OCS Standards-based
Education
Aug 7, 2014
GAINS Education Group, Ltd
Committed to Student Achievement
Dr. Marilynn Kulieke
Ms. Rosemary Jacot
Mr. Evan Cater
GAINS Education Group
We are headquartered in
Schaumburg, Illinois, and founded in
2005 by a team of former high
school assessment analysts.
We support schools and districts in
their efforts to use standards-based
assessment data to improve student
learning.
The Current Context in Education:
Concern
Overall, it is believed that students educated in the
United States are not competitive in a global
economy.
Parents
Government
Universities
Business
Community
The Solution to our Current
Education Concern:
Accountability
Entrance
Testing
Systems
Accreditation
Monitoring
Initiatives
Standardized
Testing
A Better Solution is
Standards-based Education
It is grounded in the belief that all students can
learn.
Curriculum
Limits coverage and
encourages the use of
multiple resources
Assessment
Standards
Provides clear
expectations and an
articulated focus within
and across grade levels
Instruction
Encourages learning to
occur in different
amounts and different
ways
Includes monitoring
and feedback through
formative assessment
and the evaluation of
achievement through
summative assessment
Standards-based Education
A system in which curriculum, instruction and assessment
are aligned with predefined standards.
The Goal: Teachers will be able to:
Understand
benchmarks with
curriculum and
instruction
the OCS benchmarks
Align
Analyze
formative
data and make
adjustments in
classroom learning
Make
Administer
classroom
formative assessments
Administer
classroom
summative assessments
that provide data to make
decisions
adjustments in the classroom and in the
school that “cause” student learning
Typical Flaws in Standards
Flaw
Solution
1. Too much content (in the
collection as a whole)
1. Focus on the essential skills and
knowledge
2. Low level rigor in skills and
knowledge
2. Begin with the end in mind and
backward design for increasing
levels of rigor year after year
3. Multidimensionality
3. Write benchmarks so that each
reflects a single dimension or trait
to be assessed
4. Long lists of single-item
standards
4. Aggregate standards by topics
or strands
OCS Benchmark Project in
Partnership with
GAINS Education Group
 K-8 benchmarks aligned with ACT College
Readiness (CRS) strands, Terra Nova
Objectives, and Common Core State
Standards (CCSS)
 English Language Arts (ELA) and
Mathematics
National Reading Standards
ACT/ASPIRE
STRANDS
Author’s
Approach and
Main Ideas
Supporting
Meaning
Details
of Words
Sequential
Relationships,
Comparative
Relationships, and
Cause and Effect
Generalizations
and Conclusions
TERRA NOVA
OBJECTIVES
Basic
Understanding
Analyze
Text
COMMON CORE
STRANDS
Key
Ideas and
Details
Craft
and
Structure
Evaluate/Extend
Meaning
Reading
and
Writing Strategies
Integration
of
Knowledge and
Ideas
Range
of Reading
and Text
Complexity
National Math Standards
ACT/ASPIRE
STRANDS
Basic
Operations
and Applications
Probability, Statistics,
and Data Analysis
Numbers: Concepts
& Properties
Expressions,
Equations, &
Inequalities
Graphical
Representations
Properties of Plane
Figures
Measurement
Functions
TERRA NOVA
OBJECTIVES
Number
and
Number Relations
Computation and
Numerical Estimation
Operation Concepts
Measurement
Geometry and
Spatial Sense
Data Analysis,
Statistics, & Probability
Patterns, Functions,
Algebra
Problem Solving &
Reasoning
Communication
COMMON CORE
STRANDS
Operations
and
Algebraic Thinking
Number and
Operations in Basic Ten
Number and
Operations – Fractions
Measurement & Data
Geometry
Ratios and
Proportonal
Relationship
The Number System
Expressions &
Equations
Functions
Statistics & Probability
ACT CRS to OCS Benchmarks
16-19a Locate simple details at
the sentence and paragraph level
in uncomplicated passages
3.RL.KID.1.2c Respond to
questions about explicit details
related to key ideas in a story,
drama, or poem
Terra Nova to OCS Benchmarks
03 Analyze Text: Main idea/theme
3.RL.KID.2.2.c Infer a key idea or
lesson based on key details that
are explicit in the text of a story,
fable, folktale, and myth from
diverse cultures
CCSS to OCS Benchmarks
CCSS.ELA-Literacy.RL.3.2
Recount stories, including fables,
folktales, and myths from diverse
cultures; determine the central
message, lesson, or moral and
explain how it is conveyed through
key details in the text
3.RL.KID.2.2.c Infer a key idea or
lesson based on key details that
are explicit in the text of a story,
fable, folktale, and myth from
diverse cultures
Hierarchy of OCS Benchmarks
Domain
• Reading Standards for Literature (K-5)
Strand
• Key Ideas and Details
Standard
•Recount stories including fables, folktales, and myths
from diverse cultures, determine the central message,
lesson or moral and explain how it is conveyed
through key details in the text
Benchmark:
•Recognize key details that are important in
understanding a simple story, drama, or poem
•Generate questions about key ideas that are explicit
in a simple story, drama, and poem
Program Frameworks
Focus and Supporting Benchmarks
Focus Benchmarks: Aligned with the Terra Nova
v3
Supporting Benchmarks: additional aspects of
the standards, not specifically aligned with the
TNv3
Activity: Individual
Highlight the Focus OCS Benchmarks
Grade 3 ELA Benchmark Report
Strand
Focus OCS
Benchmarks
Supporting OCS
Benchmarks
Domain
CCSS Standard
Breaking the (OCS Benchmark)
ELA Code
3.RL.IKI.7.1.b Use details from an illustration
and words in an informational text to create
meaning
3
RL
IKI
7
1
b
Breaking the (OCS Benchmark)
Math Code
7.SMC.NS.1.3.c Solve real world and
mathematical problems using the four
operations with rational numbers
7
SMC
NS
1
3
c
Hyphenated Benchmark Codes
OCS Code
Text Type and Purposes
3.W.TTP.1
1. Write opinion pieces on
topics or texts, supporting a
point of view with reasons
3.W.TTP.1.1-1.c
Introduce a topic or text
when writing an opinion
piece
3.W.TTP.1.1-2.c
State an opinion about a
topic or text when writing an
opinion piece
3.W.TTP.1.1-3.c
Create an organizational
structure that uses lists of
reasons when writing an
opinion piece
3.W.TTP.1.2.c
Support an opinion with
reasons when writing an
opinion piece
TTP (CCSS)
1.
