CCSS & PARCC Update. Battelle for Kids Jim Wright, Director for the Office of Curriculum & Assessment

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1 CCSS & PARCC Update Battelle for Kids Jim Wright, Director for the Office of Curriculum & Assessment March2012

2 2 Ohio s Coherent and Integrated Education System: What? College and Career Ready Standards High Quality Instruction & Supports How? Aligned System of Assessments How Well?

3 College and Career Readiness High school graduates have the necessary knowledge and skills to qualify for and succeed in: Entry-level, credit bearing, college level courses Postsecondary job training and/or education for a chosen career

4 Students Ready for College and Careers exhibit: Content Knowledge Life Skills Readiness Behaviors College and Career Survival Skills A deep core content knowledge in academic and applicable technical content The effective use of cognitive strategies (e.g., research, problem-solving, analytical thinking, critical inquiry) The acquisition of readiness behaviors such as goal-setting, persistence and resourcefulness The acquisition of knowledge and skills needed to successfully navigate within the world of higher education and world of work

5 Ohio s College and Career Features: Fewer, clearer, higher Emphasize critical thinking and inquiry Promote application of knowledge Internationally benchmarked Ready Standards

6 Ohio s College and Career Ready Standards Common Core State Standards English language arts Mathematics Ohio Revised Standards Science Social Studies

7 English/Literacy: Key Points Emphasize literacy in all subjects Build reading comprehension and vocabulary throughout the grades Focus on nonfiction and reading for information

8 English/Literacy: Key Points Increasing complexity of text Close analysis of texts with evidence to back up claims and conclusions Writing to sources Research (short projects)

9 English Language Arts Common Core Standards Reading Strand Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Writing Strand Text Types and Purposes Production and Distribution of Writing Research to Build Knowledge Range of Writing Speaking & Listening Strand Comprehensi on and Collaboration Presentation of Knowledge and Ideas Language Strand Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use

10 Mathematics: Key Points Greater emphasis on reasoning and problem solving Apply concepts and skills to new situations Engage students in the content through the Mathematical Practices

11 Use appropriate tools Make sense of problems, persevere Reason abstractly Attend to precision Mathematical Practices Construct arguments, critique others Look for and use structure Express regularity in reasoning Model with math

12 Science: Key Points Scientific Inquiry Engineering Technological Design

13 What should students proficient in science be expected to do?* Know, use, and interpret scientific explanations of the natural world Generate and evaluate scientific evidence and explanations Understand the nature and development of scientific knowledge Participate productively in scientific practices and discourse *

14 Social Studies: Key Points Includes history, geography, government, and economics Promotes economic decisionmaking, financial literacy and civic participation

15 Revised Scope and Sequence Pre-K The Classroom Community Kindergarten A Child s Place in Time and Space Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Families Now and Long Ago, Near and Far People Working Together Communities: Past and Present, Near and Far Ohio in the United States Regions and People of the Western Hemisphere Regions and People of the Eastern Hemisphere World Studies from 750 BC to 1600 AD: Ancient Greece to the First Global Age U.S. Studies from 1492 to 1877: Exploration through Reconstruction

16 High School Social Studies Required for graduation (Ohio Revised Code) American History American Government Electives Modern World History Economics and Financial Literacy Contemporary World Issues World Geography

17 Standards Transition Guidance Familiarize yourself with structure and content of new standards Understand commonalities and differences between current and revised standards Discuss implications for instruction and assessment Choose at least one guiding principle to address each year

18 18 Ohio s Coherent and Integrated Education System: College and Career Ready Standards High Quality Instruction & Supports How? Aligned System of Assessments

19 Standards and Model Curricula Resources From the ODE homepage at Click Academic Content Standards Then choose Revised Academic Content Standards and Model Curriculum Development

20 What are the Model Curricula? Web-based tools, aligned to the standards, that: Present information specific to the content area by grade level, grade band and course Provide curricular and instructional guidance Include instructional strategies and resources Inform assessment development

21 Why Model Curricula? To transform instructional practices to: Engage students through problembased or projectbased learning. Prepare students for distributive and performance-based assessments.

22 Why Model Curricula? To help teachers: Reach a shared understanding of the intent of the Common Core standards. Provide differentiated instruction for diverse learners. Find resources that match higher expectations and demonstrate technological applications.

23 Model Curricula Components Content Elaboration In-depth information about what should be taught Expectations for Learning Recommendations for how students may be evaluated Applies only to science and social studies

24 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)

25 Model Curriculum Template Content Elaborations Instructional Strategies and Resources Content Specific Sections Expectations for Learning

26 Social Studies Example: Grade 4 Instructional Strategies suggested by Ohio s teachers Strategies for Diverse Learners Instructional Resources Include print and electronic Interdisciplinary and Intradisciplinary Connections

27 Other Curricular Crosswalks Supports Comparative Analysis Documents Formative Instruction Modules Professional Development

28 Ohio s Standards Crosswalks Example: English Language Arts, Grade 8

29 Comparative Analysis Documents Example: Social Studies, Grade 2

30 Formative Instruction Professional Development Online learning modules: Foundations of formative instructional practices (available) Leadership modules (in development) Coaching modules (in development) Content-specific application modules (in development) Support from regional FIP specialists available To learn more and attend a regional PD session, visit


32 32 Ohio s Coherent and Integrated Education System: College and Career Ready Standards High Quality Instruction & Supports Aligned System of Assessments How Well?

