What is Race to the Top?

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What is Race to the Top?

• Duh, Cheryl! Its how we get to the Heights or
  the highest point of Arlington Heights. Isnt it?
• No, Aaron. It is a competitive, federal grant
  that will help Ohio move from 5th to 1st in the
  nation educationally!

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How do we get 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 Lichtys, 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.

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Who and how are people involved in RttT?

• 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!

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How do we know if we are headed in the right
direction?

• Dont 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.

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Are you ready for your Sherpa?
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From 5th to 1st

• Donna Hubbard
• Michele Kipp
• Sarah Lord
• Jenni Mutters
• Aaron Parker
• Angie Pendleton
• Kristi Snell
• Chuck Soule

• Cheryl Adams
• David Bartoe
• Nick Benge
• Heather Campbell
• Shiloh Carpenter
• John Eckert
• Cathy Gaughan
• Jennifer Henriques

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What is Race to the Top?

• 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!)

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Why is RttT important to Ohio and Lockland?

• 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
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Expected Student Outcomes
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RttT a culture of innovation

• 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

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• Center for Curriculum and Assessment

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Standards 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 August 2011
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Whats happening at Lockland

• 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
/
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Science Model Curriculum Sample
Standards
GRADE 3 GRADE 3 GRADE 3
THEME Interconnections within Systems Interconnections within Systems
STRAND Earth and Space Science (ESS) Earth and Space Science (ESS)
TOPIC Earths Resources Earths Resources
CONTENT STATEMENT Earth's nonliving resources have specific properties. Earth's nonliving resources have specific properties.
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 Earths 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. 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 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 Earths 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. 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 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 3rd 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.
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. 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. 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.
Strategies and Resources for instruction
In-depth information on the standards
Content Specific Section
Expectations for Learning
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Assessments

• 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

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Formative models
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Formative Instruction Modules

• Available 2011-2012 school year
• Accessible online
• Coordinate with regional professional development

Links to Curric
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Instructional Improvement System (IIS)
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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 Locklands
  Dashboard
• formative assessments
• Data-analysis capabilities including
  early-warning indicators for teachers,
  administrators, parents, and students.

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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

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IIS Operational Model
Standards/Curriculum
Curriculum Evaluation
Curriculum Design Development
Curriculum Maintenance
Advanced Analysis (current historical)
Instructional Practices
Data Analysis Rapid-Time Reporting
Instructional Design
Educator Profiles Professional Development
Achievement Reporting
Tools for Learning
Achievement Analysis
Class Data Management
Test Scoring Processing
Assessment Tools
Test Delivery Response
Test Creation Storage
Assessments Growth
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Great Teachers Leaders
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Ohio Teacher Evaluation System (OTES)

• OTES is 90 complete
• OTES Writing Team is working on final phases of
  the system
• Information for training and technical assistance
  for implementation of OTES coming Spring 2012
• Online Gap Analysis Tool is in its final stages
  of development
• Webinars will be available to RttT LEAs
• Detailed information and access codes to the
  online tool
• Gap Analysis Tool Summative reports only

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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

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Multiple Measures of Student Growth

• 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

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Resident Educator

• 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

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Educator Equity

• 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)

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TeachOhio

• 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

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COMMUNICATIONS

• List Serve (rttt_at_ode.state.oh.us)
• RttT Web-page _at_ ODE
• RttT Newsletter
• Share Point
• Transformation Team Communication
• Communicating with Regional Coordinators