STANDARDS AND CURRICULAR SUPPORTS

COMMON CORE

English language arts

Mathematics

Science

Social Studies

OHIO’S REVISED STANDARDS

Ohio’s New Academic Standards

Common Core State Standards

** Minnesota adopted the CCSS in ELA only

Source: PARCC consortia

College and career readiness

Content and skills

Coherence, focus, rigor

NEW FOCUS:

Common Core and State Revised Standards Reflect

NEW FEATURES: Fewer, clearer,

and higher

Internationally benchmarked

An aligned model curriculum

Goals of Model Curricula

To help teachers: • Reach a shared

understanding of the intent of the Common Core and revised standards

• Provide differentiated instruction for diverse learners

• Find resources that match higher expectations and support technological applications

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

Model Curricula Summary

774 Model Curricula have been developed across all four content areas.

There is a model curriculum in grades K-12 for each:

• Cluster in mathematics

• Topic in English language arts

• Content statement in science and social studies

Other Curricular Supports• Standards Crosswalks

• Eye of Integration

• Resources for Innovative

Learning Environment

• High School – Higher

Education Alignment

• Professional

Development

High School- Higher Education Alignment

ProjectStriving to reduce remediation by aligning:

• High school math and English course sequences and content to college readiness expectations

• Teacher preparation programs to expectations for college readiness

High School- Higher Education Alignment

ProjectInformational Meetings this October:– 2 meeting opportunities in each

region – All RttT LEAs are invited

(teachers, curriculum directors, administrators)

– Registration available Sept. on STARS

Professional Development

Stakeholder Outreach

• Provide awareness and understanding about the standards and curricular resources

• Each ESC will host 3-4 meetings

• Training regional and urban entities to implement

• Registration for participants will be on STARS

Regional Content Facilitators

• Provide in depth professional development across the regions

• Applications for facilitators has been posted

• Focus on assisting teachers with curriculum revision

• Meetings begin in October, register on STARS

Implementation Timeline

2010 2011 20142012 2013

State Board Adopts Model

CurriculumMarch, 2011

State Board Adopts

StandardsJune, 2010

Transition Complete!June, 2014

Transition:•Teacher development•Local curriculum

revision•Test development

2011 - 2014

CURRICULUM RESOURCES

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Projects Date

Fall Regional Rollout meetings on the standards and model curriculum

Sept.-Nov. 2011

Spring Regional Professional Development March – May 2012

Standards and Model Curriculum resources (e.g., podcasts, webcasts, videos) 2011-2012

Resource Release Date

K-12 standards crosswalks in English language arts, mathematics, social studies, and science

2010-2011

Parent Guides for Common Core (www.pta.org)

2010-2011

Regional Standards awareness and professional development sessions

2010-2012

Guidance Document for evaluating resources

2011-2012

Innovative Learning Environments (ILEs) 2011-2012

Webcasts, podcasts, and videos 2011-2014

High School Higher Ed. Alignment Project 2011-2014

Opportunities for educators to contribute to model curriculum

2012-2014

Eye of Integration 2013-2014

Statewide Resources and Support

STRENGTHENING ASSESSMENT LEADERSHIP

Formative Assessment Pilots

Formative assessment is a continuous instructional process used by teachers to obtain evidence of student understanding.

Middle School Pilots:– Coaches selected and in training– Cohort 1 begins Fall 2011– Portfolios of strategies and

practices will be developed to share across the state

Ohio Performance-Based Assessment Pilot Project

Pilot Projects:– First began in 2008 in high

schools– Will expand to include more

content areas and introduce PBA into grades 3-5

– New pilots (Cohort 1)begin Fall 2011 in 23 LEAs

– External vendor has been chosen – PD for cohort 2 will begin in

September

Kindergarten Readiness Assessment

Assessment will:• Better measure school readiness by

including more indicators– Literacy (only previous indicator)– Numeracy – Social-emotional development

• Inform instructional decisions

2011-2012: Planning and Development2012-2013: Pilot Testing

CONSORTIA- DEVELOPED

English language arts

Mathematics

Science

Social Studies

STATE-DEVELOPED

Ohio’s New State Assessments

Assessment ConsortiaBoth PARCC & SMARTER Balanced

consortia will have:► English language arts and mathematics assessments► On-line testing► Formative and summative components► Item Types• Multiple choice• Extended response• Technology-enhanced• Performance assessments

► High school tests: End-of-course vs. End-of-year► Teachers involved in developing and scoring tests

Assessment ConsortiaSMARTER Balanced (SBAC):Consortia of 29 StatesAttributes: • Computer-Adaptive

Summative Assessment • Performance Tasks• Optional Formative Interim

Assessments• Rapid reporting system to

inform instruction and accountability

Partnership for Assessment of Readiness (PARCC): Consortia of 23 states + D.C. Attributes: • Computer-Based Summative

Assessment • Performance-based

Assessments• Optional Early and Mid-Year

Formative Assessments• Rapid reporting system to

inform instruction and accountability

Application Area C

1. Expand Value Added Statewide

2. Improve Access to Student Data

3. Personalize Learning through Formative Instruction

Data Systems to Support Instruction: OHIO’S GOALS

Benefits

StudentsCan track their progress and show when their

efforts all pay off.