33 New State Assessments State Developed Assessments Science Grades 5 and 8 and high school Social Studies Grades 5 and 8 and high school Operational school year PARCC Developed Assessments English language arts Grades 3 8 and high school Mathematics Grades 3 8 and high school Operational school year

34 State Assessment Development Aligned existing item bank to Ohio s College and Career Ready Standards Preparing a plan for the development of the new state developed science and social studies assessment. Planning for a pilot of online enhanced items for social studies.

35 Partnership for Assessment of Readiness for College and Careers (PARCC)

36 PARCC is State Led Governing States collaboratively: Approve test specifications Develop long-term sustainability plans Approve solicitations and select vendors for PARCC procurements Determine high priority model instructional tools Build and expand educator leader cadres of K-12 educators and postsecondary faculty Ensure the assessment results provide the data needed to support state accountability mechanisms

37 PARCC Assessments Measure students mastery of Common Core State Standards Online testing with immediate results for real-time use for educators and parents Provide a common measure of career and college readiness

38 Coherent System Aligned to College and Career Readiness Summative Assessments Implementation & Transition Support PARCC Assessment 0 System Diagnostic & Informative Assessments Aligned Instructional Resources

39 Online Testing

40 PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11 Flexible Summative Components Diagnostic Assessment Mid-Year Assessment Performance- Based Assessment End-of-Year /End-of-Course Assessment Summative assessment for accountability Source: Center for K-12 at ETS Formative assessment Speaking & Listening Assessment

41 Assessment Components Diagnostic Early indicator of student knowledge and skills to inform instruction, supports, and PD Mid-Year Performance-based Emphasis on hard-to-measure standards Potentially summative Performance Based Extended Tasks Applications of concepts and skills End-of-Year Innovative, computer-based items Listening/Speaking Locally Scored Non-summative Flexible Used for Accountability

42 Pathway to College and Career Readiness for All Students K-2 formative assessment being developed, aligned to the PARCC system Timely student achievement data showing students, parents and educators whether ALL students are on-track to college and career readiness College readiness score to identify who is ready for college-level coursework Targeted interventions & supports: 12 th -grade bridge courses PD for educators K High School SUCCESS IN FIRST- YEAR, CREDIT- BEARING, POSTSECONDARY COURSEWORK ONGOING STUDENT SUPPORTS/INTERVENTIONS


44 PARCC Tools & Resources Item and Task Prototypes Model Instructional Units Model Instruction al Units Model Content Frameworks College Ready Tools

45 PARCC Resources & Support Professional Development Modules Partnership Resource Center

46 K-12 and Postsecondary Engagement Educator Leader Cadres Post-secondary Engagement

47 Higher Education: Key PARCC Partner PARCC college-ready assessments will help students to: Enter colleges better prepared Persist in and complete degree and certificate programs

48 Higher Education: Key PARCC Partner Colleges and universities across all 24 PARCC states are committed as partners Role of Higher Education: - Partner with K-12 to develop college-ready high school assessments in English and mathematics acceptable to all PARCC colleges and universities - Guide long-term strategy to engage all colleges and universities in PARCC states - Lay groundwork for implementation of college-ready high school assessments as valid placement instruments for credit-bearing courses

49 College Readiness: Placement NOT Admission Mastery of core competencies in Common Core State Standards Placement into General Education types of English (101) and College Algebra Not intended to determine admission to college or university Does not replace college/university tests to place students into higher level mathematics and English courses Does not address non-traditional students who delay enrollment

50 Timeline Through First PARCC Administration in PARCC Tools, Resources, and Support Model instructional units released Partnership Resource Center launched K-2 tools developme nt begins Professional development modules released Collegeready tools released Diagnostic assessments released Fall 2012 Winter 2013 Spring 2013 Summer 2013 Fall 2013 Winter 2014 Spring 2014 Summer 2014 Fall 2014 Pilot/field testing begins Full-scale pilot/field testing begins PARCC Assessment Implementation Full administration of PARCC assessments


52 State- Level Transition and Implementation Efforts Standards and Assessment Webinars Ohio Career and College Ready Standards Next Generation assessments (PARCC) Statewide Professional Development Subject Specific Targeted Professional Development Formative Instructional Modules Assessment Pilot Opportunities Performance-Based Assessment Formative Assessment Middle School Pilot PARCC Field Tests

