Mathematics Standards FAQs

Ohio's New Learning Standards

Assessments

Model Curriculum

Professional Development Opportunities

Other Questions


Ohio's New Learning Standards

    How soon do the Ohio New Learning Standards need to be implemented?

    Districts should begin full implimentation of the New Learning Standards with the 2014-2015 school year.

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    What tools and resources will be available to help in transition and implementation?

    ODE is developing many tools and resources to assist districts and teachers in the transition to and implementation of the Ohio's New Learning Standards for Mathematics. The tools may be found on the ODE Math webpage Check back regularly for updates.

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    When were Ohio's New Learning Standards for Mathematics adopted by the Ohio State Board of Education?

    Ohio’s State Board of Education adopted the Ohio's New Learning Standards for Mathematics on June 7, 2010. The standards can be viewed and download at here.

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    Why is the format of Ohio' New Standards for Mathematics different from other content areas?

    The Standards were developed through a multi-state project in which Ohio participated. The national committee that wrote the mathematics standards determined the format.

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    How should the standards be organized into courses for high school?

    Alongside the development of Ohio's New Learning Standards, Achieve convened many of the writers along with other state and national mathematics advisors to develop Model Pathways for High School Mathematics. This document presents two course sequences for high school mathematics: a traditional pathway, High School Algebra I, Geometry and Algebra II, and an integrated pathway, Mathematics I, II and III. Both course sequences will require rethinking high school mathematics programs to help all students reach these new standards. Read the Standards here.

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    Will Ohio be adding to the standards?
    Currently, the Ohio Department of Education (ODE) is not planning to add any content to the standards. As ODE continues the development of the Model Curriculum and other implementation supports, ODE will determine whether additional content is needed. Because any additional content will not be a part of the assessments, any additions will require justification.

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Assessments

    Who is developing the new assessments?

    Ohio is currently part of a multistate consortium funded by the U.S. Department of Education: Partnership for Assessment of Readiness for College and Careers (PARCC). Ohio is actively involved in the development, field testing and standards setting for these assessments.

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    How long will the OAA and OGT assessments continue?

    The OAAs for grades 3-8 ended with the 2013-14 school year. Ohio will begin administering the Next Geneation Assessments in 2014-2015 for grades 3-8 and high school end-of-course exams. Students who entered high school after July 1, 2010 but before July 1, 2014 will be required to pass the OGT.

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    When will we see examples of the new assessments?

    In the Spring of 2014, PARCC will released a free online practice test available to all schools and districts. 

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    Will new assessments continue at grades 3-8?

    Yes. Assessments at grades 3-8 will continue with the Next Generation Assessments based upon Ohio's New Learning Standards.

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    Will the high school assessments be end-of-course, end-of-grade or a test like the OGT?

    For all students entering high school after July 1, 2014, end-of-course exams are required in Algebra I and Geometry or Integrated Math I and Integrated Math II.

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Model Curriculum

    How often will the Model Curriculum be updated?
    The instructional strategies and resources section will be the only section to be updated regularly. As ODE obtains or identifies additional strategies, resources, misconceptions and differentiation that are key to the learning of the content and skills, ODE will replace or add information in the Model Curriculum.

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    How will the Model Curriculum help me?
    The Model Curriculum will provide additional clarity, examples, resources and instructional strategies to aid teachers in their understanding of the standards.

