1. OCS Standards-based Education Aug 7, 2014 GAINS Education Group, Ltd Committed to Student Achievement Dr. Marilynn Kulieke Ms. Rosemary Jacot Mr. Evan Cater

2. GAINS Education Group We are headquartered in Schaumburg, Illinois, and founded in 2005 by a team of former high school assessment analysts. We support schools and districts in their efforts to use standards-based assessment data to improve student learning.

3. The Current Context in Education: Concern Parents Business Community Universities Government Overall, it is believed that students educated in the United States are not competitive in a global economy.

4. The Solution to our Current Education Concern: Accountability Entrance Testing Standardized Testing Monitoring Initiatives Systems Accreditation

5. Curriculum Limits coverage and encourages the use of multiple resources Assessment Includes monitoring and feedback through formative assessment and the evaluation of achievement through summative assessment Instruction Encourages learning to occur in different amounts and different ways Standards Provides clear expectations and an articulated focus within and across grade levels A Better Solution is Standards-based Education It is grounded in the belief that all students can learn.

6. Standards-based Education A system in which curriculum, instruction and assessment are aligned with predefined standards. Understand the OCS benchmarks Align benchmarks with curriculum and instruction Analyze formative data and make adjustments in classroom learning Administer classroom formative assessments Administer classroom summative assessments that provide data to make decisions Make adjustments in the classroom and in the school that “cause” student learning The Goal: Teachers will be able to:

7. Typical Flaws in Standards FlawSolution 1. Too much content (in the collection as a whole) 1. Focus on the essential skills and knowledge 2. Low level rigor in skills and knowledge 2. Begin with the end in mind and backward design for increasing levels of rigor year after year 3. Multidimensionality3. Write benchmarks so that each reflects a single dimension or trait to be assessed 4. Long lists of single-item standards 4. Aggregate standards by topics or strands

8. OCS Benchmark Project in Partnership with GAINS Education Group K-8 benchmarks aligned with ACT College Readiness (CRS) strands, Terra Nova Objectives, and Common Core State Standards (CCSS) English Language Arts (ELA) and Mathematics

9. National Reading Standards Author’s Approach and Main Ideas Supporting Details Meaning of Words Sequential Relationships, Comparative Relationships, and Cause and Effect Generalizations and Conclusions Basic Understanding Analyze Text Evaluate/Extend Meaning Reading and Writing Strategies Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Text Complexity ACT/ASPIRE STRANDS TERRA NOVA OBJECTIVES COMMON CORE STRANDS

10. National Math Standards Basic Operations and Applications Probability, Statistics, and Data Analysis Numbers: Concepts & Properties Expressions, Equations, & Inequalities Graphical Representations Properties of Plane Figures Measurement Functions Number and Number Relations Computation and Numerical Estimation Operation Concepts Measurement Geometry and Spatial Sense Data Analysis, Statistics, & Probability Patterns, Functions, Algebra Problem Solving & Reasoning Communication Operations and Algebraic Thinking Number and Operations in Basic Ten Number and Operations – Fractions Measurement & Data Geometry Ratios and Proportonal Relationship The Number System Expressions & Equations Functions Statistics & Probability ACT/ASPIRE STRANDS TERRA NOVA OBJECTIVES COMMON CORE STRANDS

11. ACT CRS to OCS Benchmarks 3.RL.KID.1.2c Respond to questions about explicit details related to key ideas in a story, drama, or poem 16-19a Locate simple details at the sentence and paragraph level in uncomplicated passages

12. Terra Nova to OCS Benchmarks 3.RL.KID.2.2.c Infer a key idea or lesson based on key details that are explicit in the text of a story, fable, folktale, and myth from diverse cultures 03 Analyze Text: Main idea/theme

13. CCSS to OCS Benchmarks 3.RL.KID.2.2.c Infer a key idea or lesson based on key details that are explicit in the text of a story, fable, folktale, and myth from diverse cultures CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text

14. Domain Reading Standards for Literature (K-5 ) Strand Key Ideas and Details Standard Recount stories including fables, folktales, and myths from diverse cultures, determine the central message, lesson or moral and explain how it is conveyed through key details in the text Benchmark: Recognize key details that are important in understanding a simple story, drama, or poem Generate questions about key ideas that are explicit in a simple story, drama, and poem Hierarchy of OCS Benchmarks

15. Program Frameworks

16. Focus and Supporting Benchmarks Focus Benchmarks: Aligned with the Terra Nova v3 Supporting Benchmarks: additional aspects of the standards, not specifically aligned with the TNv3 Activity: Individual Highlight the Focus OCS Benchmarks

