Application Area B: Standards and Assessments
By 2014, 100% of Ohio’s classrooms will implement a more rigorous college- and career-ready curriculum that, together with aligned assessments and teacher supports, will form the foundation of a comprehensive system to empower Ohio’s students to succeed globally in the 21st century.
(1) Provide Professional Development Curriculum Resources to Support Teachers
The goal of the Provide Curriculum Resources to Support Teachers Project is to support educators in transitioning to the new standards by developing and disseminating a portfolio of curricula and instructional supports that are aligned to standards and developed through the collaboration of educators and educational networks. Resources developed or identified as a part of this project will be available via the state Instructional Improvement System and will be accessible online to educators in Ohio and across the country.
(2) Strengthen Assessment Leadership
The goal of the Strengthen Assessment Leadership Project is to accelerate Ohio’s transition to high-quality assessments aligned with the state’s enhanced standards. Ohio will create a more comprehensive assessment system which will include summative, interim and performance-based assessment types. These efforts promote a balanced approach that gives students many opportunities to demonstrate the knowledge and skills they have gained and to learn from feedback on their performance. Pilots for supplementary assignment types, such as formative and performance-based assessments, began in the fall of 2011.
Activities to Support Key Projects
Curricular Resources and Professional Development
ODE is developing and identifying high-quality instructional resources to support Ohio’s teachers’ transition to the newly revised academic content standards. Examples include the model curricula which provide more in-depth information on the content and skills within the standards, instructional strategies and resources, and ways to evaluate students’ progress towards meeting standards. Resources that connect 21st century skills and the revised standards to interdisciplinary curriculum and instructional design will also be developed and distributed. Additionally, professional development and training will be provided for teachers through webcasts and regional meetings.
Innovative Learning Environments
Blending international perspectives of innovative learning and leadership practice is key to developing a quality environment of learning for students. Ohio will contribute and have access to an international database as a means of providing guidance to teachers about the components of effective student-centered learning environments that encourage innovation and creativity. ODE hosted a meeting August 1-5 to share evidence-based resources on innovative learning environments through workshops and keynote sessions led by renowned experts. To access available resources, review the Ohio Innovative Learning Environment conference materials.
High School-Higher Education Alignment
A 2008 study by the Ohio Board of Regents revealed that 41% of all Ohio freshmen who attend a public college or university in Ohio require remediation in mathematics or English. To improve student success in postsecondary, Ohio is funding statewide initiatives to improve communication and curricular alignment between high schools and institutions of higher education. Specifically, ten grants will be distributed to regionally based partnerships to conduct gap analyses between high school course sequences and expectations of students in first-year, non-remedial, credit bearing courses. In response to their findings, the partnerships will implement action plans to address the gaps. Their work will inform the compilation of the High School to College Guidance Document that will be made available as a resource state-wide. For more information, visit the High School-Higher Education Alignment Initiative webpage.
Formative assessment is a continuous instructional process used by teachers as part of a balanced assessment system to obtain evidence of student understanding. The evidence provides feedback to teachers and students, enabling informed decision making, constructive changes to instruction and learning that deepens student knowledge and understanding. The Formative Assessment Middle School (FAMS) pilot in the fall of 2011. Teachers will received a deep understanding of how to effectively use and develop strong formative assessment strategies aligned to the newly adopted Common Core State Standards in English language arts and mathematics. During the pilot project, portfolios of formative assessment strategies and practices will be developed and made available on the Instructional Improvement System. For more information, visit Ohio’s Formative Assessment Middle School webpage.
Performance Based Assessments (PBA) provide authentic ways for students to demonstrate and apply their understanding of the content and skills within the standards. The performance based assessments will provide formative and summative information to inform instructional decision-making and help students move forward on their trajectory of learning. The Ohio Performance Assessment Pilot Project (OPAPP) began in 2008 and will continue through 2014. The pilot project, which initially targeted English, mathematics and science at the high school level, is expanding the high school offering to include social studies and career-technical education. It is also introducing PBA into the elementary grades of 3-5 in the content areas of English language arts, mathematics, science and social studies. New pilots for performance-based assessments began in the fall of 2011. For more information, visit the Ohio Performance Assessment Pilot Project webpage.
Kindergarten Readiness Assessment
In partnership with a consortium of states, Ohio will expand its existing Kindergarten Readiness Assessment—Literacy to also include mathematics and social emotional measures. The initiative will identify, customize, or develop an assessment that meets standards for design, implementation, and appropriate use for young children. The expanded assessment will be used to inform instructional decisions in kindergarten and guide further assessment, as well as be used by policy makers, state and local stakeholders, and decision makers to provide an overall picture of kindergarten readiness at the state and district level.
Student Growth Measures
Preparing all students to be college and career ready requires a system that measures student progress. Through Race to the Top, ODE is expanding Value-Added measures to the teacher level in Math and Reading Grades 4-8. Additionally, ODE is working to develop growth measures at the high school level and for those additional grades/subjects that do not currently have standardized measures. Participating LEAs will have opportunities to apply for competitive grants designed to expand Value-Added to other grades and subjects. This valuable data can be used to inform instructional practices and may be incorporated into teacher-evaluation systems.
Last Modified: 6/13/2013 3:01:54 PM