On The Road to College and Career Readiness

  • Published on

  • View

  • Download

Embed Size (px)


On The Road to College and Career Readiness. Hamilton County ESC Instructional Services Center Christina Sherman, Consultant. How will the revised standards impact you, you students, and your district? What can you expect over the next few years? - PowerPoint PPT Presentation


Slide 1

On The Road to College and Career ReadinessHamilton County ESCInstructional Services CenterChristina Sherman, Consultant

1How will the revised standards impact you, you students, and your district?What can you expect over the next few years?What can you do to help make this a smooth transition?

Participants complete the 3-2-1 document shared throu

2Being qualified for:A degree-granting postsecondary education, without remediationA chosen career, ready for advanced training.

What is College and Career Readiness?

Recent PARCC newsletter puts it well:

Despite the mounting evidence, there continues to be some resistance to the college- and career-ready agenda, largely stemming from a misunderstanding that it means that all students should go to four-year colleges. In fact, being "college- and career- ready" is about graduates having options and choosing their own career path. To do so, graduates must leave high school readythat is, without the need for remediationfor additional education and/or training whether that is at a community college, technical college, apprenticeship or certificate program or a four- year college degree. June 30, 2011

41% students enter post-secondary experpienc

3ACT, The Conditions of College & Career Readiness, Class of 2010: Ohio.Are Ohio Students Ready for College?

Note: the red bar indicates that only 28% of Ohio test-takers were college-ready in ALL four areas. This figure is not an average of the proceeding four. 4Jobs Will Require More Education & TrainingNO COLLEGE REQUIREDCOLLEGE REQUIREDSource: Georgetown Center on Education and the Workforce, 2010.

This information in this slide was taken from Carnevale, Anthony P., Nicole Smith, and Jeff Strohl, Help Wanted: Projections of Jobs and Education Requirements Through 2018, Georgetown Center on Education and the Workforce, 2010.

While the original article breaks down the categories of college required and no college required into more detailed categories (i.e. some college, associates, bachelors, masters, etc vs. high school dropouts and high school graduates), we have simplified it to communicate the point that most careers today and in the future will require additional postsecondary training and education. This is why it is so critically important to prepare our students to be college- and career-ready. 5Ohios Coherent and Integrated Education System:Model Curricula: March 2011Aligned System of Assessments: 2014Common Core and State Revised Standards: June 2010What?How?How Well?

6House Bill 1: Content 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. (Adopted June 2010)ORC 3301.079(A)(1)(a)

These were adopted in June 2010.7Ohios Revised Standards

8 New Features:Fewer, clearer, and higher Internationally benchmarkedAn aligned model curriculumCollege and career readinessContent and skillsCoherence, focus, rigor

New Focus:Ohios Revised Standards Reflect

Result: standards that meet this criteria 9Common Core

English Language ArtsMathematicsScienceSocial Studies Ohios revised standards

Ohios RevisedAcademic Standards

2 sources for development of revised standards:

Common Core ELA and Math

Ohios developed Science and Social Studies

10Attributes of the CCSS: English Language ArtsShift 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.

From 4th to 12th grade:The share of literary content will decline from 50% to 30%The share of information content will increase from 50% to 70%.

It is important to realize that these percentages represent what the student should be reading and writing across the course of his/her entire day.

11Attributes of the CCSS: Mathematics Engage student in the content through the Mathematical PracticesProblem solvingReasoningModelingUsing toolsMaking argumentsPrecisionStructure

Problem solving being able to make sense of problems and persevere in solving them Trying different methods and approaches to solving problems, relating a new problem with previous problems for idea of approaching the problem.Reasoning Reason abstractly an quantitatively Understanding of number and number sense why do numbers behave the way they do and how can I generalize their behavior.Modeling how do you see mathematical problem in every day situations.Using tools know how to uses tools but also when is it appropriate to use the toolMaking arguments students are able to make claims and support them mathematically they are also able to ask questions to clarify their understanding or critique the claims of other studentsPrecision this is about the precision of number, measurement, units, and language of mathematics. Structure Looking for and seeing patterns in mathematics. This goes beyond number patterns to seeing patterns in solving equations, in measurement, in geometry and probability. Then extend the structure to new situations that exhibit similar structure.

12Attributes of the Science Standards

Emphasis on Scientific Inquiry- promotes investigation and understanding and explanation for observation. Data is gathered, hypothesis suggested and observations recorded. provides teachers with the opportunity to develop student abilities and to enrich student understanding of science. As students conduct investigations, they develop the ability to ask questions, become more observant of the world around them and use their observations to construct reasonable explanations for the questions posedEngineering Technological Design- contributes to the development of a students capacity to make responsible judgments about technologys development, control, and use. Critiquing appropriate technology and sustainable development are important

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 that 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.


