Stan Heffner Associate Superintendent Center for Curriculum and Assessment Ohio Department of Education

The Ohio Core Content Standards Revision Assessment Reform Proficient to Readiness Race to the Top Common Core Standards

New graduation requirements Effective Class of 2014 Dual enrollment Parent involvement policies Opt-out provision Standardized high school transcripts

Subject Credits Required Notes Class of 2014 English Language Arts 4 4 Health ½ ½ Mathematics 3 4Algebra II or Equivalent Physical Education ½ ½Students May be Exempted Science 3 3 Must include on Physical, Life and Advanced Course. Inquiry-based Social Studies 3 3 American History American Government Financial Literacy Electives 6 5 Fine Arts01Two Half Units

Subject Credits Required Notes CurrentClass of 2014 English Language Arts 4 4 Health ½ ½ Mathematics 3 4Algebra II or Equivalent Physical Education ½ ½Students May be Exempted Science 3 3 Must include on Physical, Life and Advanced Course. Inquiry-based Social Studies 3 3 American History American Government Financial Literacy Electives 6 5 Fine Arts00*Two Half Units Required

Exam Standards: Operations on Numbers and Expressions - 15% Equations and Inequalities - 20% Polynomial and Rational Functions - 30% Exponential Functions - 20% Function Operations and Inverses - 15% Exam Details: 55 operational items At least 30% of score will be based on short answer and extended-response items

Core calls for inquiry-based science Laboratory experience that engages students in: Asking valid scientific questions Gathering and analyzing information Education reform reinforces Must include 21 st Century skills: Critical thinking and problem solving Project-based and real-world learning opportunities

Core requires financial literacy instruction during high school Education reform creates: Business education standards Financial literacy and entrepreneurship standards Reforms state that instruction must come from: Social studies standards Financial literacy and entrepreneurship standards

Students can now demonstrate mastery of content instead sitting through a Carnegie Unit Can earn credit by: Testing out Showing mastery through: Senior project Distance learning Postsecondary coursework Local administration of credit flexibility Internship Service learning Research based project

Sources OhioRevisions 21 st Century Skills Framework International Benchmarking College- and Career-Readiness Expert Reviews National Learned Societies

Sources OhioRevisions 21 st Century Skills Framework International Benchmarking College- and Career-Readiness Expert Reviews National Learned Societies

Sources OhioRevisions 21 st Century Skills Framework International Benchmarking College- and Career-Readiness Expert Reviews National Learned Societies

Web-based production Retain vertical articulations Illustrate learning progressions Accompany with model curricula Technology and Library media applications Instruction at different cognitive levels 21st century skills

Web-based production Course syllabi Curriculum-embedded content and skills Backmap from college- and career-readiness standards End-of-course exams

Strand Theme & Topic Content Statement

The Physical Setting The Living Environment Themes Earth and Space Science Physical ScienceLife Science Observations of The Environment P Observations of Nature Physical Properties in Local Surroundings Living Things K Daily and Seasonal Changes Physical Properties of Everyday Materials Living vs. Non-living 1 Thermal Energy and WaterSources of EnergyBasic Needs of Living Things 2 Air and Water in the Environment Simple MotionInteractions within Habitats Interconnections within Systems 3 Earth's ResourcesSimple Forces and MotionLife Cycles 4 Earth's SurfaceNature/States of MatterFossils 5 Cycles and Patterns in the Solar System Types of Energy Interactions within Ecosystems Order/ Organization 6 Rocks, Minerals, and SoilStructure of MatterCells to Multicellular 7 Cycles and Patterns on Earth and Moon Energy TransformationsMatter and Energy Cycles 8 Physical EarthForces and MotionSpecies and Reproduction The Physical Setting The Living Environment Themes Earth and Space Science Physical ScienceLife Science Observations of The Environment P Observations of Nature Physical Properties in Local Surroundings Living Things K Daily and Seasonal Changes Physical Properties of Everyday Materials Living vs. Non-living 1 Thermal Energy and WaterSources of EnergyBasic Needs of Living Things 2 Air and Water in the Environment Simple MotionInteractions within Habitats Interconnections within Systems 3 Earth's ResourcesSimple Forces and MotionLife Cycles 4 Earth's SurfaceNature/States of MatterFossils 5 Cycles and Patterns in the Solar System Types of Energy Interactions within Ecosystems Order/ Organization 6 Rocks, Minerals, and SoilStructure of MatterCells to Multicellular 7 Cycles and Patterns on Earth and Moon Energy TransformationsMatter and Energy Cycles 8 Physical EarthForces and MotionSpecies and Reproduction

