Brian Roget – Assistant Director Assessment Development and Construction Mathematics and Science Office of Curriculum and Assessment October 12, 2011

High School – Higher Education Alignment Project –Bridging the gaps between high school graduation and postsecondary success

HOW TO GET INVOLVED Visit education.ohio.gov and search “High School - Higher Education Alignment” to:  Register on STARS for an informational meeting in your Race to the Top region  Learn more about the opportunity to join a consortium  Learn more about Race to the Top  Investigate the opportunity to begin rethinking High School and College Mathematics and English Language Arts courses and programs

Introduction to the Common Core State Standard and Model Curriculum For dates and places search : “targeted professional development” in STARS

ODE has released a new MSP - Request for Proposal Projects can focus the Professional Development using one of three options

Option 1: Tailor the PD to the needs of the target school. Option 2: Provide PD focused on the 2010/2011 Standards and Model Curriculum for mathematics and science at the target school. Option 3: Projects participate in either of the following PD programs. –Science: Modeling Instruction Program in High School Science –Mathematics: INTEL Math Program for K-8 Mathematics More information will be provide in the Request For Proposals (RFP).

Use of External Facilitators Task Force – Focus Groups

K-2 Diagnostics 3-8 OAA High School OGT

K-2 Diagnostics –Realigned to CCSS –Minor modifications to fill gaps –Ready for district to use in OAA –Continue to be administered through school year –Assessing the 2001 Ohio Academic Content Standards OGT –Continues after 2014 for additional opportunities for passage

K-2 – Continue as redesigned 3-8 – Consortium developed –Online delivery High School – Consortium Dependent

SMARTER Balanced (SBAC):  Consortia of 29 States  Attributes: Computer-Adaptive Formative Assessments (optional) Performance Tasks Rapid reporting system to inform instruction and accountability Partnership for Assessment of Readiness (PARCC):  Consortia of 23 states + D.C.  Attributes: Computer-Based Through Course Assessments (might be optional) Performance Tasks Rapid reporting system to inform instruction and accountability

Both PARCC & SMARTER Balanced consortia have: ►On-line testing ►Interim and summative components ►Item Types  Multiple choice  Extended response  Technology-enhanced  Performance assessments ►High school tests: End-of-course vs. End-of-year ►Rapid reporting system to inform instruction ►Teachers involved in developing and scoring tests

 Measure depth of understanding, research skills, interaction with materials and management of ideas.  Given last 12 weeks of year  Computer-delivered, scored within 2 weeks  Tasks for grades 3-8, 11:  1 reading, 1 writing and 2 math tasks per year  Assessments will also be available for grades 9 & 10  Given at three points in time, near the end of quarters.  Computer-delivered with results within 2 weeks  Tasks for assessments:  1 st and 2 nd contain focused tasks taken in one class period  3 rd requires a project- based task over a longer time period  4 th for ELA only, an oral presentation of final task. PARCCSBAC Performance Tasks Through-Course Assessments Source: the Center for K-12 Assessment & Performance Management at ETS

PARCCSBAC

Review and provide feedback on the mathematics framework documents

Review –Each group will review a grade of the SBAC content specifications and the PARCC content framework. Feedback –Each group will use the Assessment – SWOT to analyze the two documents and provide feedback

Strengths –What information, sections and components of each document provides clarity, provides additional information, and makes connections between content and assessment? Weaknesses –What information, sections and components of each document lacks clarity or causes confusion between content and assessment? Opportunities –What information, sections and components of each document provides opportunities for teachers to understand the connected aspects of content, mathematical practices, assessment and instruction? What opportunities does each provide for improved professional development for teachers? Threats –Based on what is described in each document, what structures and/or supports could be provided or created to lessen the discomfort of transitioning to the new assessment system?

Deepen your understanding of the CCSSM in Professional Learning Communities through: –the Standards for Mathematical Practice –the Critical Areas –the Model Curriculum –the Standards Progressions –the Comparative Analysis Begin focusing instruction around: – the Mathematical Practices –The Critical Areas Develop support structures for reaching all students –Use previous mathematics in service of new ideas –Provide all students access to the regular curriculum; RtI

“These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.” –(CCSS, 2010, p. 5)