studies

Model Curricula Components36Instructional Strategies and ResourcesGuidance and support for instructional, curricular and assessment design Links to resources for diverse learners

Content Specific SectionsAddress elements specific to a subject area, such asMisconceptions (science and mathematics) Enduring Understandings (English language arts and social studies)

Model Curricula Components37Model Curricula Example

Inquiry-basedTwenty-first Century SkillsGlobal Connections38

Model Curriculum TemplateInstructional Strategies and ResourcesContent Specific SectionsExpectations for Learning Content ElaborationsDiverse LearnersThis sample uses a social studies example formats differ slightly among content areas.

The Diverse Learners portion now includes a link to further resources on Universal Design for Learning (UDL) from both ODE and an outside organization called CAST. www.cast.org 39

40On the Road to 2014-15Newly Revised Content StandardsNext Generation of AssessmentsModel CurriculaRollout ImplementationHere is the focus for today.

For each item list 2 things you think you know and.

Two things you want to have clarified

3. Share among your table and create a master list of up to five items in each category.41Why Develop New Assessments?We know this.so what are we going to do about it.42Ohios New Assessments: HB1K-8Combine reading and writing into a single English language arts assessmentEstablish 3 performance levels (instead of 5)High SchoolCollege TestSeries of End of Course ExamsSenior Project Note: Revised S.B. 153 takes the SR Project out of the assessment formula

Why new assessments?

HB1: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)

43Common Assessment ElementsBoth PARCC & SMARTER Balanced consortia have:On-line testingInterim and summative componentsItem TypesMultiple choiceExtended responseTechnology-enhancedPerformance assessmentsHigh school tests: End-of-course vs. End-of-yearRapid reporting system to inform instructionTeachers involved in developing and scoring testsThis applies to common core standards only not science and social studies

Believe us when we say that it is hard to keep track of all of these movements and beliefs.

What is important to emphasize here is that there are many activities going on around the nation and that we are at the table as the discussions continue and there are many exciting items that are good for kids that are being considered.44ComparisonMeasure depth of understanding, research skills, interaction with materials and management of ideas.Given last 12 weeks of yearComputer-delivered, scored within 2 weeksTasks for grades 3-8, 11: 1 reading, 1 writing and 2 math tasks per yearAssessments will also be available for grades 9 & 10Given at three points in time, near the end of quarters.Computer-delivered with results within 2 weeksTasks for assessments:1st and 2nd contain focused tasks taken in one class period3rd requires a project-based task over a longer time period4th for ELA only, an oral presentation of final task.

PARCCSBACPerformance TasksThrough-Course AssessmentsSource: the Center for K-12 Assessment & Performance Management at ETS

PARCC:ELA Assessments: 1st & 2nd focus on literacy and writing analysis; 3rd & 4th require a longer research-based written task with an oral presentation.Math Assessments:1st & 2nd students complete 1-3 tasks in one class session; 3rd challenges students to solve multistep problems through technological tools.

45ComparisonIncludes 40-65 questions per content areaA computer adaptive assessment given during final weeks of the school yearMultiple item types, scored by computerRe-take option, as locally determined

40-65 questions per subject area Computer-based, with mixed item types; computer scoredScores from focused assessments and end-of-year test will be combined for annual accountability score.

PARCCSBACEnd of Year Adaptive AssessmentEnd of Year Comprehensive AssessmentSource: the Center for K-12 Assessment & Performance Management at ETS

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AssessmentsField testing: 2012-2013Standard setting:2013-2014New tests implemented:2014-2015The current timetable for developing state-wide assessments47Performance-Based AssessmentsPerformance-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

Information on Ohios OPAPP project:

The Ohio Department of Education will soon be seeking local educational agencies (LEAs) to participate in the second high school phase of the Ohio Performance Assessment Pilot Program (OPAPP). Using Race to the Top (RttT) funds, OPAPP will add an additional cohort in fall 2011 to include high school teachers who teach English, mathematics, science, social studies and career-technical pathways in grades nine, 10, 11 and 12. In spring 2012, a final cohort will be added to include elementary school teachers who teach English, mathematics, science and social studies in grades three through five.