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    What is included in the Model Curriculum?
    • Content Elaborations (in development):These sections will provide additional clarification and examples to aid in the understanding of the standards. To support shared interpretations across states, content elaborations are being developed through multi-state partnerships. This information will be included as it is developed.
    • Expectations for Learning (in development): As the framework for the assessments, these sections will be developed by the Common Core State Standards assessment consortia, SBAC and PARCC. Ohio is currently participating in both consortia and has input into the development of the frameworks. This information will be included as it is developed.
    • Instructional Strategies and Resources: Ideas for these sections were influenced by teacher team meetings held across the state during the summer and fall of 2010. More than 500 K-12 mathematics teachers participated in these meetings. The instructional strategies and resources section is designed to be fluid and improving over time through additional research and input from the field. These sections will contain the following subsections:
      • Instructional Strategies: descriptions of effective and promising strategies for engaging students in observation, exploration and problem solving targeted to the concepts and skills in each cluster of standards.
      • Instructional Resources and Tools: models, manipulatives, tasks, online tools and other resources to help students learn the concepts and skills in the standards. Many resources are drawn from the extensive collection at the Ohio Resource Center (www.ohiorc.org).
      • Common Misconceptions: descriptions of common misconceptions as well as strategies for overcoming them.
      • Differentiation: ideas for adapting instruction to meet the needs of all students.
      • Connections: descriptions of relationships between the cluster of standards and other standards in earlier or later grades or within the same grade.

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    Who participated in the development of the Model Curriculum?
    During the summer and fall of 2010, ODE sponsored Regional Teacher Team Meetings around the state to collect ideas for the Instructional Strategies and Resources section of the Model Curriculum. More than 500 teachers from across the state provided valuable insight and expertise that has been incorporated into the Model Curriculum. ODE is working on future methods for collection and submission of ideas to be considered for the Model Curriculum.

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Professional Development Opportunities

    What professional development will be provided to help teachers implement Ohio's New Learning Standards?

    ODE continues to look for ways to provide quality professional development for teachers. Through Race to the Top and Mathematics and Science Partnership funds, ODE will be providing opportunities for districts to partner with Educational Service Centers (ESCs), colleges and universities, and to participate in online professional development opportunities. To find state-provided professional development in your area, check STARS, contact your local ESC and look for Requests for Proposals that will provide funding for partnerships between schools and Institutions of Higher Education.

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Other Questions

    Can students take Pre-algebra in high school?

    The Education Management Information System (EMIS) description for Transition to High School Mathematics no longer permits districts to offer Pre-algebra for high school credit. Since Pre-algebra is middle-grades mathematics, it does not count as one of the four courses required to meet the Ohio graduation requirements. Please refer to the Mathematics Curriculum Graduation Requirements for further information on how to meet the four mathematics credits required for graduation.
     

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    Do students in middle school who take a high school mathematics course receive high school credit?

    Yes. Students who take a high school mathematics course in middle school are to receive high school credit for the course. This course should not be intended for all students in the middle grades but rather for students intending to take advanced and college-level mathematics courses in grades 11 and 12.
    The following requirements from Ohio Revised Code 3313.603 must be met.

    • (G) Every high school may permit students below the ninth grade to take advanced work. If a high school so permits, it shall award high school credit for successful completion of the advanced work and shall count such advanced work toward the graduation requirements of division (B) or (C) of this section if the advanced work was both:
      • (1) Taught by a person who possesses a license or certificate issued under section 3301.071, 3319.22, or 3319.222 of the Revised Code that is valid for teaching high school;
      • (2) Designated by the board of education of the city, local, or exempted village school district, the board of the cooperative education school district, or the governing authority of the chartered nonpublic school as meeting the high school curriculum requirements.

    Each high school shall record on the student’s high school transcript all high school credit awarded under division (G) of this section. In addition, if the student completed a seventh- or eighth-grade fine arts course described in division (K) of this section and the course qualified for high school credit under that division, the high school shall record that course on the student’s high school transcript.

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Last Modified: 11/3/2014 10:37:28 AM

Pursuant to ORC 3301.079 (B) (3) and 3313.60, it is the responsibility of Ohio's local boards of education to vet and approve curriculum and educational materials for use in the public schools within their district. The use of any materials posted or linked to on the Ohio Department of Education website, including materials within the Common Core State Standards or Appendices or any state model curricula or other educational resource material, is entirely up to the discretion of each local board of education.