Ohio is one of 20 states that has been selected to lead an important effort to improve science education for all students.

The 20 states will lead the development of Next Generation Science Standards (NGSS), a state-led effort that will clearly define the content and practices all students will need to learn from kindergarten through high school graduation. The NGSS process is being managed by Achieve, an education reform non-profit organization.

Ohios newly revised science standards align well to the framework that is being used to write the NGSS.

14Attributes of the Social Studies Standards A Comprehensive Curriculum that:

Understanding history, so they are deemed to repeat it and feel knowledgeable and empowered to be an active and productive and contributing member of society. 15ELA, Mathematics, Social Studies and Science standards currently available. Standards will be expanded to include: social and emotional approaches to learning physical well-being

16Revised and New Standards in Other Content AreasWorld Languages (Revised)Fine Arts (Revised)Financial Literacy and Entrepreneurship (New)Business Education (New)

Provide an update on the revision of the standards in the other content areas.17SB 210 and The Physical Education EvaluationFour components for the 2012-2013 report card:Student success in meeting the benchmarks as found in the PE StandardsCompliance with local wellness policy Participating in BMI Participating the physical activity pilot

PE Standards adopted in 2009

Four components:Student success in meeting the benchmarks as found in the PE StandardsCompliance with local wellness policy ( should already have one established due to prior legislation) Yes or NoParticipating in BMI or did you complete a waiver? Yes or No (last school year)Opt out.Participating the physical activity pilot. Yes or No. (This school year opt in)

Building composite which will result in a district composite.18High 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

State Transition Timeline20102011201420122013State Board Adopted Model CurriculumMarch, 2011State Board Adopted StandardsJune, 2010 Transition CompleteJune, 2014Transition:Teacher developmentLocal curriculum revisionAssessment development2011 - 2014

Animation: Each click reveals a milestone, left to right.

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.

20How will the revised standards impact you, you students, and your district?What can you expect over the next few years?What can you do to help make this a smooth transition?

Participants complete the 3-2-1 document shared throu

21Ohios New Generation of Assessments

22New Generation AssessmentsMore rigorous tests measuring student progress toward college and career readiness Have common, comparable scores across member states, and across consortia Provide achievement and growth information to help make better educational decisions and professional development opportunities

Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85

New Generation AssessmentsAssess all students, except those with significant cognitive disabilities Administer online, with timely results Use multiple measures

Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85

Ohios New AssessmentsConsortium developed assessmentsEnglish language arts grades 3 8 and high schoolMathematics grades 3 8 and high schoolAssess the Common Core StandardsOperational school year 2014-15State developed assessmentsScience grades 5 and 8 and high schoolSocial Studies grade 5 and 8 and high schoolAssess the revised Ohio standardsOperational school year 2014-15

Assessment Consortia

SMARTER Balanced (SBAC):Consortia of 29 StatesAttributes: Computer-AdaptiveFormative Assessments (optional)Performance TasksRapid reporting system to inform instruction and accountability

Partnership for Assessment of Readiness (PARCC): Consortia of 24 states + D.C. Attributes: Computer-BasedThrough Course Assessments (might be optional)Performance TasksRapid reporting system to inform instruction and accountability

In September, 2010, $170 million grant was awarded to the Partnership for Assessment of Readiness for College and Careers (PARCC) and $160 million to the SMARTER Balanced Assessment Consortium (SBAC) to develop new common assessments that will assess students' knowledge of mathematics and English language arts from third grade through high school.


Ohio is currently a participating /advisory state in both assessment consortia. At some point, we will conclude which assessment system best suits the needs of Ohios students.

Charts updated as of June 30, 2011

Dark blue for PARCC = governing stateLight blue = participating state26Assessment ConsortiaBoth PARCC & SBAC consortia will have :English language arts and mathematics assessmentsOn-line testingInterim and summative componentsItem TypesMultiple choiceExtended responseTechnology-enhancedPerformance Task assessmentsHigh school tests: End-of-course vs. End-of-yearTeachers involved in developing and scoring tests

27Ohios New Assessments: HB153 July 2011ChangesHigh SchoolNational Standardized AssessmentSeries of End of Course examsSenior ProjectNo date given for implementation


28Ohio Assessment Timeline20112012201520132014State Board Adopted Model CurriculumMarch, 2011State Board Adopted StandardsJune, 2010 First Assessment Administration2014-2015Development Phase:Test developmentField testingStandards setting 2012 - 2014

29How will the revised standards impact you, you students, and your district?What can you expect over the next few years?What can you do to help make this a smooth transition?

Participants complete the 3-2-1 document shared throu