Initially, OPAPP was designed as a pilot project to define the role of performance-based assessments in Ohio as well as to define the nature and implementation of the tasks to be used as statewide test instruments. In the future, the direction of the pilot will be more aligned with the development of products that will be part of the next generation assessment system for the state.

48Formative AssessmentsProvide feedback so:Teachers can make informed adjustments to instructionStudents can take ownership of their learning

A continuous instructional process that elicits evidence of student understanding.Provides feedback to teachers and students for the purpose of progressing student learning by:Teachers making informed adjustments to instructionStudents taking ownership of their learning

Core elements of formative assessment:Gather evidence of learning through observation, writing, speech, or demonstrationDetermine understanding, misconceptions, and mistakes from the evidence collectedTeachers adjust instruction to fit student understandingTeachers inform the student of his/her progress through feedback and adviceStudents use feedback and advice to determine where they are on their learning progression Students can strategize their learning trajectory with the guidance and support of the teacherTeachers reassess to determine whether learning has taken place

49Core Elements of Formative AssessmentsTeachers inform students of their progress through feedback and adviceTeachers adjust instruction to fit student understandingDetermine understanding, misconceptions, and mistakes from the evidence collectedGather evidence of learning through observation, writing, speech, or demonstrationGather evidence of learning through observation, writing, speech, or demonstrationDetermine understanding, misconceptions, and mistakes from the evidence collectedTeachers adjust instruction to fit student understandingTeachers inform the student of his/her progress through feedback and adviceStudents use feedback and advice to determine where they are on their learning progression Students can strategize their learning trajectory with the guidance and support of the teacherTeachers reassess to determine whether learning has taken place

50Core Elements of Formative AssessmentsStudents can strategize their learning trajectory with the guidance and support of their teacherStudents use feedback to determine how they are progressingTeachers reassess to determine whether learning has taken placeGather evidence of learning through observation, writing, speech, or demonstrationDetermine understanding, misconceptions, and mistakes from the evidence collectedTeachers adjust instruction to fit student understandingTeachers inform the student of his/her progress through feedback and adviceStudents use feedback and advice to determine where they are on their learning progression Students can strategize their learning trajectory with the guidance and support of the teacherTeachers reassess to determine whether learning has taken place

51Pilots in Using Formative Assessments

Middle school pilots in Math and English:Begin 2011-12 school yearPart of the Instructional Improvement SystemInclude professional development for formative assessment strategy developmentA Portfolio of processes and strategies tied to CCSS will support teachers to determine if their students understand and can apply common core concepts and skills

52On the Road to 2014-15Newly Revised Content StandardsNext Generation of AssessmentsModel CurriculaImplementationHere is the focus for today.

For each item list 2 things you think you know and.

Two things you want to have clarified

3. Share among your table and create a master list of up to five items in each category.53What Should Districts Do Now?Become familiar with:Common Core standards Revised standardsModel curricula for eachAssure that all students have access to high quality instruction and challenging curriculumDevelop support structures for struggling students Watch for new opportunities and resourcesBe skeptical of easy alignment and quick fixesSchools and districts need to be cautious when purchasing new materials:

Publishers may add chapters to existing materials; Insist on materials with focus and coherence

Local control and limited resources may create excuses:

Share and borrow materials; Leverage resources; Take advantage of the assessment consortia

54Things to ConsiderUse standards and model curricula to plan integrated instruction, not checklistsUse crosswalk documents to look forward, not backwardUse data to provoke targeted discussions about instruction, not to reduce the quality of curriculumUse formative assessment to provide insight into student thinking, not as a task bankUse Response to Intervention to encourage high-quality, Tier 1 instruction for all students, not to sort students

Emphasize deep alignment rather than cursory alignment. Emphasize looking forward rather than back.

Crosswalk documents may encourage rearrangements of low-quality curricular materials and frameworksAim for focused, forward-thinking crosswalk documents at the level of clusters or big ideasUnpacking standards (a la backwards design) may perpetuate the check-list mentalityUnpack clusters of standards via descriptive paragraphs

55District Preparation for New StandardsIt is from this slide that the we created the draft transition plan that we will share with you today. Note in the 2nd column in red. K-2 is ok to begin transition as per teaching the content of the revised standards. Please note the Kdg Diagnostic will not be revised until 2012. Grades 11-12 seem plausible to begin the transition but with learning progressions such a part of the construction and design of the revisions this needs more attention and explanation (MORE LATER!!)

