HSTW Central/SE Ohio Region Principal & Site Coordinators Forum 21 st Century Learning Skills

1. HSTW Central/SE Ohio Region Principal & Site Coordinators Forum21st Century Learning Skills Eric J. Troy, M.A. Assistant Director Ohio Department of Education September 23rd, 2010

2. 21st Century Classroom Education Video Conferencing – The New Classroom from Cisco Telepresence

3. Why 21st Century Skills? Our students will be competing in a new global economy

4. What do we mean by 21st Century Skills? • These are the skills students need to succeed in work, school and life. Source: P21 Century Skills

5. How does ODE define 21st century skills? • ODE is a member of The Partnership for 21st Century Skills (www.p21.org) • The Partnership is a national organization that advocates for 21st century readiness for every student. • The Partnership has developed a vision for learning known as the Framework for 21st Century Learning which describes the skills, knowledge and expertise students must master to succeed in work and life.

6. 21st Century Content: P21 has identified the following content and skills as critical success in contemporary communities and workplaces: • 21st Century Themes: • Global awareness • Financial, economic, business and entrepreneurial literacy • Civic literacy • Health literacy • Environmental literacy • Learning and Innovation Skills: • Creativity and innovation • Critical thinking and problem solving • Communication and collaboration

7. 21st Century Content Cont: • Information, Media and Technology Skills: • Information literacy • Media literacy • Information, Communications and Technology (ICT) literacy • Life and Career Skills: • Flexibility and adaptability • Initiative and self-direction • Social and cross-cultural skills • Productivity and accountability • Leadership and responsibility

8. 21st Century Skills Aligned to Ohio’s Education Reform Plan in HB 1 §3301.079(A)(1)b §3301.079(A)(1)d §3301.079(A)(1)c §3313.60(9) §3301.0712 (3-4)

9. 21st Century Skills Framework Ohio’s Content Areas 21st Century Themes Global Awareness Financial, Economic, Business & Entrepreneurship Literacy Civic Literacy Health Literacy Environmental Literacy source: P21 Partnership • English Language Arts • Mathematics • Science • Social Studies • Fine Arts • World Languages • Physical Education • Technology

10. The skills that are easiest to teach and test are also the ones that are easiest to: digitize automate and outsource

11. Why 21st Century Skills? Requirements of the workforce are changing

12. What Skills Are Required? Five types of tasks: • Routine Manual • Non-Routine Manual • Routine Cognitive • Non-Routine Analytic • Non-Routine Interactive

13. What Skills Are Required? • Non-Routine Interactive • Non-Routine Analytic • Routine Cognitive • Routine Manual • Non-Routine Manual

14. Skills Needed for the 21st Century What skills are most important for job success when hiring a high school graduate? Source: Partnership for 21st Century Skills. (2006). “Workforce Survey: Are They Really Ready to Work.”

15. Skills Needed for the 21st Century Of the high school students that you recently hired, what were their deficiencies? Source: Partnership for 21st Century Skills. (2006). “Workforce Survey: Are They Really Ready to Work.”

16. Skills Needed for the 21st Century What skills and content areas will be growing in importance in the next five years? Source: Partnership for 21st Century Skills. (2006). “Workforce Survey: Are They Really Ready to Work.”

17. Jobs Today Require More Education & Training Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, Educational Testing Service, 2003.

18. Skills in Standards Must “allow for student success... in the 21st Century workplace”

19. Three Components of Enhanced Standards

20. Ohio's Academic Content Standards

21. English Language Arts Common Core Standards

22. Social Studies Academic Content Standards

23. Social Studies Academic Content Standards How are the Social Studies academic content standards organized? • Strands: the four discipline within social studies • Themes: the focus for a particular grade level or the descriptive narrative of a high school course syllabus • Topics: the different aspects of content within a strand, including skills topics • Content Statements: the essential knowledge to be learned at each grade level or within each course

24. Designing a Model Curriculum

25. Why a Model Curriculum? …the state board shall adopt a model curriculum…Themodel curriculum shall be aligned with the standards, toensure 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. ORC §3301.079(B)

26. Model Curriculum ModelCurriculum • Content Elaborations • Expectations for Learning • Content Specific Sections Instructional Strategies and Resources Common Core and State Standards

27. Model Curriculum Components

28. Model Curriculum Components Definitions • Content Elaborations – Statements that help clarify and/or amplify the content statements to help make them more easily understood and taught. • Expectations for Learning- Statements that specify what students should know and be able to do; these will be used to develop the state assessments. • Instructional Strategies- Various approaches that can be used to effectively deliver instruction.

29. Model Curriculum Components Definitions • Differentiated Classroom Ideas- Different ways of approaching a topic for a diverse classroom. • Instructional Resources – Selected print or Web-based materials that support instruction. • Connections – Ideas that connect strands and/or topics within a grade and among disciplines; connections may include lesson or unit level questions that link the study of multiple content statements together. • Enduring Understandings and Essential Questions – Broad statements that go beyond discrete facts or skills to focus on larger concepts, principles or processes; essential questions help focus teaching and learning on the big ideas or concepts of the grade-level or course.

34. Timeline for Model Curriculum Development Public Feedback IntegratedInto Model Curriculum Components November-December 2010 Review Committees Create Non-Instructional Components June-August 2010 Regional Teacher Teams Generate Instructional Strategies and Resources July-September 2010 State Board Adopts Model Curriculum March 2011 Standards Adopted June 2010 Public Review of Model Curriculum Components October-November 2010 Final Draft Released February 2011 2010 2011

35. Developing New Assessments

36. Common Assessment Elements Both Achieve & SMARTER Balanced consortia have: • 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 • Rapid reporting system to inform instruction • Teachers involved in developing and scoring tests

37. Four Types of Assessment Items Multiple Choice

38. Four Types of Assessment Items Constructed Response

39. Four Types of Assessment Items Computer Enhanced

40. Assessment Phase-In Plan • Field testing: 2012-2013 • Standard setting: 2013-2014 • New tests implemented: 2014-2015

41. Preparation for New Standards Tasks for Districts

42. Questions ?

43. Thank You! www.ode.state.oh.us Eric J. Troy, M.A. Assistant Director (614) 466-7711 (P) eric.troy@ode.state.oh.us Virginia Ressa Curriculum Consultant (614) 728-6920 Virginia.Ressa@ode.state.oh.us Lauren Monowar-Jones Assessment Consultant (614) 728-1759 lauren.monowar-jones@ode.state.oh.us Career-Technical and Adult Education 25 South Front Street, Mail Stop #608 Columbus, Ohio 42315-4183