Slide 1

Revision of Ohios Academic Content StandardsStan W. HeffnerAssociate SuperintendentCenter for Curriculum and AssessmentMay 11, 20101History and Process of RevisionCommon CoreUnderstanding the Science and Social Studies RevisionsRevisions to the Standards2History and process3Cottage industry Pre-1983

A Nation at Risk 1983

Competency-based education1983

State level model competency-based program1994

Governor's Commission for Student Success2000History of Standards4Academic content standards adopted:

English language arts and math2001

Science and social studies2002

Foreign language, fine arts, and technology2003

History of Standards5A in Standards, Assessments and Accountability, Edweek 2010 Quality CountsAligned with Board of Regents Expectations, 2006

Ohios High Quality Standards

2001, 2002 Adoption6International Benchmarking

High performing countriesThree lensesStandardsTeacher EffectsLearning conditionsWhat fits best for Ohio?

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Ohio: mile-wide and inch deepNeed improved articulation from grade to gradeOther countries have a seamless transition between standards and curriculumWhat did we learn?Animation: Click for each bullet8Not later than June 30, 2010the 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 RevisionCollege and career readinessContent and skillsCoherence, focus, rigorAligned model curriculumStandards Must Reflect:allow each student to be prepared for postsecondary instruction and the workplace for success in the twenty-first centuryCollege and Career ReadyORC 3301.079(A) Creativity and innovationCritical thinking and problem solvingCommunication and collaborationTechnology literacyPersonal managementProductivity and accountabilityLeadership and responsibilityInterdisciplinary and project-based learningRequired Skill Sets5/11/2010 11:47 AM 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

1221st Century Skills

Standards RevisionCoherenceFocusRigorA reflection of the structure of the discipline being taughtRevised Standards Stress:Standards RevisionCoherenceFocusRigorLimiting the number of items included in a curriculum to allow for deeper exploration of the subject matterRevised Standards Stress:Standards RevisionCoherenceFocusRigorMore challenging and demanding when compared to international standardsRevised Standards Stress:the state board shall adopt a model curriculumThe 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)

Model CurriculumContent specific focus groups involving 200 teachersMeeting with 55 professional organizationsOver 800 individual responses to online survey

Stakeholder EngagementToo many standardsNot easily managedNo time to teach in depthSome need clarityTechnical correctionWhat Did We Hear?Stakeholder NeedsJune 2009

5/11/2010 11:47 AM 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

20Common CoreMathematicsEnglish language arts

Ohio Revised StandardsScienceSocial StudiesTwo Development TracksCommon CoreCore standards in:English language arts Mathematics

State-led and developed 48 states, D.C., 2 territories

Common Core StandardsCommon 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 StandardsMemorandum of Agreement , April 2009Draft college- and career-readiness standards, Sept 2009Draft K-12 standards/learning progressions, March 2010Revisions underwayAdoption required for Race to the TopCommon Core DevelopmentAnimation: Click for each bullet25Fewer, clearer, and higherAligned with college and work expectationsInternationally benchmarkedInclude rigorous content and application of high-order skillsBuild upon strengths and lessons of current state standardsEvidence and/or research-basedCommon Core CriteriaDescribes the work of mathematically proficient students:

Descriptions of Mathematical PracticeExamples: reasoning, problem-solving

Standards include:ConceptsSkillsMathematics Common Core27English Language Arts and Literacy StrandsReading Writing Speaking and ListeningLanguageStandard include:Knowledge and skills leading to college and career readiness Progressions of learning across the gradesLiteracy Standards for History/Social Studies and ScienceEnglish Common Core28Stakeholder EngagementUnderstanding Science and Social Studies RevisionsIn light of stakeholder input

Stakeholder SupportStakeholder EngagementStakeholder ConcernsGraduation RequirementsObservancesVeterans DayConstitution Day: September 17 each year

DocumentsThe Declaration of IndependenceThe United States ConstitutionThe Constitution of the State of Ohio

