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On The Road to College and Career Readiness

On The Road to College and Career Readiness. Center for Curriculum and Assessment Ohio Department of Education Marcia Barnhart, Assistant Director. AGENDA. The Knowledge & Skills Needed to be College and Career Ready Curricular Supports to Transform Instruction Measurement of Readiness

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On The Road to College and Career Readiness

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  1. On The Road to College and Career Readiness Center for Curriculum and Assessment Ohio Department of Education Marcia Barnhart, Assistant Director

  2. AGENDA The Knowledge & Skills Needed to be College and Career Ready Curricular Supports to Transform Instruction Measurement of Readiness District Guidance for Implementation

  3. What is College and Career Readiness? Being qualified for: • A degree-granting postsecondary education, without remediation • Achosen career, ready for advanced training.

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

  5. Jobs Require More Education & Training 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. almost 2/3

  6. Ohio’s Coherent andIntegrated Education System: Common Core and State Revised Standards: June 2010 Model Curricula: March 2011 Aligned System of Assessments: 2014 What? How? How Well?

  7. Stages of Change

  8. Stages of Change

  9. Why is this important? Every state had its own set of academic standards, meaning public education students in each state are learning to different levels All students must be prepared to compete with not only their American peers in the next state, but with students from around the world

  10. 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)

  11. Stages of Change

  12. Stages of Change Hord, Shirley (1990), “Realizing School Improvement Through Understanding the Change Process,” Issues… about Change, Volume 1 Number 1, http://www.sedl.org/change/issues/isssues11.html, April 7, 2011. Also see Hall, G. E., & Hord, S. M. (2001). Implementing change: Patterns, principles, and potholes. Boston: Allyn and Bacon, p. 61, 63.

  13. Common Core and State Revised Standards

  14. Ohio’s RevisedAcademic Standards Common Core Ohio’s revised standards • English language arts • Mathematics • Science • Social Studies

  15. COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO) & NATIONAL GOVERNORS ASSOCIATION CENTER FOR BEST PRACTICES (NGA CENTER) JUNE 2010

  16. 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

  17. Ohio’s Development Teams of ODE content experts Classroom teachers and administrators Higher education representatives Content-related organizations Business representatives

  18. Common Core and State Revised Standards Reflect New Features: New Focus: • Fewer, clearer, and higher • Internationally benchmarked • An aligned model curriculum • College and career readiness • Content and skills • Coherence, focus, rigor

  19. 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 andStandard Statements)

  20. Attributes of the CCSS: English Language Arts Based on Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office. 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.

  21. Attributes of the CCSS: Mathematics Engage student in the content through the Mathematical Practices • Problem solving • Reasoning • Modeling • Using tools • Making arguments • Precision • Structure

  22. Attributes of the Science Standards

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

  24. Attributes of the Social Studies Standards A Comprehensive Curriculum that:

  25. Ohio’s New Standards Inform: Curriculum Revision Assessment Development Career-Technical Programs Special Education Programs English as a Second Language Programs Higher Education Alignment

  26. Revised Standards in Other Content Areas World Language The Arts

  27. World Language Timeline • Current revision process 2011 • Adoption June 2012 • Model Curriculum 2013 • Implementation 2014-2015

  28. Current Standards New Standards COMMUNICATION COMMUNICATION CULTURES CONNECTIONS CULTURES COMPARISONS COMMUNITIES

  29. Dance, Drama, Music, and Visual Art • Adoption June 2012 • Model Curriculum 2013 • Implementation 2014-2015 Standards 2012

  30. From 5 to 3 Standard Process Goals Historical, Cultural and Social Contexts Perceiving Producing/ Performing Creative Expression & Communication Analyzing and Responding Reflecting Valuing the Arts/Aesthetic Reflection Connections, Relationships and Applications Revised framework goals

  31. 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

  32. Senate Bill 210 First Component Student success in meeting benchmarks contained in physical education standards adopted under division (A)(3) of Section 3301.079 of Ohio Revised Code

  33. 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

  34. Model Curricula

  35. High Quality Instruction School and classroom practice MUST CHANGE

  36. House Bill 1:Model Curriculum …the state board shall adopt a model curriculum… The model curriculum shall be aligned with the standards, to ensure that the academic content and skillsspecified 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)

  37. Goals of Model Curricula To help teachers: Reach a shared understanding of the intent of the Common Core and revised standards Provide differentiated instruction fordiverse learners Find resources that match higher expectations and support technological applications

  38. Model Curricula Components • 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

  39. 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)

  40. Science Standards and Model Curriculum Grade 7 -Earth and Space Science Content Elaborations Expectations for Learning

  41. Instructional Strategies suggested by Ohio’s teachers Strategies for Diverse Learners Instructional Resources Web-Based Content Specific Sections-Unique to the Subject

  42. Model Curricula Summary: 774Model 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

  43. Resources

  44. Ohio’s Standards Crosswalks Example: English Language Arts, Grade 8

  45. Comparative Analysis Document

  46. Instructional Improvement System 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-analysiscapabilities including early-warning indicatorsfor teachers, administrators, parents, and students.

  47. IIS Operational Model Standards/Curriculum Curriculum Evaluation Curriculum Design & Development Curriculum Maintenance Advanced Analysis (current & historical) Instructional Practices Data Analysis & Rapid-Time Reporting Instructional Design Educator Profiles & Professional Development Achievement Reporting Tools for Learning Achievement Analysis Class Data Management Test Scoring & Processing Assessment Tools Test Creation & Storage Assessments & Growth

  48. Professional Develoment

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