The Common Core: Moving Ohio Forward Stan W. Heffner Superintendent of Public Instruction February 15, 2012

All Ohio Students Will Succeed

Building on Ohio’s Success Quality Counts Ranking Race to the Top 352 Districts Ranked Excellent or Above

Need to Retool K-12 System The current system is designed for a different time.

Learning Safety Net

Advanced Accelerated Proficient Basic Limited

Minimum Score to Pass Grade 6 Reading: 17/49 or 35%

Minimum Score to Pass Grade 7 Math: 16/50 or 32%

Advanced Accelerated Proficient Basic Limited

OGT Reading Minimum Score for Advanced: 79%

OGT Math Minimum Score for Advanced: 77%

National Assessment of Educational Progress NAEP results are the Nation’s Report Card NAEP is the National Assessment of Educational Progress and its results are the Nation’s Report Card.

Are We Advanced? 51.7% 44.6% 42.8% 33.7% 9% 8% 8% 3% Ohio scores: % of Ohio students scoring at advanced or accelerated level on OAA assessments NAEP scores: % of Ohio students scoring at the advanced level on NAEP assessments 9% 8% 8% 3%

at the system differently. We need to look at the system differently.

College and Career Ready  How will we know if we are successful in our endeavor to have all of our kids to be college and career ready?

What is College Ready? College today means much more than simply pursuing a four-year degree at a university.   Being “college-ready” means being prepared for any postsecondary education or training experience, including study at two- and four-year institutions leading to a postsecondary credential (such as a certificate, license, associate’s degree or bachelor’s degree). Being ready for college means that a high school graduate has the English and math skills necessary to qualify for and succeed in entry-level, credit-bearing college courses without the need for remedial coursework.

What is Career Ready? In today’s economy, a “career” is not just a job.   A career provides a family-sustaining wage as well as ways to advancement. A career requires postsecondary training or education. A student may get a job with only a high school diploma, but that student will be unlikely to enjoy opportunities for advancement or mobility. Being ready for a career means that a high school graduate has the English and math knowledge and skills needed to qualify for and succeed in the postsecondary job training or education necessary for his or her chosen career. Training for a chosen career can include a technical/vocational program, community college, apprenticeship or significant on-the-job training.

Classrooms of the Future current: Future: Teacher centered Content coverage Memorizing information Textbook dependent Learner centered Learning and doing Using information Multiple sources of information Current Future Teacher centered Learner centered Content coverage Learning and Doing Memorizing information Using information Lecturer Facilitator/Co-Learner Whole group configuration Flexible grouping configuration Single instructional and learning modality Multiple instruction and learning modalities to include all students Memorization and recall Higher Order Thinking Skills - creativity Single discipline Interdisciplinary Isolated Collaborative Textbook dependent Multiple sources of information Teachers teaching to one learning style Teachers addressing multiple learning styles Learning content Learning how to learn Learning isolated skills and factoids Completing authentic projects

Classrooms of the Future Ohio Globe Theater, London Ninth graders learn from a Shakespearean scholar and actor by virtual participating in a seminar she facilitates with college students in the UK on the Bard. The facilitator delivers the seminar at Shakespeare’s Globe, a theater in London. After the seminar, college students take the ninth graders on a tour of the building using portable web cameras and answer their questions about the theater and life in London. They can see and hear the ninth graders via an app on their tablet and the younger students watch the tour guide on their own tablets.

Revised standards are necessary to meet these challenges.

Standards Reflect Fewer, clearer, and higher New Features: New Focus: Fewer, clearer, and higher Internationally benchmarked An aligned model curriculum College and career readiness Content and skills Coherence, focus, rigor

Transition to Revised Standards Demonstrate learning progressions across grades (Coherence) Are supported by model curricula (Rigor & Relevance) Show a reduction in the amount of content to: Be more manageable (Clarity) Promote greater depth of learning (Focus)

State Transition Timeline June 2010- July 2011 2011-2012 School Year 2012-2013 School Year 2013-2014 School Year 2014-2015 School Year Phase 4 - Complete Transition and Full Implementation Implementation of local curriculum & instruction aligned to the CC and state revised standards. National and state assessments fully operational Accountability based on the new national- and state- level assessments Phase 3 - Alignment and Initial Transition Continued alignment and initial implementation of aligned curriculum and instruction National assessment consortia and state assessment development work OAA and OGT assessments aligned to the Ohio’s 2001 and 2002 academic standards Accountability based on the OAA and OGT Phase 1- Communication and Awareness Statewide awareness and understanding of the new academic standards and model curriculum Participating member in both national assessment consortia OAA and OGT assessments aligned to the Ohio’s 2001 and 2002 academic standards Accountability based on the OAA and OGT Phase 2 - Alignment and Refinement Curriculum alignment to the new standards National assessment consortia and state assessment development work OAA and OGT assessments aligned to the Ohio’s 2001 and 2002 academic standards Accountability based on the OAA and OGT Development and implementation of necessary resources and professional development for a successful transition to Ohio’s Integrated Educational System Please click through the animation Underlining is meant to emphasize what new activities are occurring during that phase.

