View
216
Download
1
Category
Tags:
Preview:
Citation preview
Making Standards Relevant for
Exceptional Students
Stan W. HeffnerKathe Shelby
Ohio Department of Education
Topics
• Learning from Other Countries
• Standards Revision
• Developing Model Curricula
• Teaching 21st Century Skills
• A New Generation of Assessments
• Credit Flexibility
LEARNING FROM OTHER COUNTRIES
Purpose Of International Benchmarking
• “A highly skilled work force can raise economic growth by about two-thirds of a percentage point every year”
Eric Hanusek et al. Education And Economic Growth. Education News (Spring 2008)
• Each additional year of schooling in the adult population raises the economy’s output between 3 to 6 percent
Organization for Economic Cooperation and Development (2006), Education at a Glance: OECD Indicators 2006. Paris, France. (p. 154)
• “Even our ‘best and brightest’ cannot compete with the best in the world.”
NGA, CCSSO, Achieve paper on state strategies for international benchmarking
Myths About International Benchmarking
• We try to educate more students than other countries
• Other countries only test their best students
• The US performs poorly because of: • Poverty and other family factors• Cultural factors• More diversity than other countries
• Other countries outspend us on education
• Our best and brightest compare favorably with those in other countries
International Benchmarking
• Use promising practices to create a world-class education system for Ohio
• Learn from the best in the world
International Benchmarking
• High performing countries
• Three lenses
Standards
Teacher Effects
Learning conditions
• What fits best for Ohio?
7
Ohio’s Process
Identifying Comparison Countries
Countries selected significantly and persistently outscore the US on PISA and TIMSS tests
Full NameSubjects Tested
Test Takers
PISAProgram for
International Student Assessment
Literacy, Math, Science
15-Year-Olds
TIMSSTrends in International
Mathematics and Science Study
Math, Science4th and 8th
Grades
United States
Significantly higher
Significantly lower
Statistical Significance
Jim Hall, Center for Public Education
We Have More Low-Performing Students
Source: PISA 2009
We Have Fewer High Performers
Source: PISA 2009
Our Best Students Lag Behind
The mean scores of the top 5% of students in each of the study countries (PISA 2006)
United States
Korea
Hong Kong
U.S. ranks 25th / 32 OECD countries
Intended in the State’s Content Standards
Top-achieving countries’ intended-topics profile
Dr. William Schmidt, of Michigan State University
Benchmarking to the Standards of High-Performing Countries
Display 24: Mathematics Topics I ntended at Each Grade in Ohio's Mathematics Standards
Grade Topic 1 2 3 4 5 6 7 8
Whole Number: Meaning l l l lWhole Number: Operations l l l l lMeasurement Units l l l l l l l lCommon Fractions l l l l l l lEquations & Formulas l l l l l l lData Representation & Analysis l l l l l l l l2-D Geometry: Basics l l l l l l2-D Geometry: Polygons & Circles l l l l l l l lMeasurement: Perimeter, Area & Volume l l l l l lRounding & Significant Figures l lEstimating Computations l l l l l lWhole Numbers: Properties of Operations l l l lEstimating Quantity & Size
Decimal Fractions l l l l l lRelation of Common & Decimal Fractions l l l lProperties of Common & Decimal Fractions lPercentages l l lProportionality Concepts l lProportionality Problems l l l2-D Geometry: Coordinate Geometry l l l lGeometry: Transformations l l l l l l lNegative Numbers, I ntegers, & Their Properties l l lNumber Theory l l lExponents, Roots & Radicals l l l lExponents & Orders of Magnitude l lMeasurement: Estimation & Errors l l l l l lConstructions Using Straightedge & Compass
3-D Geometry l l l l l l l lGeometry: Congruence & Similarity l l l l lRational Numbers & Their Properties l l lRelations & Functions l l l l l l l lSlope & Trigonometry l
I ntended in the State's Content Standards l
Top- achieving countries' intended- topics profile
More topics per grade
More grades to cover a topic
Inclusion in Other Countries
• Percentage of students served in specialized schools or classrooms:• Japan: 1%• Finland: 7%
• All other students receive instruction in the regular classroom with their peers
• Finland provides specialized instruction within the classroom under the supervision of the regular classroom teacher
Raising Competency
The level of thinking of the teacher is the greatest predictor of the level of thinking
of the students in the teacher’s classroom.
Michael Fullan
PDK Kappan, April, 2000
Who Is in Our Classrooms?
