OCS Standards-based Education

Aug 7, 2014

GAINS Education Group, Ltd

Committed to Student Achievement

Dr. Marilynn KuliekeMs. Rosemary Jacot

Mr. Evan Cater

GAINS Education Group

We are headquartered in Schaumburg, Illinois, and founded in 2005 by a team of former high school assessment analysts.

We support schools and districts in their efforts to use standards-based assessment data to improve student learning.

The Current Context in Education: Concern

ParentsBusiness

Community

Universities

Government

Overall, it is believed that students educated in the United States are not competitive in a global economy.

The Solution to our Current Education Concern: Accountability

Entrance Testing

StandardizedTesting

Monitoring Initiatives

Systems Accreditation

Curriculum

Limits coverage and encourages the use of

multiple resources

Assessment Includes monitoring

and feedback through formative

assessment and the evaluation of achievement

through summative assessment

InstructionEncourages learning to occur in different

amounts and different ways

Standards Provides clear

expectations and an articulated focus within and across

grade levels

A Better Solution is Standards-based Education

It is grounded in the belief that all students can learn.

Standards-based EducationA system in which curriculum, instruction and assessment

are aligned with predefined standards.

Understand the OCS benchmarks

Align benchmarks with curriculum and

instruction

Analyze formative data and make adjustments in

classroom learning

Administer classroom formative assessments

Administer classroom summative assessments

that provide data to make decisions

Make adjustments in the classroom and in the school that “cause” student learning

The Goal: Teachers will be able to:

Typical Flaws in Standards

Flaw Solution

1. Too much content (in the collection as a whole)

1. Focus on the essential skills and knowledge

2. Low level rigor in skills and knowledge

2. Begin with the end in mind and backward design for increasing levels of rigor year after year

3. Multidimensionality 3. Write benchmarks so that each reflects a single dimension or trait to be assessed

4. Long lists of single-item standards

4. Aggregate standards by topics or strands

OCS Benchmark Project in Partnership with

GAINS Education Group

K-8 benchmarks aligned with ACT College Readiness (CRS) strands, Terra Nova Objectives, and Common Core State Standards (CCSS)

English Language Arts (ELA) and Mathematics

National Reading Standards

Author’s Approach and Main Ideas

Supporting Details

Meaning of Words

Sequential Relationships, Comparative Relationships, and Cause and Effect

Generalizations and Conclusions

Basic Understanding

Analyze Text

Evaluate/Extend Meaning

Reading and Writing Strategies

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Text Complexity

ACT/ASPIRE STRANDS

TERRA NOVA OBJECTIVES

COMMON CORESTRANDS

National Math Standards

Basic Operations and Applications

Probability, Statistics, and Data Analysis

Numbers: Concepts & Properties

Expressions, Equations, & Inequalities

Graphical Representations

Properties of Plane Figures

Measurement Functions

Number and Number Relations

Computation and Numerical Estimation

Operation Concepts

Measurement Geometry and

Spatial Sense Data Analysis,

Statistics, & Probability

Patterns, Functions, Algebra

Problem Solving & Reasoning

Communication

Operations and Algebraic Thinking

Number and Operations in Basic Ten

Number and Operations – Fractions

Measurement & Data

Geometry Ratios and

Proportonal Relationship

The Number System Expressions &

Equations Functions Statistics &

Probability

ACT/ASPIRE STRANDS

TERRA NOVA OBJECTIVES

COMMON CORESTRANDS

ACT CRS to OCS Benchmarks

3.RL.KID.1.2c Respond to questions about explicit details related to key ideas in a story, drama, or poem

16-19a Locate simple details at the sentence and paragraph level in uncomplicated passages

Terra Nova to OCS Benchmarks

3.RL.KID.2.2.c Infer a key idea or lesson based on key details that are explicit in the text of a story, fable, folktale, and myth from diverse cultures

03 Analyze Text: Main idea/theme

CCSS to OCS Benchmarks

3.RL.KID.2.2.c Infer a key idea or lesson based on key details that are explicit in the text of a story, fable, folktale, and myth from diverse cultures

CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through

key details in the text

Domain

Reading Standards for Literature (K-5)

Strand

Key Ideas and Details

Standard

Recount stories including fables, folktales, and myths from diverse cultures, determine the central message, lesson or moral and explain how it is conveyed through key details in the text

Benchmark:

Recognize key details that are important in understanding a simple story, drama, or poem

Generate questions about key ideas that are explicit in a simple story, drama, and poem

Hierarchy of OCS Benchmarks

Program Frameworks

Focus and Supporting Benchmarks

Focus Benchmarks: Aligned with the Terra Nova v3

Supporting Benchmarks: additional aspects of the standards, not specifically aligned with the TNv3

