Standards: What does it mean to Community College Faculty? General Overview & Panel Discussion. OhioMATYC April 12, 2013

Transcription

1 The Common Core State Standards: What does it mean to Community College Faculty? General Overview & Panel Discussion OhioMATYC April 12, 2013

2 Ohio s Readiness for College and Careers Definition High school graduates have the necessary knowledge and skills to qualify for and succeed in: Entry-level, credit bearing, college level courses; and Postsecondary job training and/or education for a chosen career

3 Students Ready for College and Careers exhibit: Content Knowledge Life Skills Readiness Behaviors College and Career Survival Skills A deep core content knowledge in academic and applicable technical content The effective use of cognitive strategies (e.g., research, problem-solving, analytical thinking, critical inquiry) The acquisition of readiness behaviors such as goal-setting, persistence and resourcefulness The acquisition of knowledge and skills needed to successfully navigate within the world of higher education and world of work

4 Ohio s Coherent and Integrated Education System: What? New Learning Standards High Quality Instruction & Supports How? Aligned System of Assessments How Well? 4

5 Ohio s New Leaning Standards English language arts Mathematics Ohio- Developed Standards Science Social Studies Fine Arts World Language Financial Literacy Entrepreneurship Business Education 5

6 Ohio s New Learning Standards (NLS) Describe the knowledge and skills that all students will need when they graduate, prepared for their choice of college or career. Designed for all diverse learners, giving all students the access to college and career ready curriculum. Drive instruction that includes real-world application of content and skills.

7 Ohio s New Learning STANDARDS 7

8 English Language Arts Standards Emphasize literacy in all subjects Build reading comprehension and vocabulary throughout the grades Focus on nonfiction and reading for information

9 Mathematics Standards Greater emphasis on reasoning and problem solving Apply concepts and skills to new situations

10 Science Standards Support authentic learning Apply what they know Teaching scientific inquiry, engineering and technological design along with content

11 Social Studies Standards Promotes economic decisionmaking, financial literacy and civic participation Includes history, geography, government, and economics

12 Fine Arts Standards Include input from K-12 arts educators from across the four arts disciplines and arts organizations Emphasize coherent, rigorous and relevant content Reflect knowledge, essential skills and understandings needed by 21 st century learners 12

13 World Language Standards Streamlined into two standards: Communications and Cultures Internationally benchmarked, and honor tenets of national standards 13

14 Financial Literacy & Business Education Standards Revised academic content standards include: Financial Literacy Entrepreneurship Business Education Include input from business and industry consultants, Ohio Chamber of Commerce members, and business and marketing educators 14

15 Extended Standards for Exceptional Children Assist teachers in providing meaningful access to standards for instruction of students with significant cognitive disabilities Include non-academic skills and contain individual accommodations/ supports that allow every child to access the curriculum 15

16 Physical Education Standards Revised physical education and wellness measures consider: Compliance with local wellness policy Participation in BMI screening Participation in daily physical activity pilot program 16

17 Model Curricula Promote a shared understanding of the intent of the Common Core standards. Provide differentiated instruction for diverse learners. Provide access to resources that match higher expectations and demonstrate technological applications.

18 Model Curriculum Example Content Elaborations Instructional Strategies and Resources Content Specific Sections Expectations for Learning

19 Model Curricula 774 Model Curricula have been developed across all four content areas in grades K-12

20 Statewide Resources and Support Resource K-12 standards crosswalks in English language arts, mathematics, social studies, and science Release Date Parent Guides for Common Core ( Advanced Placement Network Website Regional Standards awareness and professional development sessions Model curriculum aligned to the newly adopted standards 2011 Guidance Document for evaluating resources Innovative Learning Environments (ILEs) Webcasts, podcasts, and videos AP Workshops High School Higher Ed. Alignment Project Web-based formative instruction modules Foundations of formative instruction Content-specific modules Module for instructional leaders Module for instructional supervisors Guidance document for designing and evaluating formative instruction Opportunities for educators to contribute to model curriculum

21 Standards and Model Curricula Resources From the ODE homepage at education.ohio.gov: Click Academic Content Standards Then choose Revised Academic Content Standards and Model Curriculum Development

22 College and Career Ready ASSESSMENTS 22

23 New State Assessments State Developed Assessments Science - Elementary, middle and high school Social Studies - Elementary, middle, and high school Operational school year PARCC Developed Assessments English language arts - Grades 3 8 and high school Mathematics - Grades 3 8 and high school Operational school year

