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

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Cr

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Inte

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Know

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Reading Strand

Reading: Literature

Key

Idea

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De

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Stan

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Stat

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Stan

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Inte

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Stan

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Stan

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Stan

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Stan

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Reading: Informational Text

Key

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Stan

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Stan

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Stan

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Stan

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Stan

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Stan

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Stan

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Stan

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Reading: Foundational Skills

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Stan

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Stan

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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

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6 Standard Statement

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Reading Strand 24 Standard Statements

Literature(10)

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Skills (4) K- 5 only

Topi

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Standard Statemen

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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?