TeachersCan make informed decisions about their instruction and in the design of effective

interventions.

PrincipalsCan engage with teachers about student

growth and make meaningful decisions about staffing, resource allocations, programs, and

services.

ParentsWill have a more informed

sense of their child’s progress .

District Leaders

Can communicate effectively to the public, design a budget with student learning driving

resource allocation, and engage with principals about accountability.

CommunityWill have a better accountability system that

aligns student growth with community investment.

Benefits

Provides student information on:DemographicsAttendanceAchievement data

over timeValue-added data

analysis

Instructional Improvement System

The teacher will have the ability to create individualized curriculum for each student, provide supportive learning materials, resources, web

content, and other tools directly tied to the areas in which the student needs the most help.

Structure and Components:– Online access to electronic curriculum,

resources and tools aligned to the new academic standards

– Curriculum customization for differentiated instruction

– Online portfolio of formative assessments – Data-analysis capabilities including early-

warning indicators for teachers, administrators, parents, and students.

Instructional Improvement System

Application Area D

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OHIO TEACHER EVALUATION SYSTEM (OTES)

• Working with SBOE to seek approval for pilot next year• Will go out in mid-August for national review• Information session/Training Day 1 will be offered in early October• Gap analysis tool will be back online and available to districts by August 15

Ohio Teacher Evaluation System (OTES)

OTES Initiatives OTES Updates Timeline

OTES Pilot Testing OTES Model complete Info on pilot testing coming soon

Pending September 2011 SBOE approval

2011 - 2012

OTES Training Some RttT LEAs will receive OTES training during pilot testing

Pending September 2011 SBOE approval

2011 - 2012

•OTES Training Modules developed by ODE•State trainers provide OTES training 2011 – 2012

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OHIO PRINCIPAL EVALUATION SYSTEM (OPES)

• Principal Performance Rating Rubric is almost completed and will be sent back for review on August 1• OPES Model completion – September 1, 2011, following validation by external evaluators • Training model has been revised to be a two day training• ODE staff has partnered with BASA and regional ESCs that have been awarded grants to provide the training

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RESIDENT EDUCATOR MENTOR TRAININGTraining Dates Length

Prospective mentors (have not completed IM training)

IM trainingRE-1 training

June – November 2011 2 days

State Certified Mentors (have successfully completed IM training in 2009 or 2010)

RE-1 training June – November 2011 1 day

* Registration now available in STARS

Race to the TopEDUCATOR EQUITY

Equity Initiatives Equity Updates Timeline

Equitable Distribution of Highly Effective/Effective Educators Analysis (EDHEE)

Developing the analysis tool building on the Teacher Distribution Data Analysis (TDDA) in the CCIP

Representative sample of RttT LEAs will field test EDHEE analysis tool

Fall 2011

Teacher Incentive Program (TIP)

RttT LEAs submit proposals to fund comprehensive TIP

Submit TIP proposal Review TIP proposals Award TIP funds to RttT LEAs

Dec. 2011Jan. 2012

Feb. 2012

• Teacher Exit Survey Tool – Available Summer 2011• Hard-to-Staff Subjects and Specialty Areas Report (Teacher Shortage Index – TSI)

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EDUCATOR EQUITY

Training Dates Length

Managing Educator Talent Training

MET Training: Effective strategies for hiring, recruiting, retaining & supporting educators throughout the lifecycle of their profession

Fall 2011 2 days

Teaching and Learning Conditions (TLC) Survey and Assessment Tool

TLC Survey and training for low-performing schools

Fall 2011 2 days

Race to the TopTEACHOHIO

TeachOhio Phase I Pilot 2011 – 2012 • 5 Educational Service Centers (ESCs) collaborating with ODE as program administrators: Mahoning, Montgomery, Muskingum Valley, Hamilton, & Central Ohio• 5 ESCs will partner with nearby RttT LEASo Identify teacher and mid-career participants recommended by the

RttT LEAo Develop individualized programs to obtain full teacher licensure

and HQT status in specific subject shortage area

Professional Development for Advanced Placement

(AP) Teachers

• Launched online AP Teacher Network on ning.com

• Conducted AP summer workshops

Support To Career-Technical Teachers Project

Ohio’s JVS Consortium is: • Developing a Health Informatics CTE

STEM hybrid curriculum – Literature review for curriculum pathway has

begun– Currently developing course descriptions and

outlines– Researching alternative certification for

simultaneous credit• Partnering with the Southern Regional

Education Board• Implementing it in >24 districts by 2015

CLOSING ACHIEVEMENT GAPS• 8 RttT LEAs & 2 RttT Community Schools are using Linkage

Coordinators as a strategy to close achievement gaps

• 5 RttT LEAs & 1 RttT Community School are serving as Demonstration Sites to launch the Ohio My Voice Initiative to actively seek and include student voice in decisions; My Voice survey is available to all RttT schools in Fall 2011!

