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
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:
(~3%)
Tier 1: High-quality curriculum and instruction for all students
(100%)
Tier 2: Targeted interventions
(~15%)
Tim
e, in
tensi
ty, and d
ata
incr
ease
Perc
enta
ge o
f st
udents
decr
ease
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
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 Curricula Model Curricula ComponentsComponents
Model Curriculum Model Curriculum TemplateTemplate
Instructional Strategies and Resources
Instructional Strategies and Resources
Content Specific Sections
Content Specific Sections
Expectations for Learning Expectations for Learning
Content Elaborations
Content Elaborations
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
ts
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
ce
Instructional Design
Tools for Learning
Class Data Manageme
nt
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
tests
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