Teach
er
Gifted Student
80% of Students with Disabilities
REVISING OHIO’S STANDARDS
Improving School Systems
• Improving systems employ different interventions depending on where they are located on the continuum from poor to fair to good to great, however…
• Six interventions occur at all stages of improvement:• Revising curriculum and standards• Reviewing reward and remunerations structure• Building technical skills of teachers and principals• Assessing student learning• Utilizing student data to guide delivery• Establishing policy documents and lawsMourshed, M., Chijioke, C., & Barber, M. (2010). How the world's most improved school systems keep
getting better. McKinsey&Company.
Common Themes in Comparison Countries
Ohio generally aligns with other nations’ standards, but…
Other nations provide:• Greater focus, rigor,
coherence• Clearer learning
progression
Standards Revision Mandated by HB1
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)
21
Stakeholder Engagement
Content specific focus groups involving 200 teachers
Meeting with 55 professional organizations
Over 800 individual responses to online survey
22
What Did We Hear?
Too many standards
Not easily managed
No time to teach in depth
Some need clarity
Technical corrections23
Stakeholder Needs—June 2009
24
Improvement needed or critical in all areas!
Two Development Tracks
Science
Social studies
Mathematics
English language arts
25
Ohio Revised Standards
Common Core Standards
Examples from the Common Core
Domain
Cluster
Standard Statement
Standard Statement
Topic
Strand
Science and Social Studies Format
27
Strands
Topics
Grade Description
s
Content Statements
Skills
Themes
Sample Syllabus28
Content Statements
Skills
Topics
Theme/ Course Descriptions
Ohio Science Standards
• Strands: Earth and space science Physical science Life science
• Skills: Science inquiry Applications
29
Ohio Social Studies Standards
• Strands: History Geography
• Skills: Historical
thinking Spatial thinking Civic
participation 30
Government Economics
Economic decision making
Financial literacy
Mathematics Common Core
Describes the work of mathematically proficient students:
• Descriptions of Mathematical PracticeExamples: reasoning, problem-
solving
• Standards Include: Concepts Skills
31
English Common Core
• English Language Arts Reading Writing
• Standards Include: Knowledge and skills leading to college and
career readiness Progressions of learning across the grades
• Literacy Standards History/Social Studies Science Technical Subjects
32
Speaking and Listening Language
33
Standards Implementation Timeline
2010 2011 2014
State Board Adopts Model Curriculum
March, 2011
State Board Adopts Standards
June, 2010
Transition Complete
June, 2014
2012 2013
Transition:•Teacher
development•Local curriculum
revision•Test development
2011 - 2014
Discussion Questions
• What opportunities do you see for the revised standards impacting the education of exceptional students?• Changes in classroom practices• Teacher professional development• Local curriculum revision• Race to the Top activities
• In your role, what can you do to seize upon these opportunities?
DESIGNING A MODEL CURRICULUM
Why a 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 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)
36
One Piece of an Integrated Whole
Model Curricula:
March 2011
Aligned System of
Assessments: 2014
Revised Academic Content
Standards: June 2010
37
What is the Model Curriculum?
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 development38
Model Curriculum
Nationally and State
Developed
Teacher Teams
Content
Review
Committee
s
39
• Content Elaborations• Expectations for Learning
• Content Specific Sections
Common Core and State Standards
Model Curriculum
Instructional Strategies and Resources
Public Feedback
• All components of the model curriculum
• Online
• November 2010-January 2011
• Educators and non-educators across the state
40
Model Curriculum Components
• Content Elaboration Applies to all content areas.
In-depth information about “what” should be taught
• Expectations for Learning Recommendations for how students
may be assessed
Applies only to science and social studies
41
Model Curriculum Components
• Instructional Strategies and Resources Guidance and support for instructional,
curricular and assessment design
Applies to all content areas.
• Content Specific Sections Address elements specific to a subject area,
such as
Misconceptions (science and mathematics)
Enduring Understandings (English language arts and social studies)
42
Understanding Common Misconceptions
Model Curriculum Example
44
Inquiry-based
Twenty-first Century Skills
Global Connections
Model Curriculum Template
45
Instructional Strategies and Resources
Content Specific Sections
Expectations for Learning
Content Elaborations
Meeting the Needs of All Learners
The Role of Technology
Writing has moved from a paper-and-pen to a technologically-driven activity. Technologies are recognized as having the potential both to support writing and the teaching of writing and to provide new venues for writing itself.