56Next StepsESCs: Attend kickoff Meetings, April 8 & 11Facilitate 2-4 similar meetings in their regionsODE: Create a communications plan to include:Web & Podcasts, Webinars, etc.Supporting documents and tools(E.g. transition plans, timelines, crosswalks & matrices)

This is what we ask of you:

I addition there will be a draft outline of a transition plan that we will share to help you understand our thinking as we look at the next several years.

It will indicate when an item is recommended to be done, who are the partners in the endeavor, and a chart which outlines the communication cycle that is recommended.57Next StepsModel Curriculum Rollout TimelineEventResponsible PartyDATETraining for facilitation of regional sessionsESC RepresentativesDistrict Curriculum LeadersODE with PartnersKick Off Meetings April 8 & 11Promotion of Model Curriculum RolloutRollout & Transition PlanningODE with PartnersApril 2011-TBAModel Curriculum Rollout & Transition Planning MeetingsAll local ESCs and School DistrictsApril- Sept 2011Content Area Professional Development Planning and DeliveryODE with PartnersApril 2011-TBAThis is merely a snapshot of the larger whole58Implementation Timeline20102011201420122013State Board Adopts Model CurriculumMarch, 2011State Board Adopts StandardsJune, 2010 Transition Complete!June, 2014Transition:Teacher developmentLocal curriculum revisionTest development2011 - 2014Animation: Each click reveals a milestone, left to right.1/5/2012 1:09 PM 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

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Questions?Never hesitate to say I dont know but please pass along items to us you may be unsure of and we will get answers/comments to you asap.6062-64: What HB1 says about standards, model curriculum, and assessments 6568 : Important RttT Information69-76 : College and Career Readiness plus several good slides about 21st Century Skills77-84 : An excellent set of slides; challenging all educators to examine their craft and their rolesExtra Slides To Reference Slides 62-8661House Bill 1: Beyond StandardsThe 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.ORC 3301.079(A)(1)(a)

62the 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)

Why a Model Curriculum?It must be noted that as we move into this transition period we are as engaged as ever because we know this work is what is really poised to impact teaching & learning in our state.63New AssessmentsThe 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)http://66.161.141.164/oac/3301-13-01 64RttT Opportunities65ProjectsDateInnovative Learning Environment meetingAugust 2011Formative Assessment Middle School Pilot2011-2014

Formative Instruction Modules2011-2014Performance Based Assessment Pilot2011-2014Advanced Placement Initiatives2011-2014High School and Higher Education Alignment Project2011-2014Innovative Learning EnvironmentsFormative Assessment Pilot Project

Formative Instruction ModulesPerformance Based Assessment Pilot

Advanced Placement Initiatives

Podcasts-Provide perspectives on AP teaching, students and advancing and sustaining programs. More information will be available on the ODE website. Targeted audience is AP teachers. Topic: Who is the AP Student, Building AP program, multiple potentiality.

Regional Summer AP workshops are planned for June. More information at a later date. Finalizing the logistics. Regions: Central, NE, and SW .

Developing an AP social network site through Ning. This website will allow teachers to share best practices in AP instruction, access podcasts, share resources and lesson ideas.

AP workshops - Subject areas for the workshops: Biology, English Lit. CalculusPossibly a workshop for administrators

Regions for the June AP workshops: NE, Central, SW Educational Service Centers.

4 day option- for those who want to have the extensive content immersion. Also targeted for new instructors to AP

1 day option- Refresher

High School and Higher Education Alignment Project65Looking AheadMay, 2011 RttT LEA Regional Meetings Transformation Team WORK SESSION Save your Date!:Urban: May 2, 2011Southwest: May 3, 2011Central: May 4, 2011Northwest: May 6, 2011Southeast: May 9, 2011Northeast: May 16, 2011(Locations in STARS!)

