1. Stan W. Heffner Associate Superintendent Center for Curriculum and Assessment May 11, 2010

2.  History and Process of Revision  Common Core  Understanding the Science and Social Studies Revisions

4. Cottage industry Pre-1983 A Nation at Risk 1983 Competency-based education1983 State level model competency-based program1994 Governor's Commission for Student Success2000

5. Academic content standards adopted: English language arts and math2001 Science and social studies2002 Foreign language, fine arts, and technology2003

6.  “A” in Standards, Assessments and Accountability, Edweek 2010 Quality Counts  Aligned with Board of Regents Expectations, 2006 2001, 2002 Adoption

7.  High performing countries  Three lenses  Standards  Teacher Effects  Learning conditions  What fits best for Ohio?

8.  Ohio: “mile-wide and inch deep”  Need improved articulation from grade to grade  Other countries have a seamless transition between standards and curriculum

9. Not later than June 30, 2010… English language arts, mathematics, science, and social studies. Not later than June 30, 2010…the state board of education shall adopt statewide academic standards with emphasis on coherence, focus, and rigor for each of grades kindergarten through twelve in English language arts, mathematics, science, and social studies. ORC §3301.079(A)(1)

10.  College and career readiness  Content and skills  Coherence, focus, rigor  Aligned model curriculum

11. …allow each student to be prepared for postsecondary instruction and the workplace for success in the twenty- first century… ORC §3301.079(A)

12.  Creativity and innovation  Critical thinking and problem solving  Communication and collaboration  Technology literacy  Personal management  Productivity and accountability  Leadership and responsibility  Interdisciplinary and project-based learning

14.  Coherence  Focus  Rigor A reflection of the structure of the discipline being taught

15.  Coherence  Focus  Rigor Limiting the number of items included in a curriculum to allow for deeper exploration of the subject matter

16.  Coherence  Focus  Rigor More challenging and demanding when compared to international standards

17. the state board shall adopt a model curriculum…The 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 §3301.079(B)

18. 200  Content specific focus groups involving 200 teachers 55  Meeting with 55 professional organizations 800  Over 800 individual responses to online survey

19.  Too many standards  Not easily managed  No time to teach in depth  Some need clarity  Technical correction

21.  Common Core  Mathematics  English language arts  Ohio Revised Standards  Science  Social Studies

23.  Core standards in:  English language arts  Mathematics  State-led and developed  48 states, D.C., 2 territories

24. Common Core standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. NGA & CCSSO, 2010

25.  Memorandum of Agreement, April 2009  Draft college- and career-readiness standards, Sept 2009  Draft K-12 standards/learning progressions, March 2010  Revisions underway  Adoption required for Race to the Top

26.  Fewer, clearer, and higher  Aligned with college and work expectations  Internationally benchmarked  Include rigorous content and application of high- order skills  Build upon strengths and lessons of current state standards  Evidence – and/or research-based

27. Describes the work of mathematically proficient students:  Descriptions of Mathematical Practice Examples: reasoning, problem-solving  Standards include:  Concepts  Skills

28.  English Language Arts and Literacy Strands  Reading  Writing  Speaking and Listening  Language  Standard include:  Knowledge and skills leading to college and career readiness  Progressions of learning across the grades  Literacy Standards for History/Social Studies and Science

29. Common Core Five ODE sponsored regional meetings Responses from 75 teacher groups in Ohio (more than any other state) 9,600 comments received nationally

30. In light of stakeholder input

32. Social Studies 681 online survey responses 65 Discussion groups: 607 participants Five regional meetings across the state Science 892 online survey responses 103 focus groups: 1184 participants Five regional meetings across the state

33. Social Studies American history Clarity regarding skills Middle school content load Science Emphasis on skills Scientific inquiry Technological design Model curricula

34. Social Studies Three units of social studies American history—1/2 unit American government— 1/2 unit Integration of economics and financial literacy

35.  Observances  Veterans Day  Constitution Day: September 17 each year  Documents  The Declaration of Independence  The United States Constitution  The Constitution of the State of Ohio

36. Basic instruction in  Geography  United States history  United States government  Ohio local government Social problems Economics Foreign affairs United Nations World government Socialism and communism ORC §3313.60 Before these These MUST be studied

37.  Strands:  History  Geography  Inquiry-based teaching and learning  Skills:  Historical thinking  Spatial thinking  Civic participation  Government  Economics  Economic decision making  Financial literacy

38.  Not enough American history  Need clarity regarding skills  Amount of middle school content

52. April 19,2010

54.  Historical thinking  Spatial thinking  Civic participation  Economic decision-making  Financial literacy

57. Science Three units with inquiry-based laboratory experience 1. Physical sciences 2. Life sciences 3. One advanced science course

58.  Strands:  Earth and space science  Physical science  Life science  Skills:  Science inquiry  Applications

59.  Emphasis on skills  Scientific inquiry  Technological design  Uncertainty that things not addressed directly in the standards will be addressed through model curricula

