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Standards-Based Classrooms

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Presentation on theme: "Standards-Based Classrooms"— Presentation transcript:

1 Standards-Based Classrooms
What are they? How do you build one? West Georgia RESA School Improvement Toolbox Series

2 Group Norms & Housekeeping
Ask questions Parking Lot Phone calls Restrooms Breaks Lunch

3 Outcome / Learning Goal
Knowledge of “look-fors” associated with standards-based classrooms.

4 Essential Questions What artifacts and instructional practices are present in a standards-based classroom? Principals How do you determine where your school is in implementing standards-based instruction? How do school leaders support teachers who are not “there yet”? Teachers What instructional processes have to be in place to develop the artifacts associated with a standards-based classroom? How does a teacher implement the instructional processes needed for a standards-based classroom?

5 Think about the differences between the two lessons
Activating Strategy Watch the video Think about the differences between the two lessons

6 In order to practice what we preach…
Assess, Assess, Assess! In order to practice what we preach… Pre-Assessment- 4 Corners Purpose Pre-Assessment – Does not have to be pencil and paper, usually done after the activating strategy, critical to guide instruction.

7 As a group, make a list of elements of a standards-based classroom
Elements of SBC’s As a group, make a list of elements of a standards-based classroom Record your list on chart paper Share responses

8 “My definition of a good teacher has changed from one who explains things so well that students understand to one who gets students to explain so well that they can be understood.” Steven C. Reinhart “Never Say Anything a Kid Can Say!” Mathematics Teaching in The Middle School, April 2000

9 What does it mean??? In a standards-based classroom, learning outcomes aligned to content standards are held constant, and all students are expected to attain proficiency in them. Flexibility is provided in the time and support each student needs to meet the standard. Teachers follow a cycle of instruction— assessment, planning, instruction, assessment, and re-teaching---so all students meet specific, clearly stated and understood, high academic standards in each content area. Read and identify three words that excite and/ or concern you. (Remove the “stressing of words”.)

10 Academic Content Standards
Instructional Cycle Academic Content Standards Academic Content Standards plan teach revise reteach Assessing Academic standards are at the heart / center Assessment is on going and continuous Cycle occurs around the core standards and continuous assessment.

11 Decreasing numbers of students
GEORGIA STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS TIER 4 SPECIALLY DESIGNED LEARNING Targeted students participate in learning that includes: Specialized programs Adapted content, methodology, or instructional delivery GPS access/extension Increasing Intensity of Intervention TIER 3 SST DRIVEN LEARNING Targeted students participate in learning that is in addition to Tier 1 and Tier 2 and different by including: Individualized assessments Interventions tailored to individual needs Referral for specially designed instruction if needed Decreasing numbers of students TIER 2 NEEDS BASED LEARNING: Targeted students participate in learning that is in addition to Tier 1 and different by including: Formalized processes of intervention Greater frequency of progress monitoring Give me a “thumb up” if you have heard the terms “Pyramid of Interventions.” At the base of the pyramid, called Tier 1, is standards-based learning. EVERY child should be provided with Tier 1. Tiers 2, 3, and 4 describe interventions that should be made for those students who don’t “get it” the first time. TIER 1 STANDARDS-BASED CLASSROOM LEARNING: All students participate in general education learning that includes: Implementation of the Georgia Performance Standards through research-based practices Use of flexible groups for differentiation of instruction Frequent progress monitoring Georgia Department of Education Kathy Cox, State Superintendent of Schools April 12, All Rights Reserved

TIER 1 All students participate in general education learning that includes: Implementation of the Georgia Performance Standards through research-based practices Use of flexible groups for differentiation of instruction Frequent progress monitoring Defining Standards-Based Classroom Learning: A classroom where teachers and students have a clear understanding of the expectations (standards) for every content area. They know what they are teaching/learning each day, why the day’s learning is an important thing to know or know how to do, and how to do it. They also know that they are working toward meeting standards throughout the year…that standards-based learning is a process not an event. Students must produce evidence of learning Task based Feedback is essential Defining Flexible Groups for Differentiation of Instruction: based on readiness, interest, and learning profiles Frequent Progress Monitoring: Formative, both formal and informal assessments that measure student progress. Frequent progress monitoring is utilized to drive instruction and serves as an indicator for needed interventions. Example: Small group instruction, peer tutoring, teacher conferences, Tier 1 is a place for initial intervention. Eighty percent of students should succeed at the Tier 1 level. When Dufour - Formalized All Students

13 Standards-based Classrooms
Building a Bedrock of High Expectations for ALL Students.

14 Classroom Visit Visit model classrooms appropriate for your grade level Take 5 – 10 minutes to look around Concentrate on the artifacts Return to the Georgia Room for further group discussion

15 Standards-Based Artifacts
Develop a T chart on chart paper In the left column, make a list of the artifacts you saw in the model classroom

16 Artifacts of SBC’s Room Arrangement
Classroom Rules and Procedure Charts Instructional Bulletin Boards Teacher and Student Use of Bulletin Boards Behavior Management System Analyzed Student Data Test Utilization Plans

17 Artifacts of SBC’s Standards (GPS) Unit Plans Essential Question
Teacher and Student Discussion of Standards Students can identify where they are on meeting the standard. Unit Plans Essential Question Collaborative Planning Pretests

18 Artifacts of SBC’s Classroom Lesson Framework
Whole group vs. small group learning Word Walls ; Vocabulary Displays Graphic Organizers Menus of Choices for Students Learning Centers Materials Table / Resource Bins Students Utilizing Instructional Aids

