Download What is Race to the Top?

*
*Duh, Cheryl! It’s how
we get to the
“Heights” or the
highest point of
Arlington Heights.
Isn’t it?
*No, Aaron.
It is a
competitive, federal
grant that will help
Ohio move from 5th
to 1st in the nation
educationally!
*What is Race to the Top?
*Well, I have a map. It
shows that we turn left
at the bell tower, go
over 75, right at the
Brewhaus, past Lichty’s,
beyond Budtown, and
across the tracks.
*For RttT, we have our
curriculum maps along
with our new core
standards to help show
us the way.
*How do we get to the “Top?”
*The way I understand it is
that the RttT team is
similar to the role of the
Sherpa in climbing. We
do a lot of the heavy
lifting so everyone can
make it to the “Top.”
*Right, your analogy
works. We are to Tenzing
Norgay as the staff is to
Sir Edmond Hillary!
*Who and how are people
involved in RttT?
*Don’t worry!
With my
GPS and careful
acclimatization at
selected base camps we
will not get lost nor
altitude sickness!
*Well, we will use our
technology, and we will
monitor our progress with
our curriculum
benchmarks throughout
the year.
*How do we know if we are
headed in the right direction?
*Are you ready for your Sherpa?
* Cheryl Adams
* David Bartoe
* Nick Benge
* Heather Campbell
* Shiloh Carpenter
* John Eckert
* Cathy Gaughan
* Jennifer Henriques
* Donna Hubbard
* Michele Kipp
* Sarah Lord
* Jenni Mutters
* Aaron Parker
* Angie Pendleton
* Kristi Snell
* Chuck Soule
*
A federal competitive grant program
RttT is part of the American Recovery and
Reinvestment Act.
RttT defines four areas of funding priorities:
1.Standards and assessments
2. Teacher/leader quality
3. Data collection and use
4. Struggling schools (not Us!)
*
The reforms promoted by RttT will help:
* Close achievement gap
* Allow our students to be competitive in
global society
* Create and retain great teachers and leaders
* Improve reading , math and science
achievement
Mandated by the Federal Department and supported by the Ohio
Department of Education
Expected Student Outcomes
Goals
Improve the
Graduation
Rate
• by 0.5% a
year.
Reduce
Graduation
Rate Gaps
• by 50%
• between
underrepresented
and majority
students.
Reduce
Performance
Gaps
• by 50% on
national and
state-wide
assessments
• between
underrepresented
and majority
students.
Reduce the
State
Performance
Gap
•by 50% on
reading and
mathematics
proficiency
•between Ohio
and the best
performing
states in the
nation
Double College
Enrollment
• For students
age 19 and
younger
*
* RttT will jump-start needed reform in our state
* We will learn from our data and modify our practices
* We will train and retain the best teachers and
principals
* We will ensure that all students receive a top-quality
education
Center for
Curriculum and
Assessment
*
Tools and Resources
Date
Standards Crosswalks available on
the ODE website
January 2011
Model curricula scheduled for
adoption
March 2011
Awareness sessions on the
Standards and Model Curriculum
available through ESCs
April 2011
Innovative Learning Environment
meeting
13
August 2011
* Changes for this year (2011-2012):
Kindergarten (total Core Curriculum)
1-2 Common Core Social Studies
and Science
3-7 Common Core Social Studies
11-12 Familiarize with Core Content
This addresses the rollout as we understand from the
ODE
For more information: http://www.corestandards.org/
Standards
GRADE 3
THEME
Interconnections within Systems
STRAND
Earth and Space Science (ESS)
TOPIC
Earth’s Resources
CONTENT
STATEMENT
Earth's nonliving resources have specific properties.
In-depth
information on
the standards
CONTENT ELABORATION
Prior concepts related to the properties of nonliving resources:
PreK-2: Objects and materials can be sorted and described by their properties, living
things are different than nonliving things, properties of objects and materials can
change, water and air have specific properties that can be observed and measured.
3rd Grade Concepts
The properties of air and water are introduced in the early elementary grades, so the
focus at the 3rd grade level is on soil and rocks. Air and water are present within
rocks and soil. Air and water also play an important role in the formation of rocks and
soil. All are considered nonliving resources.
The characteristics of rocks and soil must be studied through sampling, observation
and testing. This testing includes the ability of water to pass through samples of rock
or soil, the color, texture, composition, and moisture level of soil. Measurable and
observable characteristics of rocks include; size and shape of the particles or grains
(if present) within the rock, texture, or color. The characteristics of the rock can help
to determine the environment in which it formed.
Note: It is important to use the term “soil”, not “dirt”. Dirt and soil are not
synonymous.
Future Application of Concepts:
Grades 4 and 5: The characteristics of both soil and rock are related to the
weathering and erosion of soil and rock, which result in changes on Earth’s surface,
and the general characteristics of Earth are studied.
Grades 6-8: Further exploration of soil and rock classification is found with the
expansion of instruction to minerals and mineral properties.
Strategies
and
Resources for
instruction
INSTRUCTIONAL STRATEGIES AND RESOURCES
Conducting student-led experiments, research and investigations to test soil properties is
an important way to allow students to explore and learn about all aspects of soil. The
GLOBE Program provides examples, data, and resources to test specific types of soil and
soil properties for elementary students. There are also opportunities to connect to other
classrooms and compare soil data.
The Ohio Department of Natural Resources, Soil and Water Conservation Division
provides resources and support to teach about soil and properties of soil to elementary
students. This page provides examples of soil profiling, how to conduct soils tests, maps
of local soils (including a feature that allows students to locate the soil types in their own
backyards or at their school-called Web Soil Survey).