24 Partnership for Assessment of Readiness for College and Careers (PARCC)

25 PARCC Assessments Measure students mastery of Common Core State Standards Online testing with immediate results for real-time use for educators and parents Provide a common measure of career and college readiness

26 The PARCC Goals 1. Create high-quality assessments 2. Build a pathway to college and career readiness for all students 3. Support educators in the classroom 4. Develop 21 st century, technology-based assessments 5. Advance accountability at all levels

27 PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11 Flexible Summative Components Diagnostic Assessment Mid-Year Assessment Performance- Based Assessment End-of-Year /End-of-Course Assessment Summative assessment for accountability Source: Center for K-12 at ETS Formative assessment Speaking & Listening Assessment

28 Use of Technology Technology- Enhanced Items Present assessment material and capture student responses in a way that cannot be accomplished with paper and pencil Ex.: simulation, interactivity, drag-and-drop Electronic Item Adherence to recognized technology standards will Banking allow for supports and accessibility information to be embedded in digital test items Student Access & Engagement Electronically tagged items will allow for proper supports to activate for individual students, promoting access for students with disabilities and ELLs. Technology-enhanced items may include interactive elements

29 Ohio s Next Generation Assessments PARCC-Developed Assessments English language arts- End of Year - English I - English II - English III Mathematics End of Course - Math I - Math II - Math III State-Developed Assessments Science End of Course - Biology - Physical Science Social Studies End of Course - American History - American Government

30 Ohio s New Assessment Graduation Requirements Beginning for the Class of 2017, All Students Must Take End of Course Exams and Earn Graduation Points End of Course Exams - Algebra I or Integrated Math 1 - Geometry or Integrated Math 2 - Algebra II or Integrated Math 3 - American History - American Government Recommend - English 1 - English 2 - English 3 - Physical Science - Biology Class of 2017 Class of 2018 Class of 2019 & Beyond districts use the EOC as the final exam + Graduation Points Performance Level on Exam* 5 Exams + 8 Exams + 10 Exams + Graduation Points Earned from Exam Level 5 5 Level 4 4 Level 3 3 Level 2 2 Level 1 1 *Performance level labels are not finalized 12 Graduation Points 20 Graduation Points 25* Graduation Points *Number of quality points may be recalibrated after Class of 2019 Version 4.0 (3/7/13)

31 District Timeline Introduce model curricula Conduct curriculum gap analysis Provide staff professional development opportunities Begin using new standards in grades K-2 and Revise curriculum based on analysis findings Pilot & refine curriculum Phase out content no longer present in new standards Continue professional development Fully implement refined curriculum based on new standards Integrate performance tasks in course activities Prepare for online testing Continue professional development Full implementation of the refined curriculum Transition to online assessments Continue to provide professional development opportunities

32 State Transition Timeline State Board Adopted Standards June, 2010 State Board Adopted Model Curriculum March, 2011 Transition: Teacher development Local curriculum revision Assessment development Transition Complete June,

33 Panelists Ed Gallo Sinclair Rodney Null Rhodes State Julia A. Shew, Ph.D. Columbus State Facilitator: Nancy Sattler Terra Community College & Walden University 33

34 Thoughts to Ponder In 2014, all students graduating from Ohio high schools must have competed 4 credits of mathematics. Ohio has adopted Remediation Free Standards (i.e. ACT 22, etc.) for all state colleges and universities in Ohio. Community Colleges will see impact/gains of the CCSS slowly because a large portion of two-year college students are non-traditional. There is a disconnect between CCSS in mathematics and initiatives such as Quantway (e.g. the former's emphasis on algebra and the laters deemphasize on it). There may be a possible impact on dual enrollment initiatives. The results of the PARCC assessments can impact course grades and college placement. With the new success agenda, created by the completion related funding model, there is serious pressure to lower standards, particularly in mathematics for non-stem majors (sometimes significantly lower than are indicated by CCSS). 34

35 Has your college offered any formalized professional development on the CCSS to faculty? 35

36 Have you discussed the CCSS with your feeder high schools? 36

37 What is your college doing differently as a result of the CCSS? 37

38 Do you offer education courses at your institution? If so, what impact has the CCSS had on your education courses? 38

39 Are you aware of the CCSS assessments? 39

40 What do you think is the greatest strength of the CCSS? 40

41 What do you think is the greatest barrier to the success of the CCSS? 41

42 Questions?