Register via STARS beginning March 15, 2011!Bring a TEAM!(Each person must register separately.)66

RttT YEAR 2:LEA SOW Submission Preview Due Friday, June 3, 2011

Submit Year 2 LEA SOW in Microsoft Word format only

Submit Budget Template in Excel

ODE Reader Week followed by LEA Feedback

Year 2 CCIP Budget Process Upon Approval67Be sure to bookmark: www.rttt.education.ohio.gov

Submit questions to: rttt@ode.state.oh.us

Documents can be downloaded at: www.rttt.education.ohio.gov SEA Scope of WorkState-Level Resource GuideLEA Amendment Process & Template

Important Resources68What is College and Career Readiness?Being qualified for placement into:A degree-granting postsecondary education, without remediationA job-training program for a students chosen career

6921st Century Content:P21 has identified the following content and skills as critical success in contemporary communities and workplaces:

21st Century Themes:Global awarenessFinancial, economic, business and entrepreneurial literacyCivic literacyHealth literacyEnvironmental literacy

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Aligned to Ohios Education Reform Plan in HB 13301.079(A)(1)b3301.079(A)(1)c3301.079(A)(1)d3313.60(9)3301.0712 (3-4)21st Century Skills7121st Century Content:P21 has identified the following content and skills as critical success in contemporary communities and workplaces:

21st Century Themes:Global awarenessFinancial, economic, business and entrepreneurial literacyCivic literacyHealth literacyEnvironmental literacy

72Business Executive SurveyBecome Less Important0.6%Remain the Same22.5%Become More Important75.7%No Opinion 1.1%How will 21st Century Skills be viewed in your organization in the future?American Management Association73Executive SurveyCritical Thinking75.7%Communication80.7%Collaboration62.6%Creativity & Innovation60.1%Does your organization make a special effort to evaluate these skills when hiring?YesThe Four CsAmerican Management AssociationPlease notes in slides 74-77 that the skills recorded in RED have been deleted from S.B. 153 The revised budget bill (5/4/11)74What skills are most important for job success when hiring a high school graduate? Work Ethic80%Collaboration75%Good Communication70%Social Responsibility63%Critical Thinking & Problem Solving58%Source: Partnership for 21st Century Skills. (2006). Workforce Survey: Are They Really Ready to Work.Skills Needed for the 21st Century75Of the high school students that you recently hired, what were their deficiencies?Written Communication81%Leadership73%Work Ethic70%Critical Thinking & Problem Solving70%Self-Direction58%Source: Partnership for 21st Century Skills. (2006). Workforce Survey: Are They Really Ready to Work.Skills Needed for the 21st Century76What skills and content areas will be growing in importance in the next five years?Critical Thinking78%Information Technology77%Health & Wellness76%Collaboration74%Innovation74%Personal Financial Responsibility72%Source: Partnership for 21st Century Skills. (2006). Workforce Survey: Are They Really Ready to Work.Skills Needed for the 21st Century77Learning and innovation skills are highlightedIts About InstructionWe dont have an achievement gap. We have an instruction gap.~Matt Larson

Between schools and even within schools there are wide variations in the quality of the curriculum and instruction that is provided to different students.

How can we work together to close this gap? We need to design programs so that high-quality grade-level curriculum is provided to all students. We need to take seriously the question of who teaches which students. And teachers need to work together to help improve instruction in all classrooms. 78Instruction as InteractionWhat matters are the interactions in our classrooms between and among our teachers, their students and the content.

Source: Cohen & Ball, 1999, 2000, as cited in NRC, 2001.

Another view on instruction. Although this diagram was developed for mathematics, it applies equally well across content areas.

We sometimes imagine that adopting standards, textbooks, programs, or policies will improve learning. But what really matters for learning is what goes on in each classroom among the teacher, the students, and the content. Any initiative that aims to improve learning must improve these interactions. 79So how can we reduce discrepancies in instructional quality within and among schools?How can we harness the expertise of our best teachers? Its About Instruction

So how can we reduce the discrepancies in instructional quality within and among schools?

Increase the mean and reduce the variance

Most schools today are not set up to promote and support instructional improvement. Instead, teachers are expected to figure it all out on their own with their doors shut.

How can harness the expertise of our best teachers? All teachers need to take responsibility for all students. And professional learning communities should work together with a common goal: reaching more students more of the time.