(National Commission of Writing, 2003; National Writing Project, 2006; National Council of Teachers of English, 2004)
Technologies in Education
• Instructional Technologies• Used to increase student’s performance
through adding skills to the student’s own skill base
• Compensatory Technologies• Provide a means to complete a task such
that, without the technology, a student would not be able to complete the task at the expected level of performance
• Increase performance without necessarily increasing the skill base of the student
Technology for Differentiation: Writing
• Use planning and organization technology as an adjunct to, or in tandem with, process-based instruction in writing.
• Match students’ strengths and weaknesses with tools by their planning and organization features.
• Use electronic outlining tools and draft templates, that are genre-specific, contain embedded content prompts and procedure cues.
• Directly instruct the student in how to use the tool and how to apply the tool to their writing tasks.
Differentiating Instruction
You Tube Video Goes here (I hope)
Reading Writing
Special Education & Related Services
GeneralCurriculum
Expanded Curricula Knowledge and Skills
No Accommodations or Modifications
Accommodations Modifications
Alternate
Group Activity
• Identify what you need to see in the model curriculum to help you instruct exceptional children
• Share how you have used universal design in your classroom planning and instruction
• Discuss how you have successfully used technology to teach students with a range of skills and abilities
• 2010
• 2011
• State Board to
Adopt Model
Curriculum
• March 2011
• Review Committees
Meet• June-Septembe
r 2010 • Public
Input• Novem
ber 2010-January 2011
• Feedback Integrate
d• January
2011
• Final Draft Released
• February 2011
• Regional Teacher Teams Meet
• Summer 2010
• Standards Adopted
• June 2010
Model Curriculum Timeline
53
TEACHING 21ST CENTURY SKILLS
Why 21st Century Skills?
Our students will be competing in a new global economy
What Skills Are Required?
Five types of tasks:
Routine Manual
Non-Routine Manual
Routine Cognitive
Non-Routine Analytic
Non-Routine Interactive
Non-Routine Interactive
Non-Routine Analytic
Routine Cognitive
Routine Manual
Non-Routine Manual
What Skills Are Required?
The skills that are easiest to teach and test are also the ones that are easiest
to:
automatedigitize and outsource
What skills are most important for job success? when hiring a high school graduate? Work Ethic 80%
Collaboration 75%
Good Communication 70%
Social Responsibility 63%
Critical Thinking & Problem Solving
58%
Source: Partnership for 21st Century Skills. (2006). “Workforce Survey: Are They Really Ready to Work.”
Skills Needed for the 21st Century
Of recently-hired high school students, what were their deficiencies?
Written Communication 81%
Leadership 73%
Work Ethic 70%
Critical Thinking & Problem Solving
70%
Self-Direction 58%
Source: Partnership for 21st Century Skills. (2006). “Workforce Survey: Are They Really Ready to Work.”
Skills Needed for the 21st Century
What skills and content areas will grow in importance in the next five years?
Critical Thinking 78%
Information Technology 77%
Health & Wellness 76%
Collaboration 74%
Innovation 74%
Personal Financial Responsibility 72%
Source: Partnership for 21st Century Skills. (2006). “Workforce Survey: Are They Really Ready to Work.”
Skills Needed for the 21st Century
Source: PISA 2000, 2003, 2006
30th
25th
20th
15th
10th
5th
1st
2000 2003
OECDRanking
MathScience ReadingProblem Solving
24th
18th
24th
14th
18th
15th 15th
29th
35th2006 2000 2003 2000 2003 2006
35th
2003
Why 21st Century Skills?
Source: The Christian Science Monitor (2009).
Finding a Common Vocabulary
20th Century Education Model
21st Century Skills
Ohio’s Education Reform§3301.079(A)(1)b
§3301.079(A)(1)c
§3301.079 (A)(1)d
§3313.60(9)
§3301.0712 (3-4)
21st Century Skills
Interdisciplinary Themes
Global Awareness
Financial and Entrepreneurial Literacy
Civic Literacy
Health Literacy
Learning and Innovation Skills
• Critical Thinking
• Communication
• Research
• Problem Solving/Desig
n
• Collaboration
• Meta-cognition
• Creativity
• Innovation
Information, Media and Technology Skills
• Information Literacy
• Media Literacy
• Information, Communications and Technology Literacy
Life and Career Skills
• Leadership & Responsibility
• Productivity & Accountability
• Flexibility & Adaptability
• Initiative & Self-Direction
• Social & Cross-Cultural Skills
21st Century Skills
Theme Framework
Partnership for 21st Century
SkillsHB1
Computer Literacy X X
Health/Wellness Literacy X X
Financial Literacy/ Entrepreneurship X X
World Language X
Fine Arts X
Global Awareness X X
Civic Literacy X
Ohio’s Reform Model
Standards Format Highlights Skills
The Physical SettingThe Living
Environment
ThemesEarth and
Space Science
Physical Science
Life Science
Science Inquiry and Application
sObservatio
nsof The
Environment
This theme focuses on helping students develop the skills for systematic discovery to understand the science of the physical world around them in greater depth by using scientific inquiry.