The Soil Science Society of America provides background information about soils, testing
the properties of soil, soil scientists, and links to educational resources for soils. There are
numerous age-appropriate resources that can support the teaching of soils in the 3 rd grade
classroom.
NASA developed a program called “Dr. Soil” that includes numerous references,
resources, and lab activities to help support the teaching of soil to young students.
Encouraging student rock collections to create classroom sample sets can connect nature
to the classroom. To help understand the local geology and surface rocks that can be
found around the school or community. ODNR provides helpful resources and geologic
maps that can be used to study landforms and surface geology of Ohio. The surface
geology map can help to determine the types of rocks that may be found in the local areas
(near the school) to assist in field collections or discussions. GeoFacts is another site
within ODNR that provides geologic facts related to Ohio and the Hands on Earth Science
program offers educational support in multiple areas of Earth Science, including rocks,
water, and soil.
*Science Model
Curriculum Sample
EXPECTATIONS FOR LEARNING: Visions into Practice
This section provides examples of tasks that students may perform; this includes
guidance for developing classroom performance tasks and
Expectations
for Learning
Content Specific
Section
COMMON MISCONCEPTIONS
http://www.wastatelaser.org/_support/toolkits/stc/soils/misconcepts.asp
Students often think soil is alive. While living things live in soil and organic soil is composed of once-living things they need to understand that soil itself is not alive.
Students may think soil type is determined by color. Soil type is actually determined based on particle size. Color is dependent upon the rock type from which the soil is formed over
time.
*
*Awareness and professional development opportunities to
begin 2011-2012
*Pilot opportunities for:
*Formative assessment: Grades 6-8: mathematics and English
language arts
*Performance-based assessment: Elementary and high school:
English language arts, math, science, social studies and career-tech
* Information available on ODE website mid March
* Applications available in April
*Pilot for expanded Kindergarten Readiness Assessment
* Phase I 2011
* Phase II 2012
Formative models
*Available 2011-2012 school year
*Accessible online
*Coordinate with regional
professional development
Links to Curric
*
Instructional
Improvement
System (IIS)
What is an IIS?
*Structure and Components:
*Online access to electronic curriculum,
resources and tools aligned to the revised
standards
*Curriculum customization for differentiated
instruction
This information provided by Lockland’s
Dashboard:
*formative assessments
*Data-analysis capabilities including earlywarning indicators for teachers, administrators,
parents, and students.
*RttT Commitments
ODE commits to provide a State IIS
to all participating RttT LEAs in
Ohio
Development will be completed with LEA
input The system will be paid for by ODE
during RttT
RttT LEAs commit to active use of a
“qualifying” IIS in classrooms
*State IIS OR
*“Qualifying” LEA IIS
*
Standards/Curriculum
Curriculum Design
& Development
Data Analysis
& Rapid-Time
Reporting
Curriculum
Evaluation
Curriculum
Maintenance
Advanced
Analysis
(current &
historical)
Instructional
Design
Educator Profiles &
Professional Development
Achievement
Reporting
Tools for
Learning
Achievement
Analysis
Test Scoring
& Processing
Test Delivery
& Response Test Creation &
Storage
Assessments & Growth
Class Data
Management
Assessment
Tools
Instructional
Practices
Great Teachers &
Leaders
Ohio Principal Evaluation System
(OPES)
OPES is complete
Finalizing the scoring rubric
Scaling up opportunities to begin Spring 2011
training with ESCs
ESCs will conduct the OPES training for the
RttT LEAs
*
This component is a “work in progress” for all
states
Ohio Proposed Plan of Work
State Model Formative Assessments
Identification of Best Practices
Student Learning Objectives – Targets
Multiple Measures include:
Value-added measures
Standardized tests
Standardized Curriculum based tests
Classroom based tests
End of course exams
Instructional Mentoring Training will be
scheduled June – Fall 2011 (newly selected
mentors)
One additional day of training will be scheduled
June – Fall 2011 (already trained mentors)
PowerPoint used at the Resident Educator
Information Sessions from January – March will
be available via the web in April
Visit the ODE webpage (keyword: Resident
Educator) for additional information
*
*
ODE developing the RFP for the Managing
Educator Talent (MET) PD training
Training will be scheduled Summer 2011
ODE developing the RFP for the Teaching
and Learning Conditions (TLC) Assessment
tool for the low-performing and turnaround
schools
TLC begins Fall 2011
Visit the RttT webpage (Assurance Area D
Technical Assistance Document: Equitable
Distribution of Effective Teachers and
Principals)
*
To prepare teachers in a 12-month intensive pedagogical and clinical
experience preparation program facilitated by ESCs, LEAs, and IHEs
ODE with OESCA to select 5 ESCs to pilot program with 25+ LEAs
ESCs to partner with an IHE and work with LEAs in their service area to
identify teacher needs
Teachers on supplemental licenses are a priority
Teachers who hold a teaching license but want to change teaching fields are a
priority
Mid-career professionals who already hold a degree, major, or expertise in one
of the LEA subject shortage areas are a priority
ESC and LEA provide support to teacher candidates during 12 month program
leading to licensure
LEAs hire successful teacher candidates completing the program
ODE and OESCA to develop RFP for additional ESCs to participate in
following years
*COMMUNICATIONS
* List Serve ([email protected])
* RttT Web-page @ ODE
* RttT Newsletter
* Share Point
* Transformation Team Communication
* Communicating with Regional Coordinators