HSTW Central/SE Ohio Region Principal & Site Coordinators Forum 21 st Century Learning Skills Eric J. Troy, M.A. Assistant Director Ohio Department of Education September 23 rd, 2010

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Our students will be competing in a new global economy

What do we mean by 21 st Century Skills? These are the skills students need to succeed in work, school and life. Source: P21 Century Skills

How does ODE define 21 st century skills? ODE is a member of The Partnership for 21 st Century Skills ( The Partnership is a national organization that advocates for 21 st century readiness for every student. The Partnership has developed a vision for learning known as the Framework for 21 st Century Learning which describes the skills, knowledge and expertise students must master to succeed in work and life.

21 st Century Content: P21 has identified the following content and skills as critical success in contemporary communities and workplaces: 21 st Century Themes: Global awareness Financial, economic, business and entrepreneurial literacy Civic literacy Health literacy Environmental literacy Learning and Innovation Skills: Creativity and innovation Critical thinking and problem solving Communication and collaboration

21 st Century Content Cont: Information, Media and Technology Skills: Information literacy Media literacy Information, Communications and Technology (ICT) literacy Life and Career Skills: Flexibility and adaptability Initiative and self-direction Social and cross-cultural skills Productivity and accountability Leadership and responsibility

Aligned to Ohio’s Education Reform Plan in HB 1 § (A)(1)b § (A)(1)c § (A)(1)d § (9) § (3-4) 21 st Century Skills

21 st Century Skills Framework Ohio’s Content Areas English Language Arts Mathematics Science Social Studies Fine Arts World Languages Physical Education Technology 21 st Century Themes Global Awareness Financial, Economic, Business & Entrepreneurship Literacy Civic Literacy Health Literacy Environmental Literacy source: P21 Partnership

The skills that are easiest to teach and test are also the ones that are easiest to: automate digitize and outsource

Why 21 st Century Skills? Requirements of the workforce are changing

Five types of tasks:  Routine Manual  Non-Routine Manual  Routine Cognitive  Non-Routine Analytic  Non-Routine Interactive

Non-Routine Interactive Non-Routine Analytic Routine Cognitive Routine Manual Non-Routine Manual

What skills are most important for job success when hiring a high school graduate? Work Ethic80% Collaboration75% Good Communication70% Social Responsibility63% Critical Thinking & Problem Solving58% Source: Partnership for 21 st Century Skills. (2006). “Workforce Survey: Are They Really Ready to Work.”

Of the high school students that you recently hired, what were their deficiencies? Written Communication81% Leadership73% Work Ethic70% Critical Thinking & Problem Solving70% Self-Direction58% Source: Partnership for 21 st Century Skills. (2006). “Workforce Survey: Are They Really Ready to Work.”

What skills and content areas will be growing in importance in the next five years? Critical Thinking78% Information Technology77% Health & Wellness76% Collaboration74% Innovation74% Personal Financial Responsibility72% Source: Partnership for 21 st Century Skills. (2006). “Workforce Survey: Are They Really Ready to Work.”

Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, Educational Testing Service, Jobs Today Require More Education & Training

Must “allow for student success... in the 21 st Century workplace”

Ohio's Academic Content Standards Ohio Revised Standards Common Core Standards Social StudiesMathematics ScienceEnglish Language Arts

English Language Arts Common Core Standards K-12 Standards:Standards Include:Appendixes: Reading Writing Speaking and Listening Language Knowledge and skills leading to college and career readiness Progressions of learning across the grades Text Complexity Illustrative Text Literacy Standards for History/Social Studies, Science and Technical Subjects

Social Studies Academic Content Standards StrandsSkills  History  Geography  Government  Economics  Historical Thinking  Spatial Thinking  Civic Participation  Economic Decision Making  Financial Literacy

Social Studies Academic Content Standards Strands: the four discipline within social studies Themes: the focus for a particular grade level or the descriptive narrative of a high school course syllabus Topics: the different aspects of content within a strand, including skills topics Content Statements: the essential knowledge to be learned at each grade level or within each course How are the Social Studies academic content standards organized?

… the state board shall adopt a model curriculum to ensure that the academic content and skills are taught … the state board shall adopt a model curriculum …The 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 § (B) Why a Model Curriculum?

Model Curriculum Content Elaborations Expectations for Learning Content Specific Sections Content Elaborations Expectations for Learning Content Specific Sections Common Core and State Standards Instructional Strategies and Resources

Content Elaborations – Statements that help clarify and/or amplify the content statements to help make them more easily understood and taught. Expectations for Learning- Statements that specify what students should know and be able to do; these will be used to develop the state assessments. Instructional Strategies- Various approaches that can be used to effectively deliver instruction.

Model Curriculum Components Definitions Differentiated Classroom Ideas- Different ways of approaching a topic for a diverse classroom. Instructional Resources – Selected print or Web-based materials that support instruction. Connections – Ideas that connect strands and/or topics within a grade and among disciplines; connections may include lesson or unit level questions that link the study of multiple content statements together. Enduring Understandings and Essential Questions – Broad statements that go beyond discrete facts or skills to focus on larger concepts, principles or processes; essential questions help focus teaching and learning on the big ideas or concepts of the grade-level or course.

Standards Adopted June 2010 State Board Adopts Model Curriculum March 2011 Review Committees Create Non- Instructional Components June-August 2010 Public Review of Model Curriculum Components October- November 2010 Public Feedback Integrated Into Model Curriculum Components November- December 2010 Final Draft Released February 2011 Regional Teacher Teams Generate Instructional Strategies and Resources July-September 2010

Developing New Assessments

Both Achieve & 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

Multiple Choice

Constructed Response

Four Types of Assessment Items Computer Enhanced 39

Field testing: Standard setting: New tests implemented: Assessment Phase-In Plan

Tasks for Districts Preparation for New Standards 41

Thank You! Eric J. Troy, M.A. Assistant Director (614) (P) Career-Technical and Adult Education 25 South Front Street, Mail Stop #608 Columbus, Ohio Virginia Ressa Curriculum Consultant (614) Lauren Monowar-Jones Assessment Consultant (614)