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Stan W. Heffner Associate Superintendent Center for Curriculum and Assessment. Revision of Ohio’s Academic Content Standards. May 11, 2010. Revisions to the Standards. History and Process of Revision Common Core Understanding the Science and Social Studies Revisions. History and process.

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stan w heffner associate superintendent center for curriculum and assessment
Stan W. Heffner

Associate Superintendent

Center for Curriculum and Assessment

Revision of Ohio’s Academic Content Standards

May 11, 2010

revisions to the standards
Revisions to the Standards
  • History and Process of Revision
  • Common Core
  • Understanding the Science and Social Studies Revisions
history of standards
History of Standards

Cottage industry Pre-1983

A Nation at Risk 1983

Competency-based education 1983

State level model competency-based program 1994

Governor's Commission for Student Success 2000

history of standards1
History of Standards

Academic content standards adopted:

English language arts and math 2001

Science and social studies 2002

Foreign language,

fine arts, and technology 2003

ohio s high quality standards
Ohio’s High Quality Standards

2001, 2002 Adoption

  • “A”in Standards, Assessments and Accountability, Edweek 2010 Quality Counts
  • Aligned with Board of Regents Expectations, 2006
international benchmarking
International Benchmarking
  • High performing countries
  • Three lenses
    • Standards
    • Teacher Effects
    • Learning conditions
  • What fits best for Ohio?
what did we learn
What did we learn?
  • Ohio: “mile-wide and inch deep”
  • Need improved articulation from grade to grade
  • Other countries have a seamless transition between standards and curriculum
standards revision
Standards Revision

Not later than June 30, 2010…the state board of education shall adopt statewide academic standards with emphasis on coherence, focus, and rigor for each of grades kindergarten through twelve in English language arts, mathematics, science, and social studies.

ORC §3301.079(A)(1)

standards must reflect
Standards Must Reflect:
  • College and career readiness
  • Content and skills
  • Coherence, focus, rigor
  • Aligned model curriculum
college and career ready
College and Career Ready

…allow each student to be prepared for postsecondary instruction and the workplace for success in the twenty-first century…

ORC §3301.079(A)

required skill sets
Required Skill Sets
  • Creativity and innovation
  • Critical thinking and problem solving
  • Communication and collaboration
  • Technology literacy
  • Personal management
  • Productivity and accountability
  • Leadership and responsibility
  • Interdisciplinary and project-based learning
standards revision1
Standards Revision

Revised Standards Stress:

  • Coherence
  • Focus
  • Rigor
  • A reflection of the structure of the discipline being taught
standards revision2
Standards Revision

Revised Standards Stress:

  • Coherence
  • Focus
  • Rigor
  • Limiting the number of items included in a curriculum to allow for deeper exploration of the subject matter
standards revision3
Standards Revision

Revised Standards Stress:

  • Coherence
  • Focus
  • Rigor
  • More challenging and demanding when compared to international standards
model curriculum
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 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)

stakeholder engagement
Stakeholder Engagement
  • Content specific focus groups involving 200 teachers
  • Meeting with 55 professional organizations
  • Over 800 individual responses to online survey
what did we hear
What Did We Hear?
  • Too many standards
  • Not easily managed
  • No time to teach in depth
  • Some need clarity
  • Technical correction
two development tracks
Two Development Tracks
  • Common Core
    • Mathematics
    • English language arts
  • Ohio Revised Standards
    • Science
    • Social Studies
common core standards
Common Core Standards
  • Core standards in:
    • English language arts
    • Mathematics
  • State-led and developed
    • 48 states, D.C., 2 territories
common core standards1
Common Core Standards

Common Core standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.

NGA & CCSSO, 2010

common core development
Common Core Development
  • Memorandum of Agreement , April 2009
  • Draft college- and career-readiness standards, Sept 2009
  • Draft K-12 standards/learning progressions, March 2010
  • Revisions underway
  • Adoption required for Race to the Top
common core criteria
Common Core Criteria
  • Fewer, clearer, and higher
  • Aligned with college and work expectations
  • Internationally benchmarked
  • Include rigorous content and application of high-order skills
  • Build upon strengths and lessons of current state standards
  • Evidence – and/or research-based
mathematics common core
Mathematics Common Core

Describes the work of mathematically proficient students:

  • Descriptions of Mathematical Practice

Examples: reasoning, problem-solving

  • Standards include:
    • Concepts
    • Skills
english common core
English Common Core
  • English Language Arts and Literacy Strands
    • Reading
    • Writing
    • Speaking and Listening
    • Language
  • Standard include:
    • Knowledge and skills leading to college and career readiness
    • Progressions of learning across the grades
  • Literacy Standards for History/Social Studies and Science
social studies requirements
Social Studies Requirements
  • Observances
    • Veterans Day
    • Constitution Day: September 17 each year
  • Documents
    • The Declaration of Independence
    • The United States Constitution
    • The Constitution of the State of Ohio
social studies requirements1
Social Studies Requirements

Basic instruction in

  • Geography
  • United States history
  • United States government
  • Ohio local government

Social problems

Economics

Foreign affairs

United Nations

World government

Socialism and communism

These MUST be studied

Before these

ORC §3313.60

social studies
Social Studies
  • Strands:
    • History
    • Geography
  • Inquiry-based teaching and learning
  • Skills:
    • Historical thinking
    • Spatial thinking
    • Civic participation
  • Government
  • Economics
  • Economic decision making
  • Financial literacy
social studies concerns
SocialStudiesConcerns
  • Not enough American history
  • Need clarity regarding skills
  • Amount of middle school content
balance of content
Balance of Content