Change in Practice

English/Literacy: Key Points Emphasize literacy in all subjects Build reading comprehension and vocabulary throughout the grades Focus on nonfiction and reading for information This balance is similar to the NAEP framework for the predominance of informational text in grades K-5. The intention is to have coherent instruction that branches across subjects. Informational texts should be embedded in the content areas to ensure a rich access to the world through these texts. There is an increased and more intentional focus on the standards. The standards intentionally embedded throughout the subject areas – literacy as owned by teachers within each subject. What are the areas that are embedded within the standards in those subjects. Building Knowledge through content-rich nonfiction and informational text: 50% by grade 4 55% by grade 8 70% by grade 12

Common Core Standards: ELA Shift in emphasis from fiction to nonfiction in reading and writing: Grade Share of Literary Content Share of Information Content 4 50% 8 45% 55% 12 30% 70% Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework Based on Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.

Mathematics: Key Points Greater emphasis on reasoning and problem solving Apply concepts and skills to new situations

Projection of Scores 88% 82% 83% 80% 74% 66% 35% 34% 32% 26% 25% 25%

Focus on their Future

Implementing the Common Core and PARCC Assessments Michael Cohen February 15, 2012

Key Advances of the Common Core in Mathematics Focus, coherence and clarity: emphasis on key topics at each grade level and coherent progression across grades Balance between procedural fluency and conceptual understanding Promote rigor through mathematical practices that foster reasoning and application across discipline ANCHORED IN COLLEGE AND CAREER READINESS

Focus in Mathematics Providing Greater Depth Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K-2 Addition and subtraction--concepts, skills, and problem solving 3-5 Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving 6 Ratios and proportional relationships; early expressions and equations 7 Ratios and proportional relationships; arithmetic of rational numbers 8 Linear algebra

MATHEMATICAL PRACTICES Mathematically proficient students: Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

Key Advances of the Common Core in ELA/Literacy ENGLISH LANGUAGE ARTS/LITERACY Balance of literature and informational texts; focus on text complexity Emphasis on argument, informative/ explanatory writing, and research Literacy standards for history, science and technical subjects ANCHORED IN COLLEGE AND CAREER READINESS

Non-Text Dependent vs. Text Dependent Questions Examples from a lesson on Lincoln’s Gettysburg Address Non-Text Dependent Questions Text Dependent Questions Have you ever been to a funeral? What does Lincoln mean by “four score and seven years ago”? Who are “our fathers”? (L.9-10.3; RI.9-10.1; RI.9-10.4) Why did the North fight the South in the Civil War? Beyond what students may or may not know about the Declaration of Independence, what does Lincoln tell us in this first sentence about what happened 87 years ago? What is the impact of Lincoln referring to such a famous date? (RI.9-10.1; RI.9-10.3; RI.9-10.6; RI.9-10.9) Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote? How does Lincoln use the idea of “unfinished work” to assign responsibility to his listeners? (RI.9-10.1; RI.9-10.5; RI.9-10.9)

Partnership for Assessment of Readiness for College and Careers (PARCC) TALKING POINTS PARCC is an alliance of 24 states, educating nearly 25 million students, that are working together to develop a common set of K- 12 assessments in English and math anchored in what it takes to be ready for college and careers. PARCC is led by 18 governing board states (and D.C.) represented in Dark Blue. Achieve is the project manager for PARCC, essentially serving as the staff for the consortium and coordinating the work. Collectively the PARCC states educate nearly 25 million students. Governing States will pilot and field test the assessment system components over the next three years and administer the new assessment system during the 2014-15 school year. Governing States will use the results from the PARCC assessments in their state accountability systems The chief state school officers of the Governing States serve on the PARCC Governing Board and make decisions on behalf of the Partnership on major policies and operational procedures Participating States (light blue) provide staff to serve on PARCC’s design committees, working groups, and other task forces established by the Governing Board to conduct the work necessary to design and develop PARCC’s proposed assessment system. By 2014–15, any state that remains in PARCC must commit to statewide implementation and administration of the Partnership’s assessment system Any PARCC Participating State prepared to make the commitments and take on the responsibilities of a Governing State can become one NOTES Governing Board: Comprised of K-12 chiefs from Governing Board States Technical Advisory Committee: Comprised of state/national assessment experts Leadership Team: Comprised of delegates of K-12 chiefs from Governing Board States (e.g., Assoc. Supt for Curriculum, Assessment and/or Instruction) ACCR: Comprised of national and state postsecondary leaders Operational Working Groups: Comprised of national, state, and local experts and leaders in their specific areas of expertise

Optional Assessments/Flexible Administration PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11 Optional Assessments/Flexible Administration Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills End-of-Year Assessment Innovative, computer-based items Diagnostic Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD Mid-Year Assessment Performance-based Emphasis on hard-to-measure standards Potentially summative TALKING POINTS Graphic depiction of the assessment system. The system includes a suite of assessments and tools that, taken together, provide a more complete picture of student mastery of standards and progress throughout the year than is currently available on state assessments. Considerations Leading to 2 optional assessments: The cost of the assessments Flexibility on when to administer the optional assessments The amount of testing time needed to administer the assessments Possible disruption to school schedules caused by through-course assessment preparation and administration Constraints the distributed design might have on the flexibility of state and local educators to sequence instruction of the CCSS and to implement their own benchmark and formative assessment initiatives The PARCC assessment system will: Reflect the sophisticated knowledge and skills found in the English and math Common Core State Standards Include a mix of item types (e.g., short answer, richer multiple choice, longer open response, performance-based) Make significant use of technology Include testing at key points throughout the year to give teachers, parents and students better information about whether students are on track or need additional support in particular areas Taken together, the PARCC assessment components comprise a comprehensive system of assessments that will provide timely information to teachers throughout the year, and provide students with meaningful information about their progress toward college and career readiness Summative, Required assessment Interim, optional assessment ELA - Speaking And Listening Assessment Locally scored Non-summative, required

Claims Driving Design: ELA/Literacy Students are on-track or ready for college and careers Students read and comprehend a range of sufficiently complex texts independently Reading Literature Reading Informational Text Vocabulary Interpretation and Use Students write effectively when using and/or analyzing sources. Written Expression Conventions and Knowledge of Language Students build and present knowledge through research and the integration, comparison, and synthesis of ideas. Confidential - Not for Distribution

ELA/Literacy Performance-Based Assessment Grades 3-5 Research Simulation Task Read one informational text, recount the key details and main idea (Grade 3) or write a summary (Grade 4/5) Read three additional shorter texts, incorporate evidence from multiple texts in an analytic essay 6-9 reading comprehension questions Engaging With Literature Task Read one short piece of literature and one extended piece of literature, answer reading comprehension questions Write a narrative using one piece of literature as a stimulus Write an analytic essay analyzing one or both texts Grades 6-8 Read one informational text and write a summary distinct from personal opinions or judgments (Grade 6) or an objective summary (Grades 7/8) Read three additional shorter texts and incorporate evidence from multiple texts in an analytic essay Literature Analysis Task Read one short piece of literature and one extended piece of literature; answer 4-6 reading comprehension questions Write an analytic essay analyzing one or both of the texts Grades 9-11 Read one informational text and write objective summary Literary Analysis Task Read one short piece of literature and one extended piece of literature OR literary non-fiction Answer 4-6 reading comprehension questions For all grade spans, the PBA will measure the Reading, Writing, and Research claims —all of which will contribute to the Master Claim Confidential - Not for Distribution

ELA/Literacy End-of-Year Assessment Grades 3-11 Students read approximately 6 texts, including multimedia texts The percentage of literature to informational/disciplinary literacy texts changes to reflect the shift in text emphasis in the standards Students answer approximately 50 machine-scorable questions

Examples of what we ask students to write about from today’s tests Example #1: Most people have a special activity or hobby that they enjoy. Some people collect things while others like to read or play games. What activity do you like to do? Write a composition describing what you enjoy doing. Explain why that activity is special to you. (Grade 3-5, New Jersey) Example #2: Think about what a perfect day would be for you. What would you do? Where would you be? Who would be with you? In a well-developed composition, describe your perfect day and explain why it would be perfect for you. (Grade 7, Massachusetts) Example #3: Who are our heroes? The media attention given to celebrities suggests that these people are today’s heroes. Yet ordinary people perform extraordinary acts of courage every day that go virtually unnoticed. Are these people the real heroes? Write an essay in which you define heroism and argue who you think our heroes really are–mass media stars, ordinary people, or maybe both. Be sure to use examples of specific celebrities, other people you have heard or read about, or people from your own community to support your position. (Grade 12, NAEP)

Claims Driving Design: Mathematics Students are on-track or ready for college and careers Students solve problems involving the major content for their grade level with connections to practices Students solve problems involving the additional and supporting content for their grade level with connections to practices Students express mathematical reasoning by constructing mathematical arguments and critiques Students solve real world problems engaging particularly in the modeling practice Student demonstrate fluency in areas set forth in the Standards for Content in grades 3-6

Mathematics Performance-Based Assessment Grades 3-11 Focus will be on: Sub Claim A – Major Content Sub Claim C – Mathematical Reasoning Sub Claim D – Modeling/Applications PBA will be scored in time to be incorporated into the summative score PARCC will release all PBA tasks along with item analysis and item-level scores

Mathematics End-of-Year Assessment Grades 3-11 Will be comprised of computer‐based machine-scorable items. Will focus on Sub Claims A (major content), B (supporting content), and E (fluency). High school States will select between traditional or integrated mathematics sequence; and each complete sequence will measure the full range of high school mathematics standards. There is interest in creating a modularized version of the EOC exams, to allow greater customization of sequencing and pacing

Sharper Focus

PARCC Assessment System: Tools & Resources Model Content Frameworks Purpose: Identify the “big ideas” in the CCSS for each grade level; determine focus for assessment components; support development of blueprints; provide guidance to district- and school-level curriculum leaders in the development of aligned instructional materials Audience: State and district curriculum directors (primary audience) ; teachers Model Instructional Units Purpose: Provide educators examples to concretely demonstrate a variety of means to implement the CCSS in the classroom; allow for the development and sharing of ideas for instructional implementation of the CCSS; encourage PARCC tool development for PARCC implementation and assessment transition Audience: Teachers; local and state curriculum directors Item and Task Prototypes Purpose: Develop models of innovative, online-delivered items and rich performance tasks proposed for use in the PARCC assessments. Audience: Broad audience: teachers, schools, districts, states (for CCSS implementation and PARCC assessment preparation) Model Content Frameworks released in early November. They are a living document, and we are collecting feedback from the field as they are implemented. Updated version based on this feedback in summer 2012.

Tools & Resources (continued) Educator Leader Cadres Purpose: Develop expertise on the CCSS and PARCC and help them to become state and peer leaders; Increase size and impact of state educator leader cadres; build and expand the number of educators who understand, support, and feel ownership for implementing the CCSS and PARCC Assessments Audience: State teams of K-12 teachers, school and district leaders, local and state curriculum directors, and postsecondary representatives Professional Development Modules Purpose: Develop professional development modules focused on assessments to help teachers, school and district leaders, and testing coordinators understand the new assessment system Audience: Teachers; instructional staff; school and district administrators College-Ready Tools Purpose: Develop a set of college readiness tools aligned to the CCSS and PARCC assessments Audience: Teachers; school leaders; higher education

Tools & Resources (continued) Diagnostic Assessments Purpose: Develop diagnostic assessments in reading, writing, and mathematics for use by classroom teachers throughout the year to assess the extent to which students are “on track;” inform instruction throughout the school year Audience: Teachers K-2 Formative Tools Purpose: Measure student knowledge and skills across the full range of the CCSS; produce results that identify appropriate interventions or enrichment activities; support measures of growth Audience: Teachers; schools; districts; states Partnership Resource Center Purpose: Provide an online warehouse of all the tools PARCC is developing and additional resources being developed independently and collectively by PARCC states and districts, and national organizations Audience: Broad audience: teachers; principals; students; parents; states; general public

Sign up for PARCC Information at www.parcconline.org Enter your email to receive the newsletter and updates. PARCC website launched in May 2011: www.parcconline.org The website has five main sections: About PARCC is where you can find information on PARCC’s goals, governance structure, key stakeholders, timeline, and challenges. The PARCC Assessment is where you can find learn about PARCC’s major design and development work. It currently includes an overview of PARCC’s design elements and committees, and will later include the assessment blueprints and related materials, archived and new RFPs as they are released. Implementation highlights on the major issues states, districts and/or schools need to address for a successful implementation of the Common Core State Standards and PARCC assessments, mainly from a policy and system-level perspective. In the Classroom is dedicated to the classroom teacher and focuses on the instructional resources being developed through PARCC, as well as other instructional resources around the Common Core State Standards created by other organizations. Each of the 25 PARCC States has a page where you can find information on the K-12 and postsecondary leaders managing the PARCC work in your state, as well as information on your state’s implementation of the on Common Core. The website will also include a newsletter that will offer updates on PARCC-wide activities, as well as updates on developments within participating states. Enter your email address  at the following link to sign up for the mailing list: http://visitor.r20.constantcontact.com/manage/optin?v=001l3cLBhqUqd_YxbR8iJo5AziRDp5GWas-1r7kq-6gLCb2G-6zCt9Yxw%3D%3D