1. Newly Revised Ohio Science Standards NWO Inquiry Series September 22, 2011 Michelle Shafer Adapted from presentations shared by ODE.

2. Why are you here?? Share with your neighbor: The grade level/subject(s) you teach The grade level/subject(s) you teach Why you chose to come to this session Why you chose to come to this session What you are hoping to take away from this session What you are hoping to take away from this session

3. What we will do tonight: Explore the newly revised Science Standards Explore the newly revised Science Standards Explore the Science Model Curriculum Explore the Science Model Curriculum Investigate the Comparative Analysis of the 2002 and 2010 Science Standards Investigate the Comparative Analysis of the 2002 and 2010 Science Standards Discuss steps to take in order to ‘Start Smart’ Discuss steps to take in order to ‘Start Smart’ Wrap up and preview the next session Wrap up and preview the next session

4. Standards Adoption June 2010 4 English Language Arts Mathematics Science Social Studies Common Core Standards State Standards

5. Model Curricula: March 2011 Aligned System of Assessments: 2014-15 Common Core and State Revised Standards: June 2010 What?How? How Well?

6. Goals of the Revised Standards and Model Curricula Transform instructional practices to: Engage students through problem-based or project-based learning. Prepare students for distributive and performance-based assessments.

7. 7 Demonstrate learning progressions across grades (Coherence) Demonstrate learning progressions across grades (Coherence) Are supported by model curricula (Rigor & Relevance) Are supported by model curricula (Rigor & Relevance) Show a reduction in the amount of content to: Show a reduction in the amount of content to: Be more manageable (Clarity) Be more manageable (Clarity) Promote greater depth of learning (Focus) Promote greater depth of learning (Focus) Newly (Improved?) Revised Standards

8. Major units or areas of study Strand Main focus of the content statements Topic What students should know Content Statements Revised Standards Framework 8 Theme

9. Major units or areas of study Strand: Physical Science Main focus of the content statements Topic: Electricity, Heat & Matter What students should know Content Statements: Energy can be transformed from one form to another.. Example: Grade 4 9 Theme: Interconnections within systems

11. Theme Strands

12. Topics

13. Now you try Use the Grade 4 Introduction to Content Statements to identify the other topics and content statements with the Physical Science Strand Use the Grade 4 Introduction to Content Statements to identify the other topics and content statements with the Physical Science Strand Discuss: What are the the other topics in 4 th grade Physical Science? What are the content statements and how are they different than the topics? Discuss: What are the the other topics in 4 th grade Physical Science? What are the content statements and how are they different than the topics?

14. pK-8 At a Glance 1.Use the pK-8 At a Glance resource to find the Themes of the grade bands and read through the italicized Strand Connections. 2.Pick a grade and find the Topics and the Content Statements. 3.How are these standards different from the 2002 version? How are they similar?

18. But wait…there is more.. Standards are the stopping point of the 2002 documents Standards are the stopping point of the 2002 documents HB1 mandated that a model curricula accompany the revised standards HB1 mandated that a model curricula accompany the revised standards

19. What is the Model Curriculum? 19 A web-based tool, aligned to the standards, that: Presents information specific to the content area by grade level, grade band and course Presents information specific to the content area by grade level, grade band and course Provides curricular and instructional guidance Provides curricular and instructional guidance Informs assessment development Informs assessment development

20. Model Curricula: March 2011 Aligned System of Assessments: 2014-15 Common Core and State Revised Standards: June 2010 What? How Well? MODEL CURRICULUM One piece of an integrated whole

21. Model Curriculum Components  Content Elaborations In-depth information about “what” should be taught  Expectations for Learning/Visions into Practice Recommendations for how students may demonstrate their learning 21

22. Model Curriculum Components  Instructional Strategies and Resources Guidance and support for instructional and curricular design  Content Specific Sections: Address elements specific to a subject area  Common Misconceptions 22

23. Content Elaborations

24. Expectations for Learning

26. Visions into Practice Cognitive Demand

27. Instructional Strategies and Resources 21 st Century Skills

29. Common Misconceptions

31. Theme/Course Description

32. Topics Content Statements Content Elaboration

34. Visions into Practice Cognitive Demand

35. Now you try 1.Use the Grade 4 Model Curriculum or the HS Biology Curriculum to list at least 3 teaching insights that the Model Curriculum provides to teachers 2.Discuss: a.What are the strengths of the Model Curriculum? b.What are the limitations? c.How could you use the Model Curriculum in your work?

