Welcome to our Standards 101 Roll Out Training session.We are excited to have you participate in the roll out training and encourage you to play a significant role in this process. Together we have the opportunity to impact teaching and learning in a meaningful way.First, let me cover the housekeeping matters: * Restrooms * Vending Machines * Sign in/registration * Etc
Presenter’s note: This is a good pattern with which to engage your participants for each set of slides that follow. It allows one to take their time, process the information, share, ask questions, and plan.
Here is an overview of the topics we will discuss today. The first topic we will focus on is the Revised Standards. *Please note Revised Standards were adopted in June 2010 and are planned to be fully operational in the 2014-15 school year. *Current Standards are the standards still being used now, developed in 2001 and 2002, and remain the basisfor current assessments.Please use those terms when referencing each set of standards.
This is the law – House Bill 1 – with an emphasis on content and skills. (slides 4-5) Presenter’s Note: Divide this section into 3 parts to present: * Part 1: * Stakeholders (slides 6-7) * Adoption (slides 8-9) * Framework & Terminology (slides 10-11) * Part 2: * Content areas and format (slides 12-16) * Part 3: * Interim/Transition Period (slides 17-18) * Crosswalks (slides 19-20)
College and career ready have been defined by House Bill 1. Standards need to be aligned with College Board and Board of Regents expectations which are accessible on the OBR website, click “PreK-16” and then click “College Readiness”.Conversations between ODE and OBR are ongoing as are conversations between ODE personnel and college deansAlso Race to the Top monies have been devoted to meetings/conversations between teachers of juniors and seniors in high school and freshman year college instructors.There is also a new emphasis on learning progressions to promote coherence throughout the curriculumBackground information:The following skills are from House Bill 1 and Partnership for 21st Century Learning include:Creativity and innovationCritical thinking and problem solvingCommunication and collaborationTechnology literacyPersonal managementProductivity and accountabilityLeadership and responsibilityInterdisciplinary and project-based learning
Public input was collected in June 2009 via an online survey and multiple focus group meetings. Several hundred people attended the focus group meetings while at least 800 more responded online.Responses showed that improvement was needed in all of these areas:User friendlinessWordingDepth of learning and amount of content were of most concern as indicated in the chart.Vertical articulationInternational alignmentCross-content alignment
This is the feedback ODE’s committees used to plan their work. Committees also considered feedback from educators that has been collected since standards implementation began in 2002.
Standards development took two different paths. (click) ELA and Mathematics were part of national consortiums to develop Common Core Standards.Our worked was informed by the national conversations. Similarly, our work informed the national work. Thus, no work went for naught.(click) Science and Social Studies were developed in Ohio with input and participation from all levels of education (higher Ed included), as well as various educational organizations, national experts , and advisory teams.(click) Ohio’s Model Curriculum will be adopted by the State Board of Education in March of 2011.
In answer to what we heard…………these are the characteristics of the revised standards.The standards were greatly reduced by eliminating repetition throughout the grade levels in all content areas. International benchmarking studies showed that other countries with systems similar to ours tend to teach items, master them, and move on - using that “new” knowledge to further other learning. In the United States we tend to repeat content and skills from grade to grade.
Though they use some different terminology, the basic framework of the standards in all four content areas is similar: they progress from major units of study to more focused topics and then to specific content describing what students should know and be able to do.Background information:In ELA: The standards for English language arts are divided into four main strands or disciplines; Each strand is divided into topics that are the same across all grade levels. The standard statements represent what the students who know and be able to do.In Social Studies: In social studies, strands are the four disciplines. Each of the strands is organized into topics that build across multiple grade levels. There are content statements for each grade that represent what students should know at each grade level. In Science: Strands are the three science disciplines. The topics are the foundation for specific content at a particular grade level. Content statements describe the science content to be learned. In Mathematics: Domains represent the largest unit of study and cut across grade levels to create learning progressions. Domains are broken down into clusters which are made up of standard statements describing the concepts and skills identified for each grade.
