Connecting State Standards, Model Curriculum, Assessments and Data Interpretation Spring 2019

Welcome Introduction slide: Name Role at ODE Anything else you want to share?

Strategy 3: Teacher & Instructional Support - Improve targeted supports and professional learning so teachers can deliver excellent instruction today, tomorrow and throughout their careers. Sharing best practices: At the state level, steps can be taken to share and disseminate instructional best practices with teachers. These could include curriculum, instructional approaches and materials that are informed by research, the school’s individual needs, local community standards, student composition and teacher capacity. To effectively teach, educators must know how to individualize and differentiate instruction to meet the learning needs of students with disabilities, students of all cultures, English learners and gifted students. A high-quality, responsive education system includes a clear definition for what students should know and be able to do (standards), balanced ways to gauge achievement and system performance (assessments) and feedback mechanisms that identify strengths and weaknesses and support continuous improvement (accountability). Strategy 4: Identify clear learning standards and guidelines that reflect all four equal learning domains. The four equal learning domains are a broad representation of what Ohio wants students to know and be able to do beyond the traditional academic subjects. For a long time, Ohio has had standards focused on the foundational knowledge and skills and well-rounded content learning domains. In these two learning domains, the state engages a mix of Ohio-based educators and experts to review and revise the standards. Developing standards that reflect social-emotional learning and leadership and reasoning skills domains: State-level steps should be taken to engage educators, employers and experts in the development of standards and guidelines for what students should be able to demonstrate in the learning domains of leadership and reasoning and social-emotional learning. While many students have acquired such skills as part of their school experiences, it is necessary to become more explicit and deliberate about these domains. Doing this ensures educators and partners across the state share a common language and understanding. It also promotes the sharing of resources, research, strategies and technical assistance.

Session Goals Review available OST data sources and their applications Identify available resources to support instruction based on data Would it be worth asking if there is a preference for which is most important in case we run out of time? In better wording of course

Item Development Process This will be available as a handout.

Accessing State Test Data https://oh.portal.airast.org/core/fileparse.php/3094/urlt/OH_ORS_UserGuide.pdf is the link to the Online Reporting System User Guide. This document provides districts with instruction on how they can break-down their data in TIDE. If you have further questions about breaking down data, you will want to contact Donna Williams (Donna.Williams@education.ohio.gov) or Scott Bryant (Scott.Bryant@education.ohio.gov) . Either of them can help you navigate TIDE to break down district data if you or a district need(s) additional help. https://oh.portal.airast.org/core/fileparse.php/3094/urlt/OH_ORS_UserGuide.pdf

State Test Data If your district needs assistance with accessing State Test Data, contact: Scott Bryant Scott.Bryant@education.ohio.gov 614-728-7121 Districts determine who has access to what data (however you want to say it, seems like a good time to mention it)

Comparison Report You will see on each report that you can choose the comparison group/s

School Listing Trend Report Can also be run at the teacher, class, and student levels.

School Listing Reporting Categories As you begin to drill down, remember that the validity/reliability of the test is strongest when viewed as a whole, although you can get useful information at lower levels.

Student Listing Reporting Categories

Individual Student Reports Just typical performance, not exact or complete description.

Item Level Report American Government 2018

American Government 2018 By reporting category

American Government 2019 Sorted by standard/content statement; notice some items may be worth 2 points

American Government 2018 Sorted by standard/content statement; notice some items may be worth 2 points

American Government 2017 Notice each item this year is worth 1 point

Ohio’s Learning Standards Shifting From Data to Instruction Ohio’s Learning Standards

American Government Test Blueprint Can be found on website; call attention to these being point ranges not the number of items http://education.ohio.gov/Topics/Testing/Ohios-State-Test-in-ELA-Math-Science-SocialStudies/State-Tests-Content-Preparation-for-Teachers Breakdown of content statements/standards into reporting categories as well as indicating number of test points assigned to each category May find that some content statements/standards do not appear on the blueprint, meaning they are not eligible for testing

