Science Transition Tools
Ohio’s K-12 Science Learning Standards Crosswalk - The crosswalk describes the standards revisions, allowing educators to see the 2018 and 2010 standards side-by-side and identify key differences that will impact instruction.
Suggested Timeline for Transitioning to the Revised 2018 Ohio’s Learning Standards for Science
STEP ONE: Learn about the revised standards and model curriculum
District leaders and teachers
Review the revised standards and model curriculum for your grade level(s) or high school course.
STEP TWO: Develop a local transition plan
- Develop a plan for updating local curricula to address concepts and skills found in the revised standards and model curriculum, as well as complexity of thought expected. Use guidance documents, below, as well as our model three-year plan.
- Begin updating district curricula based on revisions to Ohio's Learning Standards and Model Curriculum.
- Determine a plan for updating grade-level instructional plans to address concepts and skills found in the revised standards and model curriculum, as well as the complexity of thought expected. Use guidance documents for your grade or course.
- Experiment with resources, strategies or classroom examples that address the revisions.
- Curriculum Analysis - Curriculum analysis documents provide a tool to closely review their current instructional resources to ensure alignment with the expectations of Ohio's Learning Standards and Model Curriculum for Science.
- Instructional Implications - Instructional implications documents are intended to provide an overview of the most significant shifts in content or instructional focus between the 2010 and 2018 standards. Teachers or district teams are encouraged to examine these changes more thoroughly using Ohio's Learning Standards and Model Curriculum for Science. Advanced science courses at the high school level are not included in these documents because there were limited changes to the content in those courses.
- Vertical Alignment Example - The vertical alignment document provide one example of an overview of the K-8 progression within each topic area. This document is a high-level view and cannot serve as a substitute for the breadth of information provided in Ohio's Learning Standards and Model Curriculum for Science. The information provided is not sufficient to adequately plan instructional details of lessons or units. Please refer to the intended uses in the introduction to this document.
STEP THREE: Seek professional development
- Plan professional development for staff about the standards and model curriculum revisions and district curriculum updating efforts.
- Begin participating in professional development supporting deeper content knowledge, increased rigor and effective instructional practices.
Additional Transition resources
Last Modified: 8/15/2019 6:21:09 AM