Content Updates

Special Education

TCTC Professional

Development Day

Goals:

• To understand the implementation of

the common core standards and their

impact on educating students with

disabilities.

• To look at future curriculum

expectations and how they will be

measured through the new assessment

framework

Universal Education

• Cultural Change – not “these” kids, but “our”

kids

• Access to core curriculum

• Data Driven Decision Making – effective

collection, management, and use of data

• Strategic Collaboration – horizontal and

vertical

• Involve stakeholders

Common Core Standards

• Designed to be robust and relevant to the real

world

• Provide a clear understanding of what

students are expected to learn

• Emphasis on coherence, focus, and rigor

• Consistent framework to better prepare kids

for college and the workforce

CCS and Special Education

• Integrated through Communication,

Collaboration, Critical Thinking, and

Technology

• Allows for the widest possible range of

students to fully participate (with

accommodations)

• SWDs are general ed. students FIRST

• Use of research-based teaching

• Full access

Assessments – 2014/15

• OGT going away

• Nationally Standardized College Readiness

Tests

• End of Course/Year exams

– English I, II, III

– Algebra I, Geometry, Algebra II

– Biology and Physical Science

– American History and American Government

ELA CCS – Three Key Shifts

• Building knowledge through content-rich nonfiction

• Reading, writing and speaking grounded in evidence from text, both literary and informational

• Regular practice with complex text and its academic language

Ohio’s New Learning Standards for English Language Arts

Reading Strand

Key

Idea

s an

d D

etai

ls

Cra

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Str

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Inte

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of

Kn

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and

Ide

as

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ing

and

Lev

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of

Text

Co

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ty

Writing Strand Te

xt T

ype

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s

Pro

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Dis

trib

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on

o

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Res

earc

h t

o B

uild

Kn

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Ran

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riti

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Speaking and

Listening Strand

Co

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C

olla

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on

Pre

sen

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on

of

Kno

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Language Strand

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nti

on

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Stan

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ngl

ish

Kno

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Vo

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ry A

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se

Math CCS

• End of course exams:

• Algebra I

• Geometry

• Algebra II

Mathematics CCS

• PARCC model content frameworks

for Mathematics.

www.parcconline.com

• ODE model curriculum

Science Standards

By the end of high school, students should graduate

with sufficient proficiency in science to:

• Know, use and interpret scientific explanations of the

natural world;

• Generate and evaluate scientific evidence and

explanations, distinguishing science from

pseudoscience;

• Understand the nature and development of scientific

knowledge;

• Participate productively in scientific practices and

discourse

Social Studies Standards

• Themes - focus for a particular grade level

• Topics - the different aspects of content

within a Theme

• Content Statements - the essential

knowledge to be learned at each grade level

or within each course

• 21st Century Skills - civic literacy, financial

and economic literacy and global awareness.

EMBRACING CHANGE: ASSESSMENT PARCC ASSESSMENT SYSTEM

14

End-of-Year Assessment

• Innovative, computer-based items

Performance-Based Assessment (PBA)

• Extended tasks • Applications of concepts

and skills

Summative, Required assessment

Interim, optional assessment

Diagnostic Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD

ELA - Speaking And Listening Assessment

• Locally scored • Non-summative, required

Optional Assessments/Flexible Administration

Mid-Year Assessment • Performance-based • Emphasis on hard-to-

measure standards • Potentially summative

PERFORMANCE-BASED TASK(S):

are needed as evidence of understanding

because we have to see if the learners can

apply their learning to various problems,

situations and contexts.

should be as faithful as possible to real-

world contexts, demands, messiness,

audiences, and purposes.

ITEM EXEMPLAR:

PERFORMANCE TASK

Performance Task drawn from the Ohio Performance

Assessment Project.

ITEM EXEMPLAR:

PERFORMANCE TASK (CONT’D)

Performance Task drawn from the Ohio Performance

Assessment Project.

Instructional Strategies

• See web link on TCESC webpage

• http://www.trumbullesc.org/Intervention

Specialists.aspx

OHIO TEACHER EVALUATION SYSTEM EVIDENCE:

DURING INSTRUCTION THE TEACHER…

establishes challenging and measurable learning goals

uses purposeful formative assessments

uses flexible grouping based on student needs

uses a variety of strategies and materials

adjusts pacing

makes learning accessible and challenging for all students

promotes independent learning and mastery

BLOOM’S REVISED TAXONOMY

Creating

Generating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.

Evaluating

Justifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judging

Analysing

Breaking information into parts to explore understandings and relationships

Comparing, organising, deconstructing, interrogating, finding

Applying

Using information in another familiar situation

Implementing, carrying out, using, executing

Understanding

Explaining ideas or concepts

Interpreting, summarising, paraphrasing, classifying, explaining

Remembering

Recalling information

Recognising, listing, describing, retrieving, naming, finding 20