80ChallengesResponse to Intervention may be misused to sort students into groups that receive fundamentally different instruction Begin with high-quality, Tier 1 instruction for all studentsData-driven decision making may remain only about numbersUse data to provoke targeted discussions about instruction

Response to Intervention (RtI) is not about sorting students and it is not a package. RtI begins with high-quality Tier 1 instruction for all students. Then some students receive additional support.

Data can help teachers, schools, and districts know where to focus their attention. But learning will not improve without improvements in instruction.

81Challenges Formative assessments may be misconstrued as a task bankFormative assessment must provide insight into student thinkingProfessional development may be largely generic and unfocusedDevelop strategies for content-based professional learning communitiesFormative assessment is sometimes called formative instruction in order to emphasize that the point is making instructional decisions on the basis of what students understand (and misunderstand) so far.

Generic professional development rarely helps teachers learn how to use the new strategies to advance the learning of particular content.

82ChallengesPublishers may add chapters to existing materialsInsist on materials with focus and coherenceLocal control and limited resources may create excusesShare and borrow materialsLeverage resourcesTake advantage of the assessment consortia83Research-Based PrinciplesImplementation mattersVariation within a model is greater than the variation between modelsAdoption of standards, programs, or textbooks merely opens the doorHigh-quality professional developmentFocuses on the content the teachers are teaching Draws on curricular materials teachers are usingInvolves analyzing student workTakes timeBecause of enormous variation in the implementation of standards, programs, or textbooks, a very common research finding is that the outcomes within a model vary much more than the average outcomes compared between models. Again, what matters are the interactions in each classroom.

To improve those interactions, high quality professional development needs to focus on the (interactive) work of teaching with the goal of improving content-based instructional practices to take better advantage of student thinking and to focus on important content.

84Implementation Questions for YouCan we get the incentives right? Can we bring content leadership to the decision-making table?Can we learn to share strategies and resources?How do we redesign the system for improvement? Can we get the incentives right? So teachers will regularly work together to reach more students more of the timeSo we all learn from and with our best teachers

Can we bring content leadership to the decision-making table?So school-improvement efforts focus on long-term improvements not short-term fixes

Can we learn to share strategies and resources?So we take advantage of the economies of scale

How do we redesign the system for improvement? So we keep what works well and replace what does not

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Universal Design for Learning, Ohios Revised Standards and the Model CurriculaWhats the Connection?UDL and Students with DisabilitiesStudents in Ohio can be identified with one of 13 different disability conditions but a significant amount of diversity exists both within and between each of these disability categories. Students with disabilities can achieve at high levels when provided with instructional supports and accommodations and when educated with students without disabilities to the maximum extent possible. UDL enables teachers to plan instruction for a wide range of learners, including customizing the display of information for a student who may have a visual impairment or allowing a student with a specific learning disability to express knowledge through the use of multiple media.UDL and English Language LearnersOhios English Language Learners (ELL) represent a variety of home/native languages, cultural backgrounds and levels of English proficiency. They may be refugees, or U.S born, and they may have extensive formal school experiences or little/no prior schooling. Although ELLs have limited English proficiency, their native/home language skills and cultural experiences can be useful assets in their learning process. Being aware of the background, needs and strengths of their students, and having an understanding of strategies and resources under the UDL framework, teachers can work together to help their ELLs access Ohios revised standards.How Does Universal Design for Learning Apply to All Students?Given the diversity of students in most classrooms today, teachers are challenged with ensuring that all students are able to access the content standards and also demonstrate mastery of the skills and knowledge embedded in these standards. Many instructional methods and strategies are effective for a significant number of students in all classrooms and across all content areas but teachers are often faced with finding specific strategies that address the unique needs of the students enrolled in their classrooms. UDL provides a framework for locating these resources by organizing them under three major principles:Multiple Means of RepresentationMultiple Means of Action and ExpressionMultiple Means of Engagement Although these resources can be used to support all students, UDL also offers strategies and resources appropriate for those students identified with very specific needs including student with disabilities, gifted students and English language learners.UDL and Gifted StudentsOhio law establishes criteria for students to be identified as gifted in the areas of academic achievement, cognitive abilities, creative thinking and/or visual/performing arts.Gifted students may be served in the regular classroom through differentiation and/or in classes with other gifted students taught by a gifted intervention specialist.UDL helps to frame the differentiation for gifted students that needs to take place in all academic settings in the area of the students identification.