Write an opinion
piece on topics or
texts, supporting a
point of view with
reasons
a.
Introduce a topic or
text they are writing
about, state an
opinion, and create
an organizational
structure that lists
reasons
b.
Provide reasons that
support an opinion
Activity
1.
Use either the Grade 3 ELA or Grade
7 Math Benchmark reports
2.
Choose a benchmark
3.
Label the components of the
benchmark’s code
4.
Explain the coding to your partner
Classroom Benchmark Reports
Examples Report
Complexity Report
Sequence Report
Grade 3 ELA Examples Report
Domain
Strand
CCSS Standard
OCS
Benchmarks
Examples
Grade 3 ELA Complexity Report
a
Strand
OCS
Benchmarks
b
c
Domain
ELA Levels of Complexity
a
b
c
Key Ideas and Details
Recount stories including fables, folktales, and myths from diverse
cultures, determine the central message, lesson or moral and explain
how it is conveyed through key details in the text
3.RL.KID.2.1.a Recall
key ideas in a story,
fable, folktale, and
myth from diverse
cultures
Acquire
3.RL.KID.2.3.b Relate
key details to the key
idea or lesson of a
story, fable, folktale,
and myth from diverse
cultures
3.RL.KID.2.2.c Infer a
key idea or lesson
based on key details
that are explicit in the
text
Make Meaning
Transfer/Apply
Levels of Complexity
a
b
ELA:
Acquiring
basic
knowledge
and Skills
ELA:
Focusing and
making
meaning of
knowledge
and skills
Math:
Low levels of
complexity
Math:
Intermediate
levels of
complexity
c
ELA:
Adapting,
extending,
applying,
and
transferring
knowledge
and skills
Math:
High levels of
complexity
Activity
With a partner, decide which level of
complexity (a, b, or c) are the following
benchmarks:
1.
2.
3.
Locate information for a specific topic
by using key features of an
informational text
Introduce a topic when writing an
informative/ explanatory text
Determine the meaning of literal and
non-literal words and phrases in a story,
drama, or poem
Activity
1.
3.RI.CAS.5.1.a Locate information for a
specific topic by using key features of
an informational text
2.
3.W.TTP.2.1-1.c Introduce a topic when
writing an informative/ explanatory text
3.
3.RL.AS.4.4.b Determine the meaning of
literal and non-literal words and phrases
in a story, drama, or poem
Assessed
Taught
Grade 3 ELA Benchmarks
Sequence Report - Trimester
OCS
Benchmarks
Assessed
Taught
Grade 3 ELA Benchmarks
Sequence Report - Quarter
OCS
Benchmarks
Backwards Design from Standards
Standards
• Statements of what students should
know or be able to do
Benchmarks
• More specific statements that are
hierarchical from low to high
Measureable
Learning
Objectives
Assessment
• Statements that define what a student
will learn during a class, lesson, or unit
• The most specific definition of a
standard
Types of Standards-based
Assessments
 School-wide Summative Assessments
Terra Nova
ACT/Aspire
 School-wide Formative Assessments
Interim
Quarter/Trimester
Student On-Track Report
Types of Standards-based
Assessments
 Classroom Summative Assessments
(Assessment of Learning)
Point-in-time, in-class assessments that
measure a predetermined set of learning
targets in order to determine student mastery
Unit Assessments
Lesson Assessments
Types of Standards-based
Assessments
 Classroom Formative Assessments
(Assessment for Learning)
k
An intentional process used by teachers and
students during instruction that provides
feedback to adjust ongoing teaching and
learning to improve students’ achievement
 Tests
Quizzes
Next Steps