Activity: Individual

Highlight the Focus OCS Benchmarks

Grade 3 ELA Benchmark Report

Focus OCS Benchmarks

Supporting OCS Benchmarks

DomainStrand CCSS Standard

Breaking the (OCS Benchmark)

ELA Code3.RL.IKI.7.1.b Use details from an illustration and words in an informational text to create meaning

G

rade

Level

3 RL IKI 7 1 b

Dom

ai

n

Str

and

Sta

ndard

N

um

ber

Bench

mar

k N

um

ber

Com

ple

xit

y

Level

Breaking the (OCS Benchmark) Math Code

7.SMC.NS.1.3.c Solve real world and mathematical problems using the four operations with rational numbers

G

rade

Level

7 SMC

NS 1 3 cD

om

ai

n

Str

and

Sta

ndard

N

um

ber

Bench

mar

k N

um

ber

Com

ple

xit

y

Level

Hyphenated Benchmark CodesOCS Code Text Type and Purposes

3.W.TTP.1 1. Write opinion pieces on topics or texts, supporting a point of view with reasons

3.W.TTP.1.1-1.c Introduce a topic or text when writing an opinion piece

3.W.TTP.1.1-2.c State an opinion about a topic or text when writing an opinion piece

3.W.TTP.1.1-3.c Create an organizational structure that uses lists of reasons when writing an opinion piece

3.W.TTP.1.2.c Support an opinion with reasons when writing an opinion piece

TTP (CCSS)

1. Write an opinion piece on topics or texts, supporting a point of view with reasons

a. Introduce a topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons

b. Provide reasons that support an opinion

Activity

1. Use either the Grade 3 ELA or

Grade 7 Math Benchmark reports

2. Choose a benchmark

3. Label the components of the

benchmark’s code

4. Explain the coding to your partner

Classroom Benchmark Reports

Complexity Report

Examples Report

Sequence Report

Grade 3 ELA Examples Report

OCS Benchmarks

DomainStrand

CCSS Standard

Examples

Grade 3 ELA Complexity Report

DomainStrand

OCS Benchmarks

a b c

ELA Levels of Complexity

a b c

Key Ideas and Details

Recount stories including fables, folktales, and myths from diverse cultures, determine the central message, lesson or moral and explain how it is conveyed through key details in the text

3.RL.KID.2.1.a Recall key ideas in a story, fable, folktale, and myth from diverse cultures

3.RL.KID.2.3.b Relate key details to the key idea or lesson of a story, fable, folktale, and myth from diverse cultures

3.RL.KID.2.2.c Infer a key idea or lesson based on key details that are explicit in the text

Acquire Make Meaning Transfer/Apply

Levels of Complexitya

ELA: Acquiring basic knowledge and Skills

Math: Low levels of complexity

b

ELA: Focusing and making meaning of knowledge and skills

Math: Intermediate levels of complexity

c

ELA: Adapting, extending, applying, and transferring knowledge and skills

Math: High levels of complexity

Activity

With a partner, decide which level of complexity (a, b, or c) are the following benchmarks:

1. Locate information for a specific topic by using key features of an informational text

2. Introduce a topic when writing an informative/ explanatory text

3. Determine the meaning of literal and non-literal words and phrases in a story, drama, or poem

Activity

1. 3.RI.CAS.5.1.a Locate information for a specific topic by using key features of an informational text

2. 3.W.TTP.2.1-1.c Introduce a topic when writing an informative/ explanatory text

3. 3.RL.AS.4.4.b Determine the meaning of literal and non-literal words and phrases in a story, drama, or poem

Grade 3 ELA Benchmarks

Sequence Report - Trimester

OCS Benchmarks

Taug

ht

Ass

esse

d

Grade 3 ELA Benchmarks

Sequence Report - Quarter

OCS Benchmarks

Taug

ht

Ass

esse

d

Backwards Design from Standards Standards Statements of what students should know or be able to do

Benchmarks More specific statements that are hierarchical from low to high

Measureable Learning Objectives Statements that define what a student will learn during a class, lesson, or unit

Assessment The most specific definition of a standard

Types of Standards-based Assessments

School-wide Summative Assessments Terra Nova ACT/Aspire

School-wide Formative Assessments Interim Quarter/Trimester

Student On-Track Report

Types of Standards-based Assessments

Classroom Summative Assessments

(Assessment of Learning)

Point-in-time, in-class assessments that measure a predetermined set of learning targets in order to determine student mastery

Unit Assessments Lesson Assessments

Types of Standards-based Assessments

Classroom Formative Assessments

(Assessment for Learning)k

An intentional process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement

Tests Quizzes

Next Steps