Social Studies Standards (2010) http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Social-Studies/Ohio-s-Learning-Standards-for-Social-Studies/SS-Standards.pdf.aspx?lang=en-US

Social Studies Standards (2010) http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Social-Studies/Ohio-s-Learning-Standards-for-Social-Studies/SS-Standards.pdf.aspx?lang=en-US

Content Statement Assessed in Ohio/Policy/Economy http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Social-Studies/Ohio-s-Learning-Standards-for-Social-Studies/SS-Standards.pdf.aspx?lang=en-US Point out color coding key Content Statement Assessed in another Reporting Category (Historic Documents) Content Statement Not Eligible to be Assessed (Not on Test Blueprint)

Putting It All Together

Content Statement Spring 2017 Spring 2018 Spring 2019 % No credit % Partial Credit % Full Credit 19. As a framework for the state, the Ohio Constitution complements the federal structure of government in the United States. 100   89 11  85  15 78  69  23 8 20. Individuals in Ohio have a responsibility to assist state and local governments as they address relevant and often controversial problems that directly affect their communities. 75 25 56 44 77   0 23 67 33 69  31 88 12  92 22. Individuals and organizations play a role within federal, state and local governments in helping to determine public (domestic and foreign) policy. 22 15 23. The federal government uses spending and tax policy to maintain economic stability and foster economic growth. Regulatory actions carry economic costs and benefits.  100  62 38 24. The Federal Reserve System uses monetary tools to regulate the nation’s money supply and moderate the effects of expansion and contraction in the economy. 92  Begin to look for patterns- number of items per form, trend in performance

Next Steps

Next Steps: Standards Resources Offers clarification of intent of standard as well as examples of instructional strategies; particularly helpful if a low performance trend is noticed for a particular standard/statement

Next Steps: Standards Resources Model Curriculum

Next Steps: Instructional Resources

Next Steps: Assessment Resources Cognitive Demand Depth of Knowledge (DOK) Universal Design (UDL) Notice inconsistent scoring on items testing same standard, may want to look at these. Cognitive Demand: Cognitive demand refers to the kind of level and of type of thinking required of students to successfully engage with and solve the task. DOK: Analyzes the complexity intended by the standards, curricular activities, and assessment tasks. UDL: Universal Design for Learning (UDL) is a way of thinking about teaching and learning that gives all students equal opportunity to learn. At its core, UDL means that a teacher designs learning experiences in flexible ways to meet the needs of individual learners. “Start with the end in mind”.

Next Steps: State Test Resources Test Specifications Performance Level Descriptors Released Items Practice Tests

Questions?

Let’s Stay Connected Brian Bickley Educational Consultant, Mathematics Office of Teaching, Leading and Learning Brian.Bickley@education.ohio.gov 614-644-6814 Cheryl Vojacek Educational Specialist, Mathematics Office of Assessment Cheryl.Vojacek@education.ohio.gov 614-466-5009

Join the Conversation OHEducation @OHEducation @OHEducationSupt Did you hear the news? We’re now on Instagram! Check out our official account and follow us at instagram.com/OHEducation. There, you can keep up with top news and updates and, this fall, be on the lookout for fun connections with Ohio teachers in their classrooms.   You also can stay up to date by following our other social media channels. In addition to Instagram, connect with us on Facebook, Twitter, and YouTube. Our handles are on the slide. Superintendent of Public Instruction Paolo DeMaria even has his own Twitter account. Follow him @OHEducationSupt. OhioEdDept education.ohio.gov/text

Share Your Stories #MyOhioClassroom There are amazing things happening everyday in Ohio’s classrooms. #MyOhioClassroom also offers teachers and administrators a way to share stories of success, innovation and other great news with their statewide peers. The hashtag, which is on Instagram and Twitter, is a simple way to engage educators across Ohio and share what’s happening.  We hope to see your social media posts using this hashtag!