P
Observations of physical properties of both living and nonliving things in local surroundings. This includes water, the sun, rocks and soil, human-made materials, and living organisms. This is to encourage students to examine their environment, its similarities and its differences.
During the years of PreK to 4th grade, all students must develop the ability to:
• observe and ask questions about the natural environment, • plan and conduct simple investigations,• employ simple equipment and tools to gather data and extend the senses,• use appropriate mathematics with data to construct reasonable explanations,• communicate about observations, investigations and explanations,• review and ask questions about the observations and explanations of others.
Observations of Earth & Sky
Observations of nonliving
things
Observation of living things
K
Living and nonliving things have specific physical properties. These physical properties can change. Physical properties can be used to sort and classify living and nonliving things. The physical properties of air and water are presented as they apply to weather. Liquids and solids are introduced as preparation for learning about states of matter.
Daily and seasonal changes
Physical properties of
everyday materials
Observations of living things vs. nonliving
things
1
Energy comes from many sources and is needed for living and nonliving things to function. The sun is a primary energy source. Energy can also be obtained from food, batteries, electricity, fossil fuels, flowing water, wind, etc.
Sun, energy, and weather
Sources of energy
Basic needs of living things
Skills
Skills Relate to Content
Interconnections within SystemsThis theme focuses on helping students recognize the components of various systems and then investigate dynamic and sustainable relationships within systems using scientific inquiry.
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;
and Communicate scientific procedures and explanations.
StrandsStrand Connections: Cycles on Earth, such as those occurring in ecosystems, in the solar system, and in the movement of light and sound result in describable patterns. Speed is a measurement of movement that is related to force and weight. The transfer of energy drives changes in systems, including ecosystems and physical systems.
SBOE Draft Document April 2010 Page 13 of 25
Discussion Question
From the 21st Century Skills handout, your group is to:• Select one set of skilIs• Brainstorm ways that they can be integrated into the teaching of content
A NEW GENERATION OF ASSESSMENTS
Developing New Assessments
OGT Passage
College Ready
76
Ready for College and Career?
OGT
CCR
Why Students Drop Out
• A gradual process of disengagement
• 47% of dropouts report that classes were not interesting
• 81% lack opportunities for “real world learning,” and see little connection between school and getting a good job
Exceptional students are not immune from dropping out!
Ohio College Students Needing Remediation
79
Source: Ohio Board of Regents
ELA College and Career Readiness
ACT, “A First Look at the Common Core and College and Career Readiness,” 2010, http://act.org/research/policymakers/pdf/FirstLook.pdf.
Math College and Career Readiness
ACT, “A First Look at the Common Core and College and Career Readiness,” 2010, http://act.org/research/policymakers/pdf/FirstLook.pdf.
Ohio Core Requirements
English Language Arts: 4 units
Math: 4 units
Science: 3 units
Social Studies: 3 units
Physical Education: ½ unit
Health: ½ unit
Electives: 5 units
Fine Arts: 2 ½ units
82
For the class of 2014:
New Assessment System
• OGT will be replaced by a three part system:
• Nationally standardized assessment
• Series of end-of-course exams
• Senior project
• Students will earn a composite score
High School
Summative Assessment =
Interim
Performance Based
Summative
Sum
84
Sum of the Assessments
Common Assessment Elements
Both Achieve & SMARTER Balanced consortia have:
• On-line testing
• Interim and summative components
• Item Types• Multiple choice• Extended response• Technology-enhanced• Performance assessments
• High school tests: End-of-course vs. End-of-year
• Rapid reporting system to inform instruction
• Teachers involved in developing and scoring tests
85
Accurately Assessing All Learners
Alternative Assessment based on Modified Achievement Standards (AA-
MAS)Three-state consortium effort based on these premises:
• Cognitive deficits impact the ability to access and perform assessment tasks
• Ideal modifications remove barriers without simplifying content
• Appropriately modified assessments accurately and fairly measure proficiency of students with disabilities who have persistently performed poorly
Stoica, W. I. (2010). A multistate approach to development of AA-MAS: Removing disability-imposed barriers to student performance. How can alternate assessment based on modified achievement standards improve student learning and outcomes (p. 7). Denver: American Education Research Association.