17. Grade 3 ELA Benchmark Report Focus OCS Benchmarks Supporting OCS Benchmarks Domain Strand CCSS Standard

18. Breaking the (OCS Benchmark) ELA Code 3.RL.IKI.7.1.b Use details from an illustration and words in an informational text to create meaning Grade Level 3 RL IKI7 1 b Domain Strand Standard Number Benchmark Number Complexity Level

19. Breaking the (OCS Benchmark) Math Code 7.SMC.NS.1.3.c Solve real world and mathematical problems using the four operations with rational numbers Grade Level 7 SMC NS1 3 c Domain Strand Standard Number Benchmark Number Complexity Level

20. Hyphenated Benchmark Codes OCS CodeText Type and Purposes 3.W.TTP.11. Write opinion pieces on topics or texts, supporting a point of view with reasons 3.W.TTP.1.1-1.cIntroduce a topic or text when writing an opinion piece 3.W.TTP.1.1-2.cState an opinion about a topic or text when writing an opinion piece 3.W.TTP.1.1-3.cCreate an organizational structure that uses lists of reasons when writing an opinion piece 3.W.TTP.1.2.cSupport an opinion with reasons when writing an opinion piece TTP (CCSS) 1. Write an opinion piece on topics or texts, supporting a point of view with reasons a. Introduce a topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons b. Provide reasons that support an opinion

21. Activity 1. Use either the Grade 3 ELA or Grade 7 Math Benchmark reports 2. Choose a benchmark 3. Label the components of the benchmark’s code 4. Explain the coding to your partner

22. Classroom Benchmark Reports Complexity Report Examples Report Sequence Report

23. Grade 3 ELA Examples Report OCS Benchmarks Domain Strand CCSS Standard Examples

24. Grade 3 ELA Complexity Report Domain Strand OCS Benchmarks a bc

25. ELA Levels of Complexity abc Key Ideas and Details Recount stories including fables, folktales, and myths from diverse cultures, determine the central message, lesson or moral and explain how it is conveyed through key details in the text 3.RL.KID.2.1.a Recall key ideas in a story, fable, folktale, and myth from diverse cultures 3.RL.KID.2.3.b Relate key details to the key idea or lesson of a story, fable, folktale, and myth from diverse cultures 3.RL.KID.2.2.c Infer a key idea or lesson based on key details that are explicit in the text AcquireMake MeaningTransfer/Apply

26. Levels of Complexity a ELA: Acquiring basic knowledge and Skills Math: Low levels of complexity b ELA: Focusing and making meaning of knowledge and skills Math: Intermediate levels of complexity c ELA: Adapting, extending, applying, and transferring knowledge and skills Math: High levels of complexity

27. Activity With a partner, decide which level of complexity (a, b, or c) are the following benchmarks: 1.Locate information for a specific topic by using key features of an informational text 2.Introduce a topic when writing an informative/ explanatory text 3.Determine the meaning of literal and non-literal words and phrases in a story, drama, or poem

28. Activity 1.3.RI.CAS.5.1. a Locate information for a specific topic by using key features of an informational text 2.3.W.TTP.2.1-1. c Introduce a topic when writing an informative/ explanatory text 3.3.RL.AS.4.4. b Determine the meaning of literal and non-literal words and phrases in a story, drama, or poem

29. Grade 3 ELA Benchmarks Sequence Report - Trimester OCS Benchmarks Taught Assessed

30. Grade 3 ELA Benchmarks Sequence Report - Quarter OCS Benchmarks Taught Assessed

31. Backwards Design from Standards Standards Statements of what students should know or be able to do Benchmarks More specific statements that are hierarchical from low to high Measureable Learning Objectives Statements that define what a student will learn during a class, lesson, or unit Assessment The most specific definition of a standard

32. Types of Standards-based Assessments  School-wide Summative Assessments  Terra Nova  ACT/Aspire  School-wide Formative Assessments  Interim  Quarter/Trimester

33. Student On-Track Report

34. Types of Standards-based Assessments  Classroom Summative Assessments (Assessment of Learning) Point-in-time, in-class assessments that measure a predetermined set of learning targets in order to determine student mastery  Unit Assessments  Lesson Assessments

35. Types of Standards-based Assessments  Classroom Formative Assessments (Assessment for Learning) k An intentional process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement  Tests  Quizzes

36. Next Steps