Making preparations in Ohio: Common Core and Ohio’s Revised Academic Content Standards New System of Assessments

Ohio’s Academic Standards “The standards shall specify… the core academic content and skills… that will allow each student to be prepared for postsecondary instruction and the workplace for success in the twenty-first century.” ORC § (A)(1)(a)

English language arts Mathematics Science Social Studies Ohio Revised Standards Ohio’s Academic Standards

New Generation of Assessments a system of college and work ready assessments… “The state board of education, the superintendent of public instruction, and the chancellor of the Ohio board of regents shall develop a system of college and work ready assessments… The system shall replace the Ohio graduation tests…” ORC §

More rigorous tests measuring student progress toward “college and career readiness” Have common, comparable scores across member states, and across consortia Provide achievement and growth information to help make better educational decisions and professional development opportunities Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp New Generation of Assessments

Assess all students, except those with “significant cognitive disabilities” Administer online, with timely results Use multiple measures Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp New Generation of Assessments

Assessment Grants In September 2010, the U.S. Department of Education awarded two grants to develop common assessments aligned to standards. The recipients were…

PARCC SMARTER Balanced Assessment Consortia

Confidential and Proprietary. Copyright © 2009 Educational Testing Service. Hawaii SMARTER Balanced State PARCC State Washington, DC Participating in Both consortia Consortia Membership

Ohio’s Decision On November 15, the Ohio State Board of Education voted to have Ohio join PARCC as a governing member.

PARCC: PARCC: Assessments Designed for Students in the 21 st Century

PARCC Consortia of 24 states + D.C. English language arts and mathematics assessments On-line testing Item Types Multiple-choice items Extended-response items Technology-enhanced items Performance Task items Rapid reporting system to inform instruction and accountability Teachers involved in developing and scoring tests

PARCC Components: 1) Diagnostic (optional) 2) Mid-year (optional) 3) Performance Based (required*) 4) End-of-year (required*) 5) Listening/Speaking (required) * contributes to summative score

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

1.Determine whether students are college- and career-ready or on track 2.Compare performance across states and internationally 3.Assess the full range of the Common Core Standards 4.Measure the full range of student performance, including high and low performing students PARCC will enable Ohio to:

5.Provide data during the academic year to inform instruction, interventions and professional development 6.Provide data for accountability, including measures of growth 7.Guide changes in instructional practice PARCC will enable Ohio to:

PARCC Additional Tools Teacher Resources Public Communication Professional Development

Rationale for PARCC Close alignment with Ohio’s Race to the Top initiatives and state legislation Established relationships with PARCC states Achieve’s* work on Algebra I and II End- of-Course assessments led by Ohio * PARCC’s project manager partner

Ohio’s New Assessments PARCC developed assessments English language arts grades 3 – 8 and high school Mathematics grades 3 – 8 and high school Operational school year State developed assessments Science grades 5 and 8 and high school Social Studies grade 5 and 8 and high school Operational school year

Ohio Assessment Timeline June 2010 State Board Adopted Common Core Standards March 2011 State Board Adopted Model Curriculum Assessment Development Test Development Field Test Standards Setting Assessments Operational – First Administration

Ohio Assessment Projects Ohio Performance Assessment Pilot Program (OPAPP): Performance Task Assessment Learning Task Assessment Task Grades: 11 &12 – English language arts, mathematics and science 3, 4 & 5 – English language arts, mathematics, science and social studies Contact:

Ohio Assessment Projects Formative Assessment Middle School (FAMS) Formative instruction process/practice Community of Practice Grades: 5, 6, 7 & 8 – English language arts, and mathematics Contact:

Where are we now? Existing State Assessments – Transitional Years

Ohio Achievement Assessments (OAA)* Continue to be administered until ORC is revised to address end date Ohio Graduations Tests (OGT)* Continue to be administered ORC states OGT will be phased out and replaced with new system (national standardized assessment and end-of-course exams) but no timeline given * OAA and OGT assess the standards adopted in 2001 and 2002

The Transitional Years HB153 July 2011 Restates from HB1 Elementary, Middle and High School Combine reading and writing into a single English language arts assessment Establish 3 performance levels (instead of 5)

The Transitional Years HB153 July 2011 Changes High School National Standardized Assessment Series of End of Course exams Senior Project 27

The Transitional Years OTELA Required for students identified as ELL Process started to realign to CCSS Did not receive EAG to develop new standards and English language proficiency assessment States who joined the California led consortia Facilitated by CCSSO-ELL SCASS Decision needed on developing new ELP to assess realigned to CCSS

The Transitional Years Alternate Assessment for Students with Disabilities (AASWD) – alternate OAA and OGT for students with severe cognitive disabilities Development has started for online assessment No longer the portfolio format – students will be given tasks, scores recorded by test administrator online Operational spring 2013

The Transitional Years K-3 Diagnostics Process has started to realign to CCSS Minor modifications to fill gaps Ready for districts to use in school year

The Transitional Years Kindergarten Readiness Assessment – Literacy (KRA-L) Development started to expand content areas: Mathematics Physical well-being and motor development (including adaptive skills) Social and emotional development Race to the Top Early Learning Challenge grant – 35 states including Ohio

Web Resources PARCC: Search education.ohio.gov using keywords: –Testing rules book –OAA –OGT –OTELA –Diagnostics –KRA-L

Students must read lots of ‘complex’ texts—texts that offer them new language, new knowledge, and new modes of thought” Measuring Text Complexity word length or frequency, sentence length, and text cohesion, levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands. purpose and the complexity of the task assigned and the questions posed

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