60. The Physical Setting The Living Environment Themes Earth and Space Science Physical ScienceLife Science Science Inquiry and Applications Observations of The Environment This theme focuses on helping students develop the skills for systematic discovery to understand the science of the physical world around them in greater depth by using scientific inquiry. P Observations of physical properties of both living and nonliving things in local surroundings. This includes water, the sun, rocks and soil, human-made materials, and living organisms. This is to encourage students to examine their environment, its similarities and its differences. During the years of PreK to 4 th grade, all students must develop the ability to: observe and ask questions about the natural environment, plan and conduct simple investigations, employ simple equipment and tools to gather data and extend the senses, use appropriate mathematics with data to construct reasonable explanations, communicate about observations, investigations and explanations, review and ask questions about the observations and explanations of others. Observations of Earth & Sky Observations of nonliving things Observation of living things K Living and nonliving things have specific physical properties. These physical properties can change. Physical properties can be used to sort and classify living and nonliving things. The physical properties of air and water are presented as they apply to weather. Liquids and solids are introduced as preparation for learning about states of matter. Daily and seasonal changes Physical properties of everyday materials Observations of living things vs. nonliving things 1 Energy comes from many sources and is needed for living and nonliving things to function. The sun is a primary energy source. Energy can also be obtained from food, batteries, electricity, fossil fuels, flowing water, wind, etc. Sun, energy, and weather Sources of energy Basic needs of living things

61. Interconnections within Systems This theme focuses on helping students recognize the components of various systems and then investigate dynamic and sustainable relationships within systems using scientific inquiry. Science Inquiry and Application During the years of grades 5-8 all students must use the following scientific processes to construct their knowledge and understanding in all science content areas:  Identify questions that can be answered through scientific investigations;  Design and conduct a scientific investigation;  Use appropriate mathematics, tools and techniques to gather data and information;  Analyze and interpret data;  Develop descriptions, models, explanations and predictions;  Think critically and logically to connect evidence and explanations;  Recognize and analyze alternative explanations and predications; and  Communicate scientific procedures and explanations. Strands Strand Connections: Cycles on Earth, such as those occurring in ecosystems, in the solar system, and in the movement of light and sound result in describable patterns. Speed is a measurement of movement that is related to force and weight. The transfer of energy drives changes in systems, including ecosystems and physical systems. SBOE Draft Document April 2010Page 13 of 25

63.  Scientific Inquiry: A process for exploring science  Technological Design: Application of scientific principles to solve a human problem

64. The Physical Setting The Living Environment Themes Earth and Space Science Physical ScienceLife Science Science Inquiry and Applications Observations of The Environment This theme focuses on helping students develop the skills for systematic discovery to understand the science of the physical world around them in greater depth by using scientific inquiry. P Observations of physical properties of both living and nonliving things in local surroundings. This includes water, the sun, rocks and soil, human-made materials, and living organisms. This is to encourage students to examine their environment, its similarities and its differences. During the years of PreK to 4 th grade, all students must develop the ability to: observe and ask questions about the natural environment, plan and conduct simple investigations, employ simple equipment and tools to gather data and extend the senses, use appropriate mathematics with data to construct reasonable explanations, communicate about observations, investigations and explanations, review and ask questions about the observations and explanations of others. Observations of Earth & Sky Observations of nonliving things Observation of living things K Living and nonliving things have specific physical properties. These physical properties can change. Physical properties can be used to sort and classify living and nonliving things. The physical properties of air and water are presented as they apply to weather. Liquids and solids are introduced as preparation for learning about states of matter. Daily and seasonal changes Physical properties of everyday materials Observations of living things vs. nonliving things 1 Energy comes from many sources and is needed for living and nonliving things to function. The sun is a primary energy source. Energy can also be obtained from food, batteries, electricity, fossil fuels, flowing water, wind, etc. Sun, energy, and weather Sources of energy Basic needs of living things Added to second revision

65. Scientific Inquiry Technological Design

66. Standards and Model Curriculum  Scientific Inquiry: Standards and Model Curriculum Model Curriculum  Technological Design: Model Curriculum

67. Academic Content Standards K-12 Technology

68.  Standard 6: Design  Students apply a number of problem- solving strategies demonstrating the nature of design, the role of engineering and the role of assessment.