36. Now you try 1.Log in the computer and follow the directions to access the standards and model curriculum 2.Navigate through the documents to find the grade level/subject area that you currently teach 3.Compare the 2002 standards book and the online newly revised standards/curriculum. 4.Jot down your thoughts and be ready to share

37. 2011 2014

38. 2002 Standards 2010 Standards TransitionTransition Start Smart

39. Too Slow, Too Fast, Too Little MistakeProblem Too Slow Ignore the standards…maybe they will go away! 2 nd grade—1 st to take 5 th grade test 5 th grade—1 st to take 8 th grade test 6 th and 7 th grade—1 st to take End of Course HS exams Too Fast Adopt new resources that are ‘aligned’ to the newly revised standards Really…how much has the new edition changed??? Too Little Checklist the standards, shuffle units from one grade level to another, and continue as is New Assessments will have Multiple Choice, SA/ER, Computer Enhanced, and Performance Items Not only new content, but new ways of assessing = new instructional requirements

40. What can be done Short Term? Become familiar with the revised standards and model curriculum Use the Comparative Analysis to highlight areas to emphasize, de-emphasize, drop, or modify Try some of the model curriculum Instructional Strategies or Visions into the Classroom that align with what is currently being taught Teach science at depth, through inquiry

41. Comparative Analysis

42. Now you try Use the Comparative Analysis to fine tune your findings from the online investigation that you did earlier. Use the Comparative Analysis to fine tune your findings from the online investigation that you did earlier. Discuss: What are the differences between the 2002 standards and the newly revised standards? What is the same? Discuss: What are the differences between the 2002 standards and the newly revised standards? What is the same?

43. 2010-2011 Introduce revised standards Participate in creating model curricula 2011-2012 Build awareness of revised standards Introduce model curricula Conduct crosswalk activities Initiate formative instruction PD Begin integrating standards and curricula into district curricula and teachers’ course planning 2012-2013 Introduce performance tasks and scoring rubrics Continue formative instruction PD Practice online formative assessments Introduce instructional improvement system Continue integrating standards and curricula into district curricula and teachers’ course planning 2013-2014 Fully integrate standards and curricula into district curricula and teachers’ course planning Integrate performance tasks in course activities Prepare for online testing Complete formative instruction PD Tasks for Districts Preparation for Revised Standards 43

44. Long Term Suggestions Implementation matters-- Adoption of standards, programs, or textbooks merely opens the door Adoption of standards, programs, or textbooks merely opens the door Time to consider, construct, collaborate, etc. Time to consider, construct, collaborate, etc. High-quality professional development should-- Focus on the content the teachers are teaching Focus on the content the teachers are teaching Focus on the ways students are being instructed Focus on the ways students are being instructed Draw on curricular materials teachers are using Draw on curricular materials teachers are using Involve constructing formative assessments and analyzing student work Involve constructing formative assessments and analyzing student work Take the necessary time…Pay it Forward Take the necessary time…Pay it Forward

45. Preview of Next Month Assessment of the Newly Revised Standards What can we learn from the Model Curriculum to uncover how students will be assessed within the new system? What can we learn from the Model Curriculum to uncover how students will be assessed within the new system? What types of questions will the students encounter within the new system? What types of questions will the students encounter within the new system? How can we prepare students for the increased expectations of the new assessments? How can we prepare students for the increased expectations of the new assessments?

46. Model Curricula: March 2011 Aligned System of Assessments: 2014-15 Common Core and State Revised Standards: June 2010 What? Aligned System of Assessment Aligned System of Assessment

47. Assessment Timeline 20112012201520132014 State Board Adopts Model Curriculum March, 2011 State Board Adopts Standards June, 2010 First Assessment Administration2014-2015 Transition: Test development Field Testing Standards Setting 2012 - 2014 2012 - 2014