Social Studies RequirementsSocial Studies RequirementsBasic instruction inGeographyUnited States historyUnited States governmentOhio local governmentSocial problemsEconomicsForeign affairsUnited NationsWorld governmentSocialism and communism

ORC 3313.60

Before theseThese MUST be studiedAnimation: Click once for first bracket and arrow. Click again for everything else.36Strands:HistoryGeography

Inquiry-based teaching and learning

Skills:Historical thinkingSpatial thinkingCivic participation Social StudiesGovernment EconomicsEconomic decision makingFinancial literacy Not enough American historyNeed clarity regarding skillsAmount of middle school contentSocial Studies ConcernsAnimation: Click for each bullet38Locating American History

Locating American History

Locating American History

Locating American HistoryLocating American History

Locating American History

Locating American History

Locating American History

Locating American History

Locating American History

Locating American History

Locating American History

Balance within Strands

Balance of ContentApril 19,2010Social Studies Skills Clarified

SkillsAnimation: Click ONCEbracket and skills label appears after highlight.53Historical thinkingSpatial thinkingCivic participationEconomic decision-makingFinancial literacySocial Studies SkillsAnimation: Click for each bullet54

Balance of Skills to Content

Middle School ContentAnimation: Click ONCEcircle and arrows will appear separately56Graduation RequirementsScienceStrands:Earth and space sciencePhysical scienceLife science

Skills:Science inquiryApplicationsEmphasis on skillsScientific inquiryTechnological designUncertainty that things not addressed directly in the standards will be addressed through model curriculaScience ConcernsAnimation: Click for each bullet59New Format Highlights SkillsThe Physical SettingThe Living EnvironmentThemesEarth and Space SciencePhysical ScienceLife ScienceScience Inquiry and ApplicationsObservationsof The Environment

This theme focuses on helping students develop the skills for systematic discovery to understand the science of the physical world around them in greater depth by using scientific inquiry. PObservations of physical properties of both living and nonliving things in local surroundings. This includes water, the sun, rocks and soil, human-made materials, and living organisms. This is to encourage students to examine their environment, its similarities and its differences.During the years of PreK to 4th grade, all students must develop the ability to:

observe and ask questions about the natural environment, plan and conduct simple investigations, employ simple equipment and tools to gather data and extend the senses, use appropriate mathematics with data to construct reasonable explanations, communicate about observations, investigations and explanations, review and ask questions about the observations and explanations of others.Observations of Earth & SkyObservations of nonliving thingsObservation of living thingsKLiving and nonliving things have specific physical properties. These physical properties can change. Physical properties can be used to sort and classify living and nonliving things. The physical properties of air and water are presented as they apply to weather. Liquids and solids are introduced as preparation for learning about states of matter.Daily and seasonal changesPhysical properties of everyday materialsObservations of living things vs. nonliving things1Energy comes from many sources and is needed for living and nonliving things to function. The sun is a primary energy source. Energy can also be obtained from food, batteries, electricity, fossil fuels, flowing water, wind, etc.Sun, energy, and weatherSources of energyBasic needs of living thingsSkillsAnimation: Click ONCEbrackets and arrows will come in on schedule60Interconnections within SystemsThis theme focuses on helping students recognize the components of various systems and then investigate dynamic and sustainable relationships within systems using scientific inquiry.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; andCommunicate scientific procedures and explanations.StrandsStrand Connections: Cycles on Earth, such as those occurring in ecosystems, in the solar system, and in the movement of light and sound result in describable patterns. Speed is a measurement of movement that is related to force and weight. The transfer of energy drives changes in systems, including ecosystems and physical systems.Science SkillsSBOE Draft Document April 2010Page 13 of 25

Animation: Click ONCE for succession of arrows. Click AGAIN to get check mark.61

Scientific Inquiry and Technological DesignSuggested Additions62Scientific Inquiry: A process for exploring science

Technological Design: Application of scientific principles to solve a human problemScientific Inquiry and Technological DesignScientific Inquiry: Scientific inquiry is a way of knowing and a process of doing science.Technological Design: Technological design is a problem or project-based way of applying creativity, science, engineering and mathematics to meet a human need or want.

