OMELC Fall 2011 Conference

Brian Roget – Assistant DirectorAssessment Development and

ConstructionMathematics and Science

Office of Curriculum and Assessment

October 12, 2011

This presentation brought to you by:

• High School – Higher Education Alignment Project– Bridging the gaps

between high school graduation and postsecondary success

High School – Higher Education Alignment Project

HOW TO GET INVOLVED

Visit education.ohio.gov and search “High School - Higher Education Alignment” to:

Register on STARS for an informational meeting in your Race to the Top region

Learn more about the opportunity to join a consortium

Learn more about Race to the TopInvestigate the opportunity to begin rethinking High

School and College Mathematics and English Language Arts courses and programs

 

And by:

Revised Standards and Model Curricula Targeted Professional Development

Introduction to the Common Core State Standard and Model Curriculum

For dates and places search : “targeted professional development” in STARS

Ohio Mathematics and Science Partnership (MSP)Grants

• ODE has released a new MSP - Request for Proposal

• Projects can focus the Professional Development using one of three options

Ohio Mathematics and Science Partnership (MSP)Grants Options• Option 1: Tailor the PD to the needs of the target school.• Option 2: Provide PD focused on the 2010/2011

Standards and Model Curriculum for mathematics and science at the target school.

• Option 3: Projects participate in either of the following PD programs.– Science: Modeling Instruction Program in High School Science– Mathematics: INTEL Math Program for K-8 Mathematics

• More information will be provide in the Request For Proposals (RFP).

Fewer ODE Staff

• Use of External Facilitators

Task Force – Focus Groups

Assessment

Information is subject to change based on future legislation or participation in a CCSS consortium

Where are we now?

• K-2 Diagnostics

• 3-8 OAA

• High School OGT

The Transitional Years

• K-2 Diagnostics– Realigned to CCSS – Minor modifications to fill gaps– Ready for district to use in 2012-13

• OAA– Continue to be administered through 2013-14 school year– Assessing the 2001 Ohio Academic Content Standards

• OGT– Continues after 2014 for additional opportunities for passage

What is on the horizon?

Next generation of Assessments

• K-2 – Continue as redesigned

• 3-8 – Consortium developed– Online delivery

• High School – Consortium Dependent

CCSS Assessment Consortia

•

Assessment ConsortiaSMARTER Balanced (SBAC): Consortia of 29 States Attributes: • Computer-Adaptive• Formative Assessments

(optional)• Performance Tasks• Rapid reporting system to

inform instruction and accountability

Partnership for Assessment of Readiness (PARCC): Consortia of 23 states + D.C. Attributes: • Computer-Based• Through Course Assessments

(might be optional)• Performance Tasks• Rapid reporting system to inform

instruction and accountability

Common Assessment Elements

Both PARCC & 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

Comparison

Measure depth of

understanding, research skills,

interaction with materials and

management of ideas.

Given last 12 weeks of year

Computer-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 & 10

Given at three points in time, near the end of quarters.

Computer-delivered with results within 2 weeks

Tasks for assessments: 1st and 2nd contain focused

tasks taken in one class period

3rd requires a project-based task over a longer time period

4th for ELA only, an oral presentation of final task.

PARCCSBAC

Performance Tasks Through-Course Assessments

S o u r c e : t h e C e n t e r f o r K - 1 2 A s s e s s m e n t & P e r f o r m a n c e M a n a g e m e n t a t E T S

Consortia Assessment TimelinePARCC SBAC

CCSS Assessment Consortia

•

Review and provide feedback on the

mathematics framework documents

SBAC – PARCC

• Review– Each group will review a grade of the SBAC

content specifications and the PARCC content framework.

• Feedback– Each group will use the Assessment – SWOT

to analyze the two documents and provide feedback

Assessment – SWOT

• Strengths– What information, sections and components of each document provides clarity, provides

additional information, and makes connections between content and assessment?

• Weaknesses– What information, sections and components of each document lacks clarity or causes

confusion between content and assessment?

• Opportunities– What information, sections and components of each document provides opportunities

for teachers to understand the connected aspects of content, mathematical practices, assessment and instruction? What opportunities does each provide for improved professional development for teachers?

• Threats– Based on what is described in each document, what structures and/or supports could

be provided or created to lessen the discomfort of transitioning to the new assessment system?

What Should Districts Do Now?

• Deepen your understanding of the CCSSM in Professional Learning Communities through:– the Standards for Mathematical Practice– the Critical Areas– the Model Curriculum – the Standards Progressions – the Comparative Analysis

• Begin focusing instruction around:– the Mathematical Practices – The Critical Areas

• Develop support structures for reaching all students – Use previous mathematics in service of new ideas– Provide all students access to the regular curriculum; RtI

Closing Thought

• “These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.” – (CCSS, 2010, p. 5)