69. Model Curriculum: Instructional Strategies Science Grade 6 Structure of Matter: All matter is made up of atoms. Content Elaborations: All matter can be classified into two broad categories, pure substances and mixtures. Mixtures can be either homogeneous, or heterogeneous. A homogeneous sample of matter is the same, or uniform throughout. A heterogeneous sample is composed of particles that retain their identity even though combined in a mixture with other materials –not uniformed throughout. Atoms combine to make molecules. Elements (representatives of single types of atoms) combine chemically to make compounds which are classified as pure substances. These materials can then combine to make mixtures (homogeneous, or heterogeneous). Learning Expectations: Differentiate between atoms and elements, molecules, compounds, pure substances, and mixtures. Provide examples from experiences to illustrate their knowledge differentiating atoms, molecules, pure substances and mixtures. Participate in an investigation that requires differentiation of pure substance and mixtures. Provide evidence for understanding the structure of matter using specific examples of atoms vs. molecules, and compounds vs mixtures found in real-world situations. Instructional Resources: Inquiry and/or technological design based resources http://connect.larc.nasa.gov/index.html This is a portal is produced by the NASA LaRC Office of Education and is where teachers can find program material that supports content being taught in class. Books, periodicals, pamphlets, and web sites may provide teachers and students with background information and extensions. Inclusion of a resource does not constitute an endorsement, either expressed or implied, by the National Aeronautics and Space Administration. Theme: Order and Organization This theme focuses on helping students use scientific inquiry to discover patterns, trends, structures and relationships that may be described by simple principles. These principles are related to the properties or interactions within and between systems. Science Inquiry and Application During the years of grades 5-8 all students must use the following scientific processes to construct their knowledge and understanding in all science content areas:  Identify questions that can be answered through scientific investigations;  Design and conduct a scientific investigation;  Use appropriate mathematics, tools and techniques to gather data and information;  Analyze and interpret data;  Develop descriptions, models, explanations and predictions;  Think critically and logically to connect evidence and explanations;  Recognize and analyze alternative explanations and predications; and  Communicate scientific procedures and explanations. Strands Strand Connections: All matter is made of small particles called atoms. The properties of matter are based on the order and organization of atoms and molecules. Cells, minerals, rocks and soil are all examples of matter. Earth and Space Science Physical Science Life Science Topic: Rocks, Minerals and Soil Topic: Matter and Motion. Topic: Cellular to Multicellular Content Statements Minerals have specific, quantifiable properties. All matter is made up of small particles called atoms. Cells are the fundamental unit of life. Topic Strands Skills Theme Content Statements Themes Earth and Space Science Physical ScienceLife Science Science Inquiry and Applications Observations of The Environment This theme focuses on helping students develop the skills for systematic discovery to understand the science of the physical world around them in greater depth by using scientific inquiry. P Observations of physical properties of both living and nonliving things in local surroundings. This includes water, the sun, rocks and soil, human-made materials, and living organisms. This is to encourage students to examine their environment, its similarities and its differences. During the years of PreK to 4 th grade, all students must develop the ability to: observe and ask questions about the natural environment, plan and conduct simple investigations, employ simple equipment and tools to gather data and extend the senses, use appropriate mathematics with data to construct reasonable explanations, communicate about observations, investigations and explanations, review and ask questions about the observations and explanations of others. Observations of Earth & Sky Observations of nonliving things Observation of living things K Living and nonliving things have specific physical properties. These physical properties can change. Physical properties can be used to sort and classify living and nonliving things. The physical properties of air and water are presented as they apply to weather. Liquids and solids are introduced as preparation for learning about states of matter. Daily and seasonal changes Physical properties of everyday materials Observations of living things vs. nonliving things 1 Energy comes from many sources and is needed for living and nonliving things to function. The sun is a primary energy source. Energy can also be obtained from food, batteries, electricity, fossil fuels, flowing water, wind, etc. Sun, energy, and weather Sources of energy Basic needs of living things Grade Level PreK-8 th Grade Overview Skills Topic Strand Theme

70. Model Curriculum: Instructional Strategies Science Grade 6 Structure of Matter: All matter is made up of atoms. Content Elaborations: All matter can be classified into two broad categories, pure substances and mixtures. Mixtures can be either homogeneous, or heterogeneous. A homogeneous sample of matter is the same, or uniform throughout. A heterogeneous sample is composed of particles that retain their identity even though combined in a mixture with other materials –not uniformed throughout. Atoms combine to make molecules. Elements (representatives of single types of atoms) combine chemically to make compounds which are classified as pure substances. These materials can then combine to make mixtures (homogeneous, or heterogeneous). Learning Expectations: Differentiate between atoms and elements, molecules, compounds, pure substances, and mixtures. Provide examples from experiences to illustrate their knowledge differentiating atoms, molecules, pure substances and mixtures. Participate in an investigation that requires differentiation of pure substance and mixtures. Provide evidence for understanding the structure of matter using specific examples of atoms vs. molecules, and compounds vs mixtures found in real-world situations. Instructional Resources: Inquiry and/or technological design based resources http://connect.larc.nasa.gov/index.html This is a portal is produced by the NASA LaRC Office of Education and is where teachers can find program material that supports content being taught in class. Books, periodicals, pamphlets, and web sites may provide teachers and students with background information and extensions. Inclusion of a resource does not constitute an endorsement, either expressed or implied, by the National Aeronautics and Space Administration. Content Statement Model Curricula include content elaborations and learning expectations which are necessary for developing assessments.

71.  Phase I: Standards  Content  Skills  Phase II: Model Curricula  Content Elaborations  Learning Expectations  Instructional Strategies  Resources

73.  Concerns about lack of Social Studies test  Graduation requirements in Ohio Core:  World history course not required for graduation  Earth science not required for graduation  ½ credit government  ½ credit American history

75. Questions?