Preparing Our Students for the 21 st Century

transcript

Preparing Our Students Preparing Our Students for the 21for the 21stst Century Century

August 10, 2011

Sasheen Phillips, Interim Associate Superintendent

Center for Curriculum and AssessmentOhio Department of Education

Influential Components of Influential Components of aa

21st Century Education21st Century Education• College and Career

Ready Academic Standards

• High Quality Instructional Strategies

• Rapid Data Reporting and Feedback

• Modernized Assessments

What is College and What is College and Career Readiness?Career Readiness?

Being qualified for:

– A degree-granting postsecondary education, without remediation

– A chosen career, ready for advanced training.

ACT, “The Conditions of College & Career Readiness, Class of 2010: Ohio.”

Are Are OhioOhio Students Students Ready for College?Ready for College?

Ohio College Students Ohio College Students Needing RemediationNeeding Remediation

Source: Ohio Board of Regents

Jobs Require More Education & Jobs Require More Education & Training Training

Today and Tomorrow Today and Tomorrow

Source: 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.

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COMMON CORE

English language arts

Mathematics

Science

Social Studies

OHIO’S REVISED STANDARDS

Ohio’s New Ohio’s New Academic StandardsAcademic Standards

College and career readiness

Content and skills

Coherence, focus, rigor

NEW FOCUS:

Common Core and State Common Core and State Revised Standards ReflectRevised Standards Reflect

NEW FEATURES:

Fewer, clearer, and higher

Internationally benchmarked

An aligned model curriculum

Attributes of the CCSS: Attributes of the CCSS: English Language ArtsEnglish 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: Attributes of the CCSS: Mathematics Mathematics

• Greater emphasis on reasoning and problem solving

• Teach content through the standards for mathematical practices

Attributes of the Science Attributes of the Science StandardsStandards

• Support learning at all cognitive levels

• Promote science application with content

• Embed scientific inquiry, engineering and technological design

Attributes of the Social Attributes of the Social Studies StandardsStudies Standards

• Support a comprehensive curriculum that includes history, geography, government and economics

• Attend to historical and spatial thinking and civic participation

• Include economic decision- making and financial literacy

How Does Response to How Does Response to Intervention (RtI) Intervention (RtI)

Contribute to 21Contribute to 21stst Century Century Education?Education?

Provides a comprehensive framework to meet the instructional needs of ALL

students

What Is RtI? What Is RtI? A school-wide system for allocating instructional resources where they are needed:

•Gives all students access to the regular curriculum AND provide differentiated instruction and support

•Labels are less important than providing additional instruction where it is needed

•Integrates regular and special education (Students with disabilities are in every tier--next slide)

RtI FrameworkRtI Framework

Tier 3:

Tier 1: High-quality curriculum and instruction for all students

(100%)

Tier 2: Targeted interventions

(~15%)

ty, and d

udents

s Intensive individualized interventions Rapid-

response interventions for at-risk studentsDifferentiation, based on insights into student thinking

High Quality High Quality InstructionInstruction

Curricular Supports & Curricular Supports & Instructional StrategiesInstructional Strategies

Model Curricula

Formative Instruction & Assessments

Instructional Improvement

System

Goals of Model CurriculaGoals 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

• 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 Model Curricula ComponentsComponents

• 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 Model Curricula ComponentsComponents

Model Curriculum Model Curriculum TemplateTemplate

Instructional Strategies and Resources

Content Specific Sections

Expectations for Learning Expectations for Learning

Content Elaborations

Science Standards and Model CurriculumGrade 7 -Earth and Space Science

Expectations for Learning

Instructional Resources

Include print and electronic

Strategies for Diverse Learners

Content Specific Sections-Unique to the Subject

Instructional Strategies

suggested by Ohio’s teachers

ELA and Science ELA and Science Model CurriculaModel Curricula

Model Curricula

English Language Ar

Science

Model Curricula SummaryModel Curricula Summary

774 Model Curricula have been developed across all four content areas.

There is a model curriculum in grades K-12 for each:

•Cluster in mathematics

•Topic in English language arts

•Content statement in science and social studies

Formative InstructionFormative Instruction

A continuous instructional process that elicits evidence of student understanding.

Provides feedback so:

– Teachers can make informed adjustments to instruction

– Students can take ownership of their learning

Formative Instruction Formative Instruction Modules and Professional Modules and Professional

DevelopmentDevelopmentWeb-based formative instruction

modules•Foundations of formative instruction•Content-specific modules•Module for instructional leaders•Module for instructional supervisors

Regional Professional Development•Training and support on modules•Support to districts

Formative Assessment PilotFormative Assessment Pilot

Will be implemented at the middle school level in Math and ELA:

– Portfolio of processes and strategies tied to CCSS will support teachers in practice

– Portfolio will be incorporated into the instruction improvement system (IIS)

– Will include professional development and/or training on formative assessment strategy development connected to professional development modules

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 Instructional Improvement SystemSystem

IIS Operational ModelIIS Operational ModelStandards/Curriculum

Data Analysis & Rapid-Time Reporting

Instructional Practices

Assessments & Growth

Curriculum EvaluationCurriculum

Design & Development

Curriculum Maintenan

Instructional Design

Tools for Learning

Class Data Manageme

Test Creation & Storage

Assessment Tools

Test Scoring & Processing

Advanced Analysis

(current & historical)

Achievement

Reporting

Achievement Analysis

Educator Profiles & Professional Development

Ohio’s New Ohio’s New Generation of Generation of AssessmentsAssessments

Ohio’s New Ohio’s New Assessments: HB153Assessments: HB153

• K-8

– Combine reading and writing into a single English language arts assessment

– Establish 3 performance levels (instead of 5)

• High School

– College Test

– Series of End of Course exams

ASSESSMENT CONSORTIA

English language arts

Mathematics

Science

Social Studies

STATE-DEVELOPED

Ohio’s New AssessmentsOhio’s New Assessments

Assessment ConsortiaAssessment ConsortiaBoth PARCC & SMARTER Balanced

consortia will have :► English language arts and mathematics

assessments► 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► Teachers involved in developing and scoring

Assessment ConsortiaAssessment ConsortiaSMARTER Balanced (SBAC):Consortia of 29 StatesAttributes: •Computer-Adaptive Summative Assessment •Performance Tasks•Optional Formative Interim Assessments•Rapid reporting system to inform instruction and accountability

Partnership for Assessment of Readiness (PARCC): Consortia of 23 states + D.C. Attributes: •Computer-Based Summative Assessment •Performance-based Assessments•Optional Early and Mid-Year Formative Assessments•Rapid reporting system to inform instruction and accountability

Assessment EffortsAssessment Efforts►House Bill 1 Assessment Committee

►SBAC Formative Assessment Work Group

►SBAC Performance Assessment Work Group

►CCSSO Implementing Common Core Standards

►PARCC Transition and Implementation Institute

Assessment TimelineAssessment Timeline

20112011 20122012 2015201520132013 20142014

State Board State Board Adopted Adopted Model Model

CurriculumCurriculumMarch, 2011March, 2011

State Board State Board Adopted Adopted

StandardsStandardsJune, 2010 June, 2010

First First Assessment Assessment

AdministratioAdministrationn

2014-20152014-2015

Development Phase:Development Phase:•Test development•Field testing•Standards setting 2012 - 20142012 - 2014

Preparing Our Students for the 21 st Century

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