IC Standards UpdateNovember 2010

Moving toward a Comprehensive Integrated System

Regional Sessions…• Hold the Date…November 18th –

1:00 p.m. and 4:00 p.m.• Other regional sessions will be

available – details coming via email.

Standards Adoption June 2010

English Language ArtsMathematicsScienceSocial Studies

Common Core Standards

State Standards

Model Curriculum

March 30, 2011

Revised Standards 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/or be able to

do (i.e., content and

standard statements)

Organizational Framework and Terminology of the Revised Standards

Organizational Framework Terminology by Subject Area

Standards are represented by major areas or units of study

Strands- English language arts, science and social studies Domains- Mathematics

Overarching ideas that connect the strands to the topics through a descriptive narrative

Themes- Science and social studiesCritical areas- MathematicsN/A- English language arts

Main focus of the content and standard statements

Topics- English language arts, science and social studiesCluster- Mathematics

What students should know and/or be able do

Know and Do- English language arts and mathematics

Know- Science and social studies

Standard Statements- English language arts and mathematics

Content Statements- Science and Social studies

Social Studies Format

6

Strands

Topics

Content Statement

s

Theme

Grade Band Theme: Order and OrganizationThis theme focuses on helping students use scientific inquiry to discover patterns, trends, structures and relationships that may be described by simple principles. These principles are related to the properties or interactions within and between systems.

Science Inquiry and ApplicationDuring the years of grades 5-8 all students must use the following scientific processes to construct their knowledge and understanding in all science content areas: Identify questions that can be answered through scientific investigations; Design and conduct a scientific investigation; Use appropriate mathematics, tools and techniques to gather data and information; Analyze and interpret data; Develop descriptions, models, explanations and predictions; Think critically and logically to connect evidence and explanations; Recognize and analyze alternative explanations and predications; and Communicate scientific procedures and explanations.

Grade Band Connections: Systems can be described and understood by analysis of the interaction of their components. Energy, forces and motion combine to change the physical features of the Earth. The changes of the physical Earth and the species that have lived on Earth are found in the rock record. For species to continue, reproduction must be successful.

Earth and Space Science Physical Science Life ScienceTopic: Physical EarthThis topic focuses on the physical features of Earth and how they formed. This includes the interior of Earth, the rock record, plate tectonics and landforms.

Topic: Forces and Motion This topic focuses on forces and motion within, on and around the Earth and within the universe.

Topic: Species and ReproductionThis topic focuses on continuation of the species.

Content Statements Earth’s crust consists of major and minor tectonic plates that move relative to each other.

Historical data and observations such as fossil distribution, paleomagnetism, continental drift and sea-floor spreading….

Some forces between objects act when the objects are in direct contact or when they are not touching.

Magnetic, electrical and gravitational forces can act at a distance.

Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species.

Fossils provide important evidence of how life and environmental conditions have ….

Skills

Grade Level Connections

Grade Band Theme

Topics

Content Statements

Strands

Content Descriptions

Science Format

ELA Common Core FormatStrand

Topic

Standard Statement

s

Format of Math Standards K-8 Grade Level

H.S. Conceptual Category

Domain

Cluster

Standard

Sample High School Syllabus

10

Content Statements

Theme/Course

DescriptionTopics

Familiarize yourself with the structure and content of the revised standards

Understand commonalities and differences between the existing and revised standards

Discuss implications for instruction and assessment

Transitioning to Revised Standards

11

Crosswalk to 2002 Standards

12

What is the Model Curriculum?

13

A web-based tool, aligned to the standards, that:

Presents information specific to the content area by grade level, grade band and course

Provides curricular and instructional guidance

Includes instructional strategies and resources

Informs assessment development

Model Curriculum DraftsCheck them out online – public comment capability will be up “soon”…

Model Curriculum Template

15

Instructional Strategies and Resources

Content Specific Sections

Expectations for Learning

Content Elaborations

Model Curriculum Example

16

Inquiry-based learning

21st Century Skills

Global Connections

2010

2011

State Board to Adopt Model CurriculumMarch 2011

Review Committees

MeetJune-September

2010

Public Input

SolicitedOctober-

November 2010

Public Feedback IntegratedNovember-

December 2010

Final Draft

ReleasedFebruary

2011

Regional Teacher

Teams MeetJuly-September

2010

Standards AdoptedJune 2010

Model Curriculum Timeline

17

Status of Current AssessmentsAssessments remain operational

Reading: Grades 3-8 OAAMathematics: Grades 3-8 OAAScience: Grades 5 and 8 OAAALL 5 OGT tests

Assessments suspended 2009-2010 and 2010-2011:Writing: Grade 4 & 7 OAASocial Studies: Grade 5 & 8 OAA

Work will formally begin on a new assessment system in May 2011

K-8Combine reading and writing into a

single English language arts assessmentEstablish 3 performance levels (instead

of 5)

High SchoolNationally standardized testSeries of end-of-course examsSenior Project

Ohio’s New Assessments: HB1

19

Both PARCC & SMARTER Balanced consortia have:

On-line testingInterim and summative componentsItem types:

Multiple choiceExtended responseTechnology-enhancedPerformance assessments

High school tests: End-of-course vs. End-of-yearRapid reporting system to inform instructionTeachers involved in developing and scoring

tests

Common Assessment Elements

20

ImplementationTimeline

21

2010 2011 2014

State Board Adopts Model CurriculumMarch 2011

State Board Adopts

StandardsJune 2010

Transition CompleteJune 2014

2012 2013

Transition:• Teacher Professional

Development• Local Curriculum Revision• Test Development

2011 - 2014

22

2010-2011

• Introduce new standards

• Participate in creating model curricula

2011-2012• Build awareness of new standards

• Introduce model curricula

• Conduct crosswalk activities

• Initiate formative instruction PD

2012-2013• Introduce

performance tasks and scoring rubrics

• Continue formative instruction PD

• Practice online formative assessments

• Introduce instructional improvement system

2013-2014

• Integrate standards and curricula into district curricula and teachers’ course planning

• Integrate performance tasks in course activities

• Prepare for online testing

• Complete formative instruction PD

Tasks for DistrictsPreparation for New Standards

Hold the Date…November 29HCCA is providing an opportunity to review some

of the dashboards for student data currently available.

Free event – 9 a.m. – 3 p.m. – Location TBD by number of registrantsSunGard – Performance PlusSchoolNetCincinnati Public Schools DashboardColumbus City Schools DashboardOBIEE-D3A2Goshen Local Dashboard – Mark SlagleSycamore Community Schools Dashboard – Kevin

Ghantous