19 Artifacts of SBC’s Student Work with Teacher Commentary
Teacher Feedback Revised Student Work Formative and Summative Assessments Rubrics Student Self Assessment Culminating Assessment Activities Peer Assessment / Feedback

20 Classroom Visit #2 Return to your model classroom
Utilize your checklist and look again for artifacts Observe a model lesson Visit the other two model classrooms to look for artifacts

21 Instructional Practices
Return to your charts Revise your artifact list In the right-hand column, list the instructional processes of standards-based classrooms

22 “I am convinced that my children learn in more ways than I know how to teach. By listening to them, I not only give them the opportunity to develop deep understanding but also am able to develop true insights into what they know and how they think.” Steven C. Reinhart “Never Say Anything a Kid Can Say!” Mathematics Teaching in The Middle School, April 2000

23 Word Sort Sort the cards into one of seven categories.
Classroom procedures and structures Standards Lesson Structure Grouping of Students Differentiation Student Work Assessment

24 Classroom Procedures and Structures
Rules are posted, positively stated, and there is a consistent system for behavior management. Teachers use individual student data to plan for instruction. Student is the worker and the teacher facilitates learning activities. Students know when they need instructional supports and automatically go get them Room is organized for collaborative work. Bulletin boards are instructional, current, and used by teacher and students.

25 Standards Standards & EQ’s are posted, aligned, and referenced throughout the lesson. Students can talk about the standard they are learning and explain where they are in learning the standard.

26 Instructional Framework
The unit planning process is cyclical (pre-test, planning for differentiation, instruction, assessment, and reteaching). Unit / lesson planning starts with determination of what students should know and be able to do. Lesson Framework (Activating, Instructional lesson, and summarizing) is of the highest quality and occurs in a seamless manner in order to maximize instructional time. Content vocabulary is previewed, integrated into the context of the lesson, and becomes part of the classroom dialogue. Rigor is pervasive – Higher order questioning, thinking skills, assignments, activities. Assignments are authentic and connect to real life Students are interested and engaged in the learning process.

27 Grouping of Students Group work is prevalent, students are responsible for their learning and understand the procedures for working in groups. Flexible groups are developed based on pre-assessment, formative / summative assessment, and may change within the unit.

28 Differentiation Teachers use a collection of student data to plan differentiated assignments based on student ability and level of knowledge. Differentiation of instruction is prevalent (tiered assignments, guided reading groups, flexible grouping, acceleration)

29 Student Work Student work is posted with commentary that includes strengths, areas of weakness, and next steps.

30 Looking at Student Work
“The goal is to bring teachers together to examine their students’ work and, in the process, their own: What am I teaching? Why am I teaching it? How am I teaching it? Why am I teaching it this way? How do I know my students are getting it? How do my students know they are getting it? What did I learn in the process?” Debra Williams Learning to Teach Better by Examining Student Work Community Renewal Society, 2003

31 Looking at Student Work
"My teachers are burying their teachers’ guide and have become more comfortable developing lessons around the curriculum and standards that promote higher-order thinking from students. And you know what? Our kids’ [test] scores have been trending up for the last five years. Our teachers are giving assignments that affect long-term learning, not just to fill up a grade book.” Debra Williams Learning to Teach Better by Examining Student Work Community Renewal Society, 2003

32 Assessment Rubrics are developed by teachers and students based on standards and instruction. Formative assessments are used throughout the lesson to determine student progress, design and redesign instruction. Students are given opportunities to revise their work according to feedback Students use peer feedback and self-assessment to gain proficiency of the standard. Specific, instructional feedback is given in a timely manner to guide student learning towards proficiency of the standard.

33 Standards-based assessment practices “de-emphasize traditional grades, demystify the entire grading process, and focus on the process of learning and the progress of the individual student. All these desirable characteristics occur because the prime purpose of grades is recognized as communication, not competition, and determining student grades is based on pedagogy that views the teacher’s role as supporting learning and encouraging student success.” Ken O’Conner How to Grade for Learning: Linking Grades to Standards Corwin Press, 2002

34 Standards-based Lesson
Watch the videos Think about the instructional elements that make these lessons different from a traditional lesson. Apply the rubric Discuss your observations with your group

35 Where are we? Use the rubric to determine where you or your school is in the standards-based process. Prioritize areas of weakness Develop an action plan to address these areas

36 Action Plans Administrators Teachers Use the templates provided to create an action plan for implementation standards-based classrooms.

37 Providing Support for the Standards-based Classroom
What should leaders do? Provide opportunities for collaboration Ensure that professional learning opportunities are based on identified needs Systematically monitor implementation of curriculum, assessment and instruction Attend teacher meetings, study groups and other professional learning opportunities Work with teachers to analyze student work based on standards Ensure that all students receive immediate intervention if they are not meeting standards Ensure that the focus of faculty meetings, leadership team meetings is student learning Regularly analyze data with regards to meeting School Improvement Goals and Annual Measurable Objectives Model the characteristics of a lifelong learner

38 Summarizing Activity Using what we have learned, create an acrostic of “standards - based” Share acrostics

39 “No matter how lucidly and patiently teachers explain to their students, they cannot understand for their students.” Deborah Schifter& Cathy Fosnot Reconstructing Mathematics Education: Stories of Teachers Meeting the Challenge of Reform Teachers College Press, 1993


41 Room Arrangement Room is arranged in a manner to support