• An internal Closing the Achievement Gap Task Force has been formed; it is reviewing the recently drafted “Closing the Achievement Gap in Ohio” report to determine a strategic direction

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CLOSING ACHIEVEMENT GAPS

• USDOE approved an amendment request to enhance the implementation methodology of cultural competency professional development; training needs will be determined locally and will be on-going, site-based and job-embedded

• An expert in Culturally Relevant Pedagogy, Dr. Eleanor Renee Rodriguez will present at Ohio’s 5th Annual Special Education Leadership Conference, September 19-20, 2011

• The former Office of Closing the Achievement Gap is no The Office of Strategic Initiatives

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Application Area E

Office of Transforming SchoolsSchool Improvement Grant 1003g

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Center for Accountability and School ImprovementJeanne Paliotto

Executive DirectorTransforming Schools

Persistently Lowest

Achieving

Target majority of funds to each state’s chronically low-performing schools, including high schools and their feeder schools

Goals for SIG Funds

Implement robust and comprehensive reforms to dramatically transform school culture and increase student outcomes

Transformation

Turnaround

Restart

Closure

SIG School Intervention Models

Transformation Model OverviewTeachers and Leaders Instructional Support Strategies Time and Support Governance

• Replace principal

• Implement new evaluation system that’s developed with staff and uses student growth as a significant factor

• Identify and reward staff who are increasing student outcomes; support and then remove those who are not

• Implement strategies to recruit, place, and retain staff

• Select and implement an instructional model based on student needs

• Provide job-embedded PD designed to build capacity and support staff

• Ensure continuous use of data to inform and differentiate instruction

• Provide increased learning time for staff and students

• Provide ongoing mechanism for community and family engagement

• Partner to provide social-emotional and community-oriented services and supports

• Provide sufficient operating flexibility to implement reform

• Ensure ongoing technical assistance

An LEA with nine or more Tier I and Tier II schools may not implement the Transformation Model in more than 50% of those schools.

Turnaround Model OverviewTeachers and Leaders Instructional and Support

StrategiesTime and Support Governance

• Replace principal

• Use locally adopted “turnaround” competencies to review and select staff (rehire no more than 50% of existing staff)

• Implement strategies to recruit, place, and train staff

• Select and implement an instructional model based on student needs

• Provide job-embedded PD designed to build capacity and support staff

• Ensure continuous use of data to inform and differentiate instruction

• Provide increased learning time for staff and students

• Provide Social-emotional and community-oriented services and supports

• New governance structure

• Grant flexibility to school leader

May also implement any of the required or permissible strategies under the Transformation Model

Restart and Closure Model Overview

Convert or close and reopen school under :

• Charter school operator

• Charter management organization

• Education management organization

School Closure• An LEA closes a school and enrolls its

students in schools that are higher achieving

Tier III:• Implement research-based school

improvement strategies to accomplish student achievement goals

Tier III Schools

Intervention Model Selection

Cohort I• 27 schools selected

Transformation Model• 7 schools selected

Turnaround Model• 6 Tier III schools

Total Schools = 40

Cohort II• 35 schools selected

Transformation Model• 9 schools selected

Turnaround Model• 1 school selected Restart

Model

Total Schools = 45

Work of Office of Transforming Schools

Office of Transforming Schools Program Components

• Executive Principal Leadership Academy• Select and coordinate work of SEA Providers• Collaborate with Ohio Network of Innovation and

Improvement• Develop Monitoring Instruments• Publish Newsletter – Quarterly• Identify and approve External Providers• Prepare for SIG Audits• Principal and Teacher Evaluation Waivers• Interpret SIG Federal Guidance• Provide Technical Assistance to SIG Districts

Transformation Specialists Field Work

• Building Leadership Capacity • Professional Development• Extended Time• Instructional Support• District Liaison• Date Use• Develop Effective Teams

Office of Educational Reform

Three diverse initiatives collaborating to effectively serve Ohio’s students by

providing support for Ohio’s schools.

School Improvement Diagnostic Review

Dropout Prevention and Recovery

Community Service-Learning

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School Improvement Diagnostic Review (SIDR)

Aligned with district/building plan, OIP, DF, SIG

An important component of Ohio’s system of differentiated accountability

6 Critical Areas

System of Leaderships

Professional Development

Data Driven Decisions

Alignment with

Standards

Instructional Practice

Environment and Climate

District Review Process

Table 1: Critical Area Report

Report and Follow-Up

Report– Qualitative and quantitative

data at district and building level

– Provide strategies and action steps

– Evidence of current school improvement impact.

Follow Up

– Presentation and “unpacking” of report with DLT and BLT

– Close cooperation with personnel providing regional support

The Ohio Alternative Education Challenge Grant

• Since 1999• 109 programs • All 21 Urban districts • And 88 programs serving over

450 non-urban districts.• Targets children outside the

mainstream who are at risk of dropping out of school.

Resources relevant to your work

1. Expertise in alternative education programs for students at risk for not graduating

2. Best practices dissemination

3. Professional development and networking opportunities

4. Statewide collaboration with state social service agencies and juvenile corrections.

5. Direct supports for stakeholders in the field