63Inquiry in STANDARDSThe Physical SettingThe Living EnvironmentThemesEarth and Space SciencePhysical ScienceLife ScienceScience Inquiry and ApplicationsObservationsof The Environment

This theme focuses on helping students develop the skills for systematic discovery to understand the science of the physical world around them in greater depth by using scientific inquiry. PObservations of physical properties of both living and nonliving things in local surroundings. This includes water, the sun, rocks and soil, human-made materials, and living organisms. This is to encourage students to examine their environment, its similarities and its differences.During the years of PreK to 4th grade, all students must develop the ability to:

observe and ask questions about the natural environment, plan and conduct simple investigations, employ simple equipment and tools to gather data and extend the senses, use appropriate mathematics with data to construct reasonable explanations, communicate about observations, investigations and explanations, review and ask questions about the observations and explanations of others.Observations of Earth & SkyObservations of nonliving thingsObservation of living thingsKLiving and nonliving things have specific physical properties. These physical properties can change. Physical properties can be used to sort and classify living and nonliving things. The physical properties of air and water are presented as they apply to weather. Liquids and solids are introduced as preparation for learning about states of matter.Daily and seasonal changesPhysical properties of everyday materialsObservations of living things vs. nonliving things1Energy comes from many sources and is needed for living and nonliving things to function. The sun is a primary energy source. Energy can also be obtained from food, batteries, electricity, fossil fuels, flowing water, wind, etc.Sun, energy, and weatherSources of energyBasic needs of living thingsAdded to second revisionAnimation: Click ONCE to get shading and balloon64Example 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.

Inquiry and Design in Model CurriculumScientific InquiryTechnological DesignAnimation: Click once for EACH bullet, followed by once for EACH balloon65Scientific Inquiry: Standards and Model Curriculum Technological Design: Model CurriculumScientific Inquiry/Technological DesignClick one time for EACH check.66Ohios Technology Standards

Academic Content Standards

K-12TechnologyStandard 6: DesignStudents apply a number of problem-solving strategies demonstrating the nature of design, the role of engineering and the role of assessment.Technological Design

Click ONCE for check mark68 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. Integrated Standards and CurriculumCurriculumTheme: 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; andCommunicate scientific procedures and explanations.StrandsStrand Connections: All matter is made of small particles called atoms. The properties of matter are based on the order and organization of atoms and molecules. Cells, minerals, rocks and soil are all examples of matter. Earth and Space Science Physical Science Life ScienceTopic: Rocks, Minerals and SoilTopic: Matter and Motion.Topic: Cellular to MulticellularContent Statements Minerals have specific, quantifiable properties.

All matter is made up of small particles called atoms.

Cells are the fundamental unit of life.TopicStrandsSkillsThemeContent StatementsThemesEarth and Space SciencePhysical ScienceLife ScienceScience Inquiry and ApplicationsObservationsof The Environment

This theme focuses on helping students develop the skills for systematic discovery to understand the science of the physical world around them in greater depth by using scientific inquiry. PObservations of physical properties of both living and nonliving things in local surroundings. This includes water, the sun, rocks and soil, human-made materials, and living organisms. This is to encourage students to examine their environment, its similarities and its differences.During the years of PreK to 4th grade, all students must develop the ability to:

observe and ask questions about the natural environment, plan and conduct simple investigations, employ simple equipment and tools to gather data and extend the senses, use appropriate mathematics with data to construct reasonable explanations, communicate about observations, investigations and explanations, review and ask questions about the observations and explanations of others.Observations of Earth & SkyObservations of nonliving thingsObservation of living thingsKLiving and nonliving things have specific physical properties. These physical properties can change. Physical properties can be used to sort and classify living and nonliving things. The physical properties of air and water are presented as they apply to weather. Liquids and solids are introduced as preparation for learning about states of matter.Daily and seasonal changesPhysical properties of everyday materialsObservations of living things vs. nonliving things1Energy comes from many sources and is needed for living and nonliving things to function. The sun is a primary energy source. Energy can also be obtained from food, batteries, electricity, fossil fuels, flowing water, wind, etc.Sun, energy, and weatherSources of energyBasic needs of living thingsGrade LevelPreK-8th Grade OverviewSkillsTopicStrandThemeAnimation: 1) balloons and title for overview; 2) fade balloons and overview falls away; 3) balloons and overview for grade level; 4) balloons fade and page drops away; 5) advances to next slide69Integrated Standards and Curriculum 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. CurriculumContent StatementModel Curricula include content elaborations and learning expectations which are necessary for developing assessments.Animation: Click once to reveal black balloon70Phase I: StandardsContentSkills

Phase II: Model CurriculaContent ElaborationsLearning ExpectationsInstructional StrategiesResourcesStandards ProcessThese inform assessment

Cross Curricular SupportEmbedded in CurriculumIntegration with TechnologyConcerns about lack of Social Studies test Graduation requirements in Ohio Core:World history course not required for graduationEarth science not required for graduation credit government credit American history

Other IssuesImplementation Timeline201020112014State Board Adopts Model CurriculumMarch, 2011State Board Adopts StandardsJune, 2010 Transition CompleteJune, 201420122013Transition:Teacher developmentLocal curriculum revisionTest development2011 - 2014Animation: Each click reveals a milestone, left to right.5/11/2010 11:47 AM 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

74

Questions?75Chart10.520.320.120.030.60.270.10.030.780.150.040.030.710.190.060.040.680.250.040.030.340.420.20.040.530.380.070.03

Improvement criticalImprovement neededImprovement not importantNo change needed

Sheet1Improvement criticalImprovement neededImprovement not importantNo change neededUser friendliness52%32%12%3%Wording60%27%10%3%Depth of learning78%15%4%3%Amount of content71%19%6%4%Vertical articulation68%25%4%3%International alignment34%42%20%4%Cross-content alignment53%38%7%3%

Chart10.620.150.550.110.60.120.510.08

AgreeStrongly agree

Sheet1AgreeStrongly agreeFormat is easy to understand62%15%Organization is helpful55%11%Wording is clear60%12%Vocabulary is appropriate51%8%To resize chart data range, drag lower right corner of range.

Chart10.250.720.030.230.730.040.170.80.030.160.680.15

Not Enough EmphasisAbout RightToo much EmphasisStakeholder Response to Current Draft

Sheet1Not Enough EmphasisAbout RightToo much EmphasisHistory25%72%3%Geography23%73%4%Government17%80%3%Economics16%68%15%To resize chart data range, drag lower right corner of range.

Chart10.320.50.18

Sales

Sheet1SalesNot enough focus on American content32%About right50%Not enough focus on global issues18%To resize chart data range, drag lower right corner of range.

Chart10.320.650.030.210.750.040.330.620.050.240.650.120.260.550.19

Not Enough EmphasisAbout RightToo Much EmphasisStakeholder Input on Most Recent Draft

Sheet1Not Enough EmphasisAbout RightToo Much EmphasisHistorical Thinking and Skills32%65%3%Spatial Thinking and Skills21%75%4%Civic Participation and Skills33%62%5%Economic Decision Making and Skills24%65%12%Financial Literacy26%55%19%To resize chart data range, drag lower right corner of range.

Chart10.090.850.060.070.870.060.080.860.060.090.850.050.180.720.090.190.680.130.150.70.160.210.510.290.110.560.33

InsufficientAbout RightUnmanageable

Sheet1InsufficientAbout RightUnmanageablePreK9%85%6%17%87%6%28%86%6%39%85%5%418%72%9%519%68%13%615%70%16%721%51%29%811%56%33%