Accurately Assessing All Learners
AA-MAS project findings:• Identification of specific learning barrier
patterns• Patterns exist among low-achieving
students with and without disabilities• Specific approaches were analyzed for their
impact on students with and without disabilities
Findings from other state consortia suggest that students who perform poorly may not have had the opportunity to learn grade level contentAmerican Education Research Association. (2010). How can alternate assessment based on modified achievement standards improve student learning and outcomes. Denver: AERA.
Accurately Assessing All Learners
Findings from the AA-MAS consortium will inform:
• Further research under a federal grant
• The work of the Achieve and the SMARTER Balanced consortia
SMARTER Balanced Chart
www.k12.wa.us /smarter
Achieve Partnership Chart
www.fl doe .o rg /parcc
Comparison
2 ELA tasks and 1 math task
Given in last 12 weeks of year
Measure the ability to integrate knowledge and skills
Computer-delivered, during final 12 weeks of the school year
Scored within 2 weeks
Summary and images attributable to Assessment and Performance Management at Educational Testing Services.
1-3 tasks that assess a few “keystone” standards / topics
Given at three points during the school year, near the end of quarters
Results within 2 weeks to inform instruction and intervention
AchieveSMARTER Balanced
Comparison
40-65 questions
Taken on computer, with mixed item types; scored entirely by computer for fast results
Scores from focused assessments and end-of-year test will be combined for annual accountability score.
Summary and images attributable to Assessment and Performance Management at Educational Testing Services.
Includes 40-65 questions per content area
A computer adaptive assessment given during final weeks of the school year
Multiple item types, scored by computer
Re-take option, as locally determined
SMARTER Balanced Achieve
Performance-Based Assessments
• Portfolios
• Written compositions
• Open-ended problems
• Works of art
• Apprenticeships
• Internships
• Musical performances
• Speeches
• Analysis and interpretation of reading
• Research projects
Task Examples
Performance-Based Assessments
• Performance Outcomes:The academic knowledge, behaviors, and skills that students are expected to learn and demonstrate in a performance task
• Common Scoring Rubrics:A set of evaluation criteria nonspecific to a unit of study that are aligned to performance outcomes used to designate appropriate performance targets
Components
Performance-Based Assessments
Tasks are scored on a common, generalized rubric
A single rubric can be applied to all tasks within a single content area
Descriptions serve as anchors
Scoring
English Language Arts: Inquiry and Communication
Scoring Dimension Performance Level
1 2 3 4
1. Analysis and Interpretation
2. Perspective
3. Power of Language
4. Structure, Organization, and Language Conventions
5. Reflection during the Process of Textual Production
6. Reflection after the Process of Textual Production
“C
olleg
e/C
are
er
Read
y”
“C
olleg
e-L
evel”
English Language Arts: Inquiry and Communication
Scoring Dimension
Level 1 Level 2Level 3
“College/Career Ready”
Level 4“College-Level”
Reflection during the Process of Textual Production
Little improvement in the work over time, and little engagement in a process of planning, drafting, reviewing, revising, and editing the text
No use of feedback from teachers and peers to develop the work
Narrow or surface level improvements resulting from a process of planning, drafting, reviewing, revising, and editing the text
Little use of feedback and critique from teachers and peers to develop the work
Substantive improvement from the process of planning, drafting, reviewing, revising, and editing the text
Incorporation of feedback and critique from teachers and peers, resulting in refined ideas and improved communication of those ideas
Thoughtful and critical improvement from the process of planning, drafting, reviewing, revising, and editing the text
Integration of
feedback and critique from teachers and peers, resulting in improved, expanded, or refined ideas, and a polished communication of those ideas
Category Five: Process and Reflection
Performance-Based Assessments
Scorer Training
Teachers trained to score student work
Range-finding conducted
Tasks revised based on results
Assessments
• Field testing: 2012-2013
• Standard setting:2013-2014
• New tests begin2014-2015
99
Preparation for New Standards
100
2010-2011
• Introduce new standards
• Participate in creating model curricula
2011-2012
• Build awareness of new standards
• Introduce model curricula
• Conduct crosswalk activities
• Initiate formative instruction PD
2012-2013
• Introduce performance tasks and scoring rubrics
• Continue formative instruction PD
• Practice online formative assessments
• Introduce instructional improvement system
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
Tasks for Districts
Implementation Timeline
101
2010
2011 2014
State Board Adopts Model Curriculum
March, 2011
State Board Adopts Standards
June, 2010
Transition Complete
June, 2014
2012 2013
•Transition:•Teacher development
•Local curriculum revision
•Test development
2011 - 2014
Questions ?
Recommended