53 State- Level Transition and Implementation Efforts State and National Resources State Level curricular resources: academic content standards Ohio PTA Common Core resource: PARCC Assessment Resources:

54 What Should Districts Do Now? Become familiar with: Common Core State Standards Revised standards Model curricula Assure that all students have access to high quality instruction and challenging curriculum Develop support structures for struggling students Watch for new opportunities and resources

55 District Next Steps Introduce model curricula Conduct curriculum gap analysis Provide staff professional development opportunities Begin using new standards in grades K-2 and Revise curriculum based on analysis findings Pilot & refine curriculum Phase out content no longer present in new standards Continue professional development Fully implement refined curriculum based on new standards Integrate performance tasks in course activities Prepare for online testing Continue professional development Full implementatio n of the refined curriculum Transition to online assessments Continue to provide professional development opportunities

56 State Transition Timeline June July School Year School Year School Year School Year Phase 1- Communication Phase 2 - Alignment and Phase 4 - Complete Phase 3 - Alignment and and Awareness Refinement Transition and Full Initial Transition Implementation Statewide awareness and Curriculum alignment to understanding of the new the new standards Continued alignment and Implementation of academic standards and initial implementation of local curriculum & National assessment model curriculum aligned curriculum and instruction aligned consortia and state instruction to the CC and Participating member in assessment development state revised both national assessment work National assessment standards. consortia consortia and state OAA and OGT National and state assessment development OAA and OGT assessments aligned to the assessments fully work assessments aligned to the Ohio s 2001 and 2002 operational Ohio s 2001 and 2002 academic standards OAA and OGT Accountability academic standards assessments aligned to the Accountability based Ohio s on based on the new 2001 and 2002 Accountability based on the OAA and OGT national- and Development and implementation of necessary resources academic standards the OAA and OGT state- level and professional development for a successful transition Accountability based on assessments to Ohio s Integrated Educational System the OAA and OGT

57 PARCC Assessment Development Working with public research university partners to develop prototypes of innovative assessment items in mathematics and ELA/literacy Soliciting vendor(s) for PARCC assessment development who can deliver on expectations of innovative design PARCC states will work with selected vendors to create a large bank of items and tasks in math and ELA/literacy

58 Technology Developing technology gap analysis tool for states & districts Will help states & districts identify major technology gaps and develop plans to close them Expected to be ready in April 2012 Seeking contractor(s) to help develop PARCC technology infrastructure and architecture Develop the technological standards and process to support all PARCC development efforts Vendor to be selected in early 2012; first products expected in spring/summer 2012

59 Technology Providing guidelines for states and districts to: Plan instructional technology hardware purchases Meet bandwidth and network specifications

60 Communications PARCC representatives conducted a twoday visit with ODE, January 31 - February 1, ODE hosted a webinar with PARCC representatives on February 1, 2012 with 530 participants. ODE will host subsequent webinars over the next year. PARCC provides opportunities for stakeholders to Stay Informed through the PARCC website-

61 Questions?

62 Continuity gives us roots; Change gives us branches, letting us stretch and grow and reach new heights. ~ Pauline R. Kezer


64 State Board Adopted Standards June, 2010 State Transition Timeline State Board Adopted Model Curriculum March, 2011 Transition: Teacher development Local curriculum revision Assessment development Transition Complete June,


66 Ohio Performance-Based Assessment Pilots A paradigm shift in learning and assessment

67 Ohio Performance-Based Pilots: Assessment Pilots Began with 11 th and 12 th grades in 2008 Expanded to include additional content areas, all grades in HS and grades st RttT Cohort began in the Fall 2011 in 10 LEAs Additional opportunities include: External review committees Moderation Panels Field Test Cohorts

68 Formative Assessment Pilots Formative assessment is a continuous instructional process used by teachers to obtain evidence of student understanding in order to provide feedback to students. Middle School Pilots: Cohort 1 began Fall 2011 Coaches selected and trained Portfolios of strategies and practices will be developed to share across the

69 Formative Instructional Practices (FIP) Professional Development

70 FIP Professional Development Project Goals Provide educators with a deep understanding of formative instructional practices and how to think formatively when designing and implementing high quality instruction and assessment. Ohio will achieve this goal through: Development of online learning modules; and Implementation of regional professional development supported by FIP Specialists.

71 Formative Instructional Practices (FIP) Professional Development

72 FIP Professional Development Online learning Modules, developed by Battelle for Kids FIP Specialists will provide training and support on the use of blended learning for high quality professional development Statewide access to begin January 2012

73 FIP Professional Development Online Formative Instruction Modules Include: Foundations of formative instruction Content-specific modules Module for instructional leaders Module for instructional supervisors

74 Kindergarten Readiness Assessment Assessment will: Better measure school readiness by including more indicators Literacy (only previous indicator) Numeracy Social-emotional development Inform instructional decisions Race to the Top Early Learning Challenge grant