The Physical SettingThe Living Environment Earth and Space SciencePhysical ScienceLife Science Thermal Energy and WaterSources of EnergyBasic Needs of Living Things This topic focuses on thermal energy and the role it has in weather. In addition, states of water are introduced as they relate to weather. Energy use and different forms of energy that can be observed day to day are the focus of this topic. This topic focuses on the physical needs of living organisms that can be observed in the students’ local environment. Content Standards The sun warms the land, air, and water. Thermal energy comes from the sun. A gain in thermal energy results in warming of the land, air, and water. A loss of thermal energy results in cooling of air, land, and water. Energy makes things work and has many uses. Energy is used to run engines and motors, heat homes, and generate electricity. Organisms have basic needs which are met by obtaining the materials from the physical environment. Resources are things that we get from the living and nonliving environment and resources are necessary to meet the needs and wants of population/individuals. Some resources that organisms need are food, water, air, and shelter. Water can change appearance. Water can change from a liquid to a solid and from a solid to a liquid. These changes occur due to changing thermal energy. Water left in an open container disappears, but water in a closed container does not disappear. 4B/P3 Energy can be obtained through different resources. The sun is a principle source of energy. Moving water and air can be a source of energy. Fossil fuels are a source of energy. Organisms can survive only in environments that meet their needs. Organisms that once lived on Earth no longer exist. Long and short term weather changes occur due to changes in thermal energy. Loss or gain of thermal energy affects all aspects of weather. This includes temperature, rainfall amount, and wind. There are many distinct ecosystems, wetlands, forest, lakes, and prairies in Ohio that support different kinds of organisms. Different plants and animals have external features that help them thrive in different kinds of places. The Physical SettingThe Living Environment Earth and Space SciencePhysical ScienceLife Science Thermal Energy and WaterSources of EnergyBasic Needs of Living Things This topic focuses on thermal energy and the role it has in weather. In addition, states of water are introduced as they relate to weather. Energy use and different forms of energy that can be observed day to day are the focus of this topic. This topic focuses on the physical needs of living organisms that can be observed in the students’ local environment. Content Standards The sun warms the land, air, and water. Thermal energy comes from the sun. A gain in thermal energy results in warming of the land, air, and water. A loss of thermal energy results in cooling of air, land, and water. Energy makes things work and has many uses. Energy is used to run engines and motors, heat homes, and generate electricity. Organisms have basic needs which are met by obtaining the materials from the physical environment. Resources are things that we get from the living and nonliving environment and resources are necessary to meet the needs and wants of population/individuals. Some resources that organisms need are food, water, air, and shelter. Water can change appearance. Water can change from a liquid to a solid and from a solid to a liquid. These changes occur due to changing thermal energy. Water left in an open container disappears, but water in a closed container does not disappear. 4B/P3 Energy can be obtained through different resources. The sun is a principle source of energy. Moving water and air can be a source of energy. Fossil fuels are a source of energy. Organisms can survive only in environments that meet their needs. Organisms that once lived on Earth no longer exist. Long and short term weather changes occur due to changes in thermal energy. Loss or gain of thermal energy affects all aspects of weather. This includes temperature, rainfall amount, and wind. There are many distinct ecosystems, wetlands, forest, lakes, and prairies in Ohio that support different kinds of organisms. Different plants and animals have external features that help them thrive in different kinds of places.

Theme/Topic: Observations of the Environment: Basic Needs of Living Things Description: This topic focuses on the physical needs of living organisms that can be observed in the students’ local environment. Content Standard: Organisms have basic needs which are met by obtaining the materials from the physical environment. Organisms can survive only in environments that meet their needs. There are many distinct ecosystems, wetlands, forest, lakes, and prairies in Ohio that support different kinds of organisms. Instructional strategies and learning expectations: This theme can be taught using trade books that focus on descriptions of everyday organisms within the student’s environment as exampled in the ORC activity provided. “The key step that plants make their own food is very difficult for elementary students and should be saved middle grades.” Collaborative projects with local zoos, biological gardens, arboretums, natural park systems and other groups would be appropriate… Identify that resources are things that we get from the living (e.g., forests) and nonliving (e.g., minerals, water) environment and that resources are necessary to meet the needs and wants of a population. Instructional Resources: Common Misconceptions: “Many children think that plants always need light to grow, and they apply this idea to germination…” Connections: Learning Expectations: 2002 Academic Content Standards Life Sciences, Grades K-2, Benchmark A

Organized by theme and topic Show progression across grades Supported by model curricula Reduced to: Be more manageable Promote greater depth of learning

Number of Strands: Science63 Math64 English Language Arts103 Social Studies74

Based upon comparisons and other evidence Mathematics, science and English language arts: International benchmarking study Social studies: Feedback from the field and other states’ standards Incorporate 21st century processes Found in: Model curriculum Used as modes of delivery Cover range of depth of knowledge Based upon comparisons and other evidence Mathematics, science and English language arts: International benchmarking study Social studies: Feedback from the field and other states’ standards Incorporate 21st century processes Found in: Model curriculum Used as modes of delivery Cover range of depth of knowledge

Present overview to stakeholder groups Involve working and advising groups to produce drafts July 2009 November 2009 Post iterations on ODE website for comments Invite expert review of the draft standards

Create model curriculum: Make available online Involve teachers in the process Use revised standards to drive blueprints for Ohio’s new tests

Mathematics, Science, English Language Arts, Social Studies Standards

New standards will cover: Accounting Career development Entrepreneurship Economics and personal finance Will cover grades 7  12 Model curriculum will be developed No deadline set in law Information technology Management Marketing

Change in the number of performance level indicators from five to three Advanced Accelerated Proficient Basic Limited

English I English II Algebra I Algebra II Physical Science Biology U.S. Government U.S. History

Complete individually or by a group of students Assesses: Mastery of core knowledge in chosen subject area Written and verbal communication skills Critical thinking and problem-solving skills Real-world and interdisciplinary learning Creative and innovative thinking Technology, information, and media skills Personal management skills

Joint venture between ODE and Regents Positions Ohio for federal education grants College readiness assessments ACT, SAT, AP, International Baccalaureate, PSEO Workforce assessments Industry-Credentialed Assessments State plan due in December