April 19,2010

social studies skills
Social Studies Skills
  • Historical thinking
  • Spatial thinking
  • Civic participation
  • Economic decision-making
  • Financial literacy
science
Science
  • Strands:
    • Earth and space science
    • Physical science
    • Life science
  • Skills:
    • Science inquiry
    • Applications
science concerns
Science Concerns
  • Emphasis on skills
  • Scientific inquiry
  • Technological design
  • Uncertainty that things not addressed directly in the standards will be addressed through model curricula
science skills

Science Skills

SBOE Draft Document April 2010 Page 13 of 25

scientific inquiry and technological design1
Scientific Inquiry and Technological Design
  • Scientific Inquiry: A process for exploring science
  • Technological Design: Application of scientific principles to solve a human problem
inquiry in standards
Inquiry in STANDARDS

Added to second revision

inquiry and design in model curriculum
Inquiry and Design in Model Curriculum

Scientific Inquiry

Example from Grade Three Soil Content

  • Design and conduct a scientific investigation to analyze soil samples collected from school property. Evaluate and discuss the differences between samples.
  • Generate and test solutions for preventing soil from flowing into a stream in a flood plain area using a nearby stream/floodplain area or a model. Document and discuss results and post on a data collection website for peer review.

Technological Design

scientific inquiry technological design
Scientific Inquiry/Technological Design

  • Scientific Inquiry:Standards and Model Curriculum
  • Technological Design: Model Curriculum

ohio s technology standards
Ohio’s Technology Standards

Academic Content Standards

K-12

Technology

technological design

Technological Design
  • Standard 6: Design
    • Students apply a number of problem-solving strategies demonstrating the nature of design, the role of engineering and the role of assessment.
integrated standards and curriculum
Integrated Standards and Curriculum

Theme

Strand

Model Curriculum: Instructional Strategies

Science Grade 6

Structure of Matter: All matter is made up of atoms.

Content Elaborations:

All matter can be classified into two broad categories, pure substances and mixtures. Mixtures can be either homogeneous, or heterogeneous. A homogeneous sample of matter is the same, or uniform throughout. A heterogeneous sample is composed of particles that retain their identity even though combined in a mixture with other materials –not uniformed throughout. Atoms combine to make molecules. Elements (representatives of single types of atoms) combine chemically to make compounds which are classified as pure substances. These materials can then combine to make mixtures (homogeneous, or heterogeneous).

Learning Expectations:

• Differentiate between atoms and elements, molecules, compounds, pure substances, and mixtures.

• Provide examples from experiences to illustrate their knowledge differentiating atoms, molecules, pure substances and mixtures.

Participate in an investigation that requires differentiation of pure substance and mixtures.

Provide evidence for understanding the structure of matter using specific examples of atoms vs. molecules, and compounds vs mixtures found in real-world situations.

Instructional Resources:

Inquiry and/or technological design based resources

http://connect.larc.nasa.gov/index.html This is a portal is produced by the NASA LaRC Office of Education and is where teachers can find program material that supports content being taught in class. Books, periodicals, pamphlets, and web sites may provide teachers and students with background information and extensions. Inclusion of a resource does not constitute an endorsement, either expressed or implied, by the National Aeronautics and Space Administration.

Grade Level

Theme

Skills

Skills

Strands

Topic

Content Statements

PreK-8th Grade Overview

Topic

Curriculum

slide70

Integrated Standards and Curriculum

Content Statement

Model Curriculum: Instructional Strategies

Science Grade 6

Structure of Matter: All matter is made up of atoms.

Content Elaborations:

All matter can be classified into two broad categories, pure substances and mixtures. Mixtures can be either homogeneous, or heterogeneous. A homogeneous sample of matter is the same, or uniform throughout. A heterogeneous sample is composed of particles that retain their identity even though combined in a mixture with other materials –not uniformed throughout. Atoms combine to make molecules. Elements (representatives of single types of atoms) combine chemically to make compounds which are classified as pure substances. These materials can then combine to make mixtures (homogeneous, or heterogeneous).

Learning Expectations:

• Differentiate between atoms and elements, molecules, compounds, pure substances, and mixtures.

• Provide examples from experiences to illustrate their knowledge differentiating atoms, molecules, pure substances and mixtures.

Participate in an investigation that requires differentiation of pure substance and mixtures.

Provide evidence for understanding the structure of matter using specific examples of atoms vs. molecules, and compounds vs mixtures found in real-world situations.

Instructional Resources:

Inquiry and/or technological design based resources

http://connect.larc.nasa.gov/index.html This is a portal is produced by the NASA LaRC Office of Education and is where teachers can find program material that supports content being taught in class. Books, periodicals, pamphlets, and web sites may provide teachers and students with background information and extensions. Inclusion of a resource does not constitute an endorsement, either expressed or implied, by the National Aeronautics and Space Administration.

Model Curricula include content elaborations and learning expectations which are necessary for developing assessments.

Curriculum

standards process
Standards Process
  • Phase I: Standards
    • Content
    • Skills
  • Phase II: Model Curricula
    • Content Elaborations
    • Learning Expectations
    • Instructional Strategies
    • Resources

These inform assessment

cross curricular support
Cross Curricular Support

Integration with Technology

Embedded in Curriculum

other issues
Other Issues
  • Concerns about lack of Social Studies test
  • Graduation requirements in Ohio Core:
    • World history course not required for graduation
    • Earth science not required for graduation
    • ½ credit government
    • ½ credit American history
implementation timeline
Implementation Timeline
  • Transition:
  • Teacher development
  • Local curriculum revision
  • Test development
  • 2011 - 2014

State Board Adopts Standards

June, 2010

State Board Adopts Model Curriculum

March, 2011

Transition Complete

June, 2014

2010

2011

2012

2013

2014