Here is another way to compare the terminology.The difference between standards statements and content statements :* Standards statements refer to what students should know and be able to do. They include a cognitive level. Standards statements can be seen in the Common Core State Standards for English language arts and mathematics. * Content statements refer to what students should know anddo not include a cognitive level. Content statements are present in science and social Studies. For these content areas, cognitive levels are described under “Expectations for Learning” in the Model Curriculum.Background information:Elementary educators have expressed concern that using different terminology will cause confusion when teachers are assigned to multiple content areas. This is an area of concern we all share. ODE will continue to monitor and make revisions as possible and appropriate. Organizers and guidance documents will be available to assist in understanding the standards framework and terminology across content areas.
Here is a sample of a PK-8 grade level table from social studies. It shows the theme, strands, topics, and content statements for grade three. Note the fewer number of the content statements: from 36 grade-level indicators in 2002 to 20 content statements in 2010. (click) At the top you will see the theme. In social studies this indicates the focus for this particular grade level. (click) Listed vertically on the left side are the strands. Each of the four strands in social studies are broken into topics.(click) For the History strand there are two topics: Historical Thinking and Skills and Heritage.(click) Content statements define what students should know at each grade level. Note the limited number of content statements under each of the four strands. Remember, the “be able to do” part in Social Studies is found in the Model Curriculum.
This is a view of the template for the Content Statements and Descriptions for the revised science education standards. Each grade will have:Strands: The major areas or disciplines of study within each content area. These are the science disciplines: Earth and space sciences, physical sciences; life science. Overlaying all the content standards and embedded in each discipline are science inquiry and applicationsGrade Band Themes: These are the overarching ideas that connect the strands and the topics within the grades. Themes illustrate a progression of increasing complexity from grade to grade that is applicable to all the strands.Grade Level Connections: These are overarching ideas that connect the topics and within a grade and illustrate how content may be integrated across science disciplines.Topics: The main focus for content within each strand. In science, the topics are the foundation for the specific content statements at a particular grade levelContent Statements: These are the WHAT of science that should be accessible to students at each grade level to prepare them to learn about and use scientific knowledge, principles and processes with increasing complexity in subsequent grades.The Content Statements also include Content Descriptions to frame the content knowledge represented by the Content Statement.Science Inquiry and Applications (Skills): These are the skills that students are expected to be able to demonstrate as they progress from PreK to grade 12.
The standards for English language arts are divided into:(click) four main strands or disciplines: Reading, Writing, Speaking and Listening , and Language. Each strand is divided into (click) 2 – 4 topics that are the same across all grade levels. These topics organize the standard statements into groups of similar concepts and skills. (click) The standard statements are the numbered statements located under each topic. The standard statements represent what the students should know and be able to do.
This is the format of the math standards:(click) In K-8 the standards refer to grade levels, while high school refers to conceptual categories. (Number and Quantity, Algebra, Functions, Geometry, Statistics and Probability)(click) Domain names are in the shaded band. Domains are broader organizers that cut across grades and help in seeing how ideas progress across the grades.(click) Clusters are underneath in bold, clusters organize a small number of standard statements into groups. (click) Standards are the numbered statements under each of the clusters.Background information:Standards define what students should understand and be able to do.Clusters are groups of related standards.Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject.Domains are larger groups of related standards.Standards from different domains may sometimes be closely related.
Sample of high school course syllabi in social studies, American History. Each syllabus, contains a (click) Theme or Course Description, and (click) broad Topics, which are further clarified with (click) content statements. This is a diversion from past standards organization and one that allows for focus and rigor in instructional practices as well as an assessment pattern (End of Course Exams) that promotes the same.
While schools and districts are preparing for transition to the revisedstandards, these are some things that can be emphasized in our daily practice.Focusing on benchmarks will help ensure that students get the in-depth instruction needed.Inquiry-based instruction can become part of our current practice .Teaching and learning should go beyond state-wide assessments and connect the classroom to the outside world.
Transitioning to the revised standards will require schools to plan ahead . We will discuss these steps in more detail later in the presentation and in the months to come. Please note: ODE plans to produce a more detailed transition plan to help provide guidance to districts and schools.
Crosswalk documents summarize the relationship between the 2002 and 2010 academic content standards. This information is provided to assist curriculum specialists and teachers in reviewing their current curriculum and instruction in preparation for the transition to revised standards. Drilling down to the grade level indicators is not our focus right now, but rather a moregeneralized look at what the differences are and what topics are to be presented at the different grade levels.Background information:While there are clear connections between both sets of standards, there are also clear differences. The structure and organization of the standards has been revised, including new terminology. It is important to keep in mind that these documents identify connections between content statements (2010) and benchmarks (2002), but these are not equivalent expressions and do not represent absolute alignment. Because benchmarks and grade level indicators (2002) are not equivalent to content statements (2010), the alignment between the two is not perfect and should not be used to re-purpose curriculum and instructional materials for teaching the 2010 standards. Curricular planning should not be done with the crosswalk document alone; educators should also plan to use the model curricula available in the spring of 2011. The model curricula will include content elaborations and expectations for learning that further clarify the parameters of the content and expected cognitive levels. And thus classroom instruction
To find the crosswalk documents:(click) select ‘Academic Content Standards’ from the ODE homepage.Then, select ‘Adoption of Revised Academic Content Standards and Common Core State Standards’. This page will allow you to select the content area you are interested in and go on to the resources that have been posted for that content area, including crosswalks, standards and model curriculum drafts. ODE is investigating how best to display these documents and will consider if they can also be listed together rather than just with the content heading.
Our next topic is model curriculum (slides 21-30)We’ll look at what it is, how it has been developed and how you can continue to participate. Presenter’s Note – You may present each section separately or all 10 slides in one set. * HB1 (slide 22) * Part of the whole (slide 23) * Definitions & Components (slides 24-26) * Template, Examples, & Timeline (slides 27-30)
Part of HB1 as well.Again, please note the key terminology in the law.Model Curriculum – If standards is the “what,” then the model curriculum becomes the “how”. Coherence – Does the curriculum connect from grade level to grade level throughout the content area? Does the organization make sense? Are there well defined connections throughout the content area and grade level as well as across contents areas and grade levels?Focus – Does the curriculum allow for in-depth learning and the development of connections or is it scattered and more about coverage? Rigor – Does the curriculum challenge and support teachers and students with appropriate resources and well designed classroom strategies?Vertical Articulation – Is the curriculum connected as students move through the grade levels? Can educators accurately gauge where their content fits into the learning process for their grade level(s) and/or content area(s)?Learning Progressions – Do the cognitive levels of learning throughout the grade levels and the curriculum correspond to the needs of students? Are there opportunities for students to be challenged in a variety of ways at each level of their learning? Are the transitions from one level to another (in content and skills) consistent and smooth?
Ohio’s comprehensive educational system is made of three integrated parts. First, are the revised academic content standards (the “what”) which were approved in June 2010 by the State Board of Education. Next, will come the model curricula (the “how”) which will provide teaching strategies and content elaborations for teachers, as well as expectations for learning and will be used to build the next generation of assessments (how learning will be measured).
The Model Curriculum provides information and support on how to plan, develop, implement and evaluate what students should know and be able to do. The model curriculum will have some different components in the different curriculum areas, but all content areas will provide guidance to help teachers better understand the content to be taught, possible approaches to instruction, resources to consider and possibilities for classroom assessment.
Content Elaborations: statements that help clarify and/or amplify the content statements to help make them more easily understood and taught * These will be available for all content areasExpectations for Learning: statements that specify what students should know and be able to do; these can provide guidance for how students may be assessed * These will be available for science and social studies because their content statements do not indicate cognitive levelsThese two aspects of the model curriculum will contribute to the development of assessments at the local and state-wide levels.
Instructional Strategies and Resources will provideguidance and support for local instructional and curricular design.This will include content-specific instructional ideas, suggestions for aligned resources, differentiated classroom ideas, and ways for students to demonstrate their learning. There will be some content-specific sections. For example:Misconceptions will be included in the model curricula for mathematics and science. This section will help teachers understand and plan for common misconceptions related to the content.Connections, Enduring Understandings and Essential Questions will be included in the model curricula for English language arts and social studies to help teachers plan instruction around big ideas and to connect student learning within and across disciplines. This section of the model curriculum will be updated on an ongoing basis. So far over 1500 educators have participated in meetings during the summer and fall devoted to populating the model curriculum’s strategies and resources sections.
This template shows the organization most of the model curriculum documents follow…….Remember, this is not how the resources will look when they are web-based. (click) Content Elaborations (click) Expectations for Learning are listed in the left column. (click) Aligned strategies and resources are listed in the right column. These will consist of teacher-generated best practices, including ideas for differentiation. (click) This template includes a social-studies and ELA component, Enduring Understandings and Essential Questions. Remember, not all of the content areas will have every one of these components as part of their model curriculum. Each content area has different needs and both ELA and mathematics are part of national consortiums that have impacted our work here in Ohio.
In this sample from grade five social studies you can see another feature of the model curriculum, connections to instructional priorities as appropriate for the content area. This social studies example shows three icons - which will be interactive in the web-based version. This sample shows the following connections:(click) Inquiry-based learning: Identifies strategies or resources appropriate for inquiry-based learning(click) 21st Century Skills: Identifies strategies or resources for application of 21st century skills as defined by The Partnership for 21st Century Skills(click) Global connections: Identifies strategies or resources that could be used to emphasize global connections and perspectives
Here is the timeline for development of the model curriculum.The revised standards were adopted in June 2010 by the State Board of Education. Review boards were convened by all content areas throughout the summer to develop and review the content elaborations and expectations for learning. Teacher team meetings, led by Lead Content Experts, were held across the state this summer and again in September to suggest, review and submit strategies and resources aligned to the content statements and expectations for learning. Review boards met again to review the submissions from teacher team meetings. Public feedback will be collected in November and then integrated into the final draft. Ohio law requires that the model curriculum be adopted by the State Board of Education in March of 2011.
The next phase of creating Ohio’s comprehensive educational system is to begin development of new assessments. Presenter’s Note: This set of slides can be presented in one phase: * HB1 (slide 32) * Current Status (slide 33) * New Assessments (slide 34) * Consortia Involvement (slides 35-36) * Timeline (slide 37) * Integrated Part of the Whole (slide 38)
How do these changes in standards and model curriculum impact Ohio’s assessment system?
The Ohio Achievement Tests in reading, mathematics and science remain operational until new assessments are implemented; as do all five of the Ohio Graduation Tests. Ohio’s current budget proposal continues the suspension of the Writing and Social Studies assessments through the next biennium (through school year 2012-2013). Assessments that have been suspended will be considered for implementation but only if future budget considerations permit such conversations.House Bill 1 requires writing is to be combined with reading to form an English/Language Arts assessment. Ohio’s development of new assessments will begin in May of 2011.Background information:House Bill 1 requires work on new assessments to formally begin after the adoption of the model curriculum. However, Ohio is currently a member of both Race to the Top assessment consortia developing common assessments in mathematics and English language arts aligned to the common core state standards; consortia work began in October of 2010.
House Bill 1 required changes to K-8 assessments including the creation of an English language arts assessment and an adjustment of the number of performance levels.Changes at the high school level include a move to a three part graduation requirement that combines:A nationally standardized test End-of-course exams andA senior projectThe specifics regarding these graduation requirements have not yet been decided.Work is currently underway to coordinate these requirements from House Bill 1 with the work on the Race to the Top common assessments which will become operational in 2014-15. Planned implementation of the new assessments will follow the consortia timeline.Background information:There has been much discussion regarding the changes to high school graduation requirements including the possibility that the ACT will become a requirement for all of Ohio’s students. The requirement of a ‘nationally standardized test’ (as per HB 1) could be met by assessments other than the ACT. Another consideration is that end-of-course exams might be impacted by the Race to the Top assessment consortia. ODE has convened a committee to prepare recommendations for the senior project. Ohio will also continue its work on performance-based assessments which will inform this decision-making process.
Ohio is currently participating in two consortia developing common assessments aligned to the common core standards in mathematics and English language arts.Both PARCC & SMARTER Balanced consortia are:Internationally benchmarked College- and career-readyA benefit of the technology that will be used to implement the new assessment system is the rapid reporting of student scores which will allow assessments to better inform instruction.
There are many commonalities between the two national consortia. However, one major difference is that PARCC is computer-based while the SBAC assessments are computer-adaptive.Both computer based and computer adaptive assessments require students to use computer technology to complete the assessment. Background information:Computer Based Assessments: This assessment is the same for all students at a grade and content area. Students take the assessment through a web based system. A variety of assessment item types (multiple choice, short and extended response, computer enhanced) may still be used in this system.Computer Adaptive Assessments:The assessment in this adaptive system is different for each student. A core set of questions are given to the students to answer, and then based on their response to this set of questions additional questions are selected from a pool. Based on the students’ answers if correct the next question is more difficult and if incorrect the next question is easier. The Computer program continues to provide additional questions in order to narrow the students to an individual score. The current GRE testing program uses an adaptive computer system. Students access the assessment through a web based system. A variety of assessment item types (multiple choice, short and extended response, computer enhanced) may still be used in this system.Ohio currently uses two types of items for its state-wide assessments: multiple choice and extended response. The Ohio Performance Assessment Pilot Project is working to develop performance assessments aligned to Ohio’s academic content standards. The results of this project will be available to assist all of Ohio’s schools in adding performance-based assessments to their assessment systems.
To review the assessment system proposal for the SBAC consortia please visit their website.
To review the assessment system proposal for the PARCC consortia please visit their website.
This timeline traces the implementation of Ohio’s enhanced standards, model curriculum and assessments.(click) The State Board of Education adopted Ohio’s revised standards in science and social studies and the common core state standards in mathematics and English language arts in June of 2010.(click) The State Board of Education is expected to adopt the model curriculum in March of 2011. (click) The transition to Ohio’s comprehensive educational system is expected to occur over a number of years – this will be a gradual process that includes professional development, curriculum revision and test development. (click) The transition to the new system is expected to be complete by June of 2014.
Ohio’s comprehensive educational system is the sum of three essential components.
A large part of building Ohio’s future is our Race to the Top initiative. (slides39-40)
Ohio’s Race to the Top initiative was created in alignment with the requirements of House Bill 1.Focus of Race to the Top’s Assurance B is on standards and assessment- creating strong commonalities between expectations in Race to the Top and House Bill 1.1st Expectation- To develop and adopt common K-12 standards. House Bill I calls for the adoption of revised standards as well. Both used a collaborative process, included international benchmarking, creating standards that are rigorous and manageable, support application of skills, and prepare students to be college and career ready.2nd Expectation- Development of assessments. Both call for high quality assessments aligned to standards, including formative, performance and summative assessments. 3rd Expectation- Ensure successful transition to and implementation of standards and assessments. Both require curricular, instructional and assessment guidance and support be provided to educators.
Within Race to the Top’s Assurance Area B3, ODE will focus on two key projects:provide curriculum resources; and strengthen assessment leadership. Part of providing curriculum resources will be a two-year regional ‘rollout’ of the revised standards. This will include content-specific support for teachers as they develop and transition to new curricula.The development and implementation of new assessments has already begun with Ohio’s performance-based assessment pilot project. This work will continue with the creation of formative assessments and a kindergarten readiness assessment.
So, what comes next?
These are some of the suggestions that have been shared with district leaders across the state. Some of this work will be led by ODE, while other pieces will be planned locally. ODE will produce an expanded version of this item with more detail soon.These suggestions are not to serve as a definitive road map as each district has its own distinct needs. ODE will provide additional guidance soon with more specific suggestions for each year of the “transition period”. For example, integration of standards and curricula needs to happen over multiple years, possibly beginning in 2011-2012, but not being completed until 2013 -14. Professional development is likely to include the use of high quality assessments aligned to standards, including formative, performance and summative assessments. We’ve also talked today about the development of the model curricula and hope that teachers in your district are participating.As districts build awareness of the revised standards next year, they will have access to the model curricula, crosswalk documents and other resources.
Activity for All ParticipantsThis is called a ‘3 – 2 – 1 Reflection’. Take a few minutes to respond to these three questions. (click) What are three things you’ve learned today that you didn’t’ know before?(click) What are two questions you still have?(click) And what is one action step you can take based on what you have learned today?Allow participants 3 minutes or so of quiet time, then ask them to share with their table group for 5 – 10 minutes (as appropriate for size of groups and time available).As a whole group, ask participants to volunteer to share what they’ve learned, their questions or their action steps. Lead into session questions on next slide.
Denny Thompson, Director of Curriculum & Instruction Ohio Department of EducationJim Wright, Director of Assessment Ohio Department of Education
What ODE in concert with the ESCs will be doing over the next several months.
Your schedule of meetings in your areas or to your audiences from November 2010 – January 2011.Before you leave please fill each space with 2-4 items that will help guide your planning.Presenter’s Note: We feel it is important to do this before the close of the day’s session and to share it around with colleagues. Plans should be fairly well set so that when participants return to their job locations they aren’t overwhelmed with other items and this items gets lost. Select dates & times Arrange facilities Identify your audiences Prepare meeting materials (handouts, sign in sheets, name tags, etc Assign facilitators
Key Elements of Today’s Session<br />1. Preview each section<br />2. Present the information<br />3. Reflect on that information<br />4. Discussion time w/ colleagues<br />5. Ask questions<br />6. Draw conclusions<br />7. Participate in planning<br />2<br />
3<br />Building Ohio’s Future Through:<br />* Revised Standards *<br />Model Curriculum<br />New Assessments<br />Race to the Top<br /> Next Steps<br />
Standards Revision<br />Not later than June 30, 2010…the state board of education shall adopt statewide academic standards with emphasis on coherence, focus, and rigor for each of grades kindergarten through twelve in English language arts, mathematics, science, and social studies.<br />ORC 3301.079(A)(1)<br />4<br />
Standards Must Reflect:<br /><ul><li>College and career readiness
Stakeholder Needs—June 2009<br />6<br />Improvement needed or critical in all areas!<br />
What Did We Hear?<br />Too many standards<br />Not easily managed<br />No time to teach in depth<br />Some need clarity<br />Technical corrections<br />7<br />
Standards Adoption June 2010<br />English Language Arts<br />Mathematics<br />Science<br />Social Studies<br />Common Core <br />Standards<br />State Standards<br />8<br />
Revised Standards<br />Demonstrate learning progressions across grades (Coherence)<br />Are supported by model curricula (Rigor & Relevance)<br />Show a reduction in the amount of content to:<br />Be more manageable (Clarity)<br />Promote greater depth of learning (Focus)<br />9<br />
Revised Standards Framework<br />Major units or areas of study <br /> (i.e., strand, domain)<br />Main focus of the content and standard statements<br />(i.e., topic, cluster)<br />What students should know and/or be able to do <br />(i.e., content and <br />standard statements)<br />10<br />
Organizational Framework and Terminology of the Revised Standards<br />11<br />
Finding the Crosswalks<br />20<br />www.education.ohio.gov<br />
21<br />Building Ohio’s Future Through:<br />Revised Standards<br />* Model Curriculum *<br />New Assessments<br />Race to the Top<br />Next Steps<br />
Why a Model Curriculum?<br />22<br />…the state board shall adopt a model curriculum…The model curriculum shall be aligned with the standards, to ensure that the academic content and skills specified for each grade level are taught to students, and shall demonstrate vertical articulation and emphasize coherence, focus, and rigor.<br />ORC §3301.079(B)<br />
MODEL CURRICULUM One piece of an integrated whole<br />23<br />
What is the Model Curriculum?<br />24<br />A web-based tool, aligned to the standards, that:<br /><ul><li>Presents information specific to the content area by grade level, grade band and course
Provides curricular and instructional guidance
Includes instructional strategies and resources
Informs assessment development</li></li></ul><li>Model Curriculum Components<br />Content Elaborations: <br />In-depth information about “what” should be taught <br /><ul><li>Applies to all content areas</li></ul>Expectations for Learning:<br />Recommendations for how students may demonstrate their learning<br /><ul><li>Applies only to science and social studies </li></ul>25<br />
Model Curriculum Components<br />Instructional Strategies and Resources: <br />Guidance and support for instructional and curricular design <br /><ul><li>Applies to all content areas </li></ul>Content Specific Sections: <br />Address elements specific to a subject area<br /><ul><li>Misconceptions
Connections, Enduring Understandings, and Essential Questions</li></ul>26<br />
Model Curriculum Template<br />27<br />Content Elaborations<br />Instructional Strategies and Resources<br /> Expectations for Learning <br />Content Specific Sections<br />
Model Curriculum Example<br />28<br />Inquiry-based learning<br />21st Century Skills<br />Global Connections<br />
Model Curriculum<br />29<br /><ul><li>Content Elaborations
31<br />Building Ohio’s Future Through:<br />Revised Standards<br />Model Curriculum<br />* New Assessments *<br />Race to the Top<br />Next Steps<br />
32<br />New Assessments<br />“The state board of education shall… develop achievement tests aligned with the academic standards and model curriculum for each of the subject areas and grade levels required by section 3301.0710 of the Revised Code.”<br />ORC § 3301-13-01 (C)(1)<br />
Status of Current Assessments<br /><ul><li>Assessments remain operational