The process of developing the model curricula began immediately after the adoption of the Academic Content Standards in English language arts and mathematics by the Ohio State Board of Education on Dec. 11, 2001. This development was mandated by Amended Substitute Senate Bill 1 which required the State Board of Education to design and produce model curricula for kindergarten through 12th grade within 18 months of the adoption of the Academic Content Standards in English language arts and mathematics. In addition, the model curricula disseminated to Ohio educators in the fall of 2003 also include pre-kindergarten model lessons to meet the mandate of House Bill 94 which required the development of "reading and mathematics content standards and model curricula."
The process followed to develop the model curricula, like that used to develop the Academic Content Standards, included extensive stakeholder involvement. With the adoption of the Academic Content Standards, nominations for participation on the model curricula advisory committee and writing teams were solicited by contacting school superintendents, school administrators, professional organizations, higher education officials, the Ohio Education Association, the Ohio Federation of Teachers, and parent, business and community organizations.
More than 200 nominations were received for the English language arts and mathematics advisory committees, and more than 350 nominations were received for the writing teams. Members were selected to include geographic representation from all 12 regions served by the Ohio Department of Education Regional Professional Development Centers. Ohio's diverse ethnicity, geography, types of school districts and colleges and universities were represented on the writing teams and advisory committees. The writing teams and advisory committees included members across all grade levels, pre-kindergarten through grade 12.
The advisory committee and writing team members met throughout 2002 to plan, develop, write, revise and edit content for the model curricula. Lessons and activities developed by the writing teams were then pilot tested with hundreds of Ohio educators in November 2002 and January and February 2003. Teacher reviews, comments and student samples generated during this pilot testing process resulted in revisions to the model curricula documents - revisions that helped ensure the lessons developed were meeting the needs of Ohio's educators.
The model curricula presented to the State Board of Education for adoption in spring of 2003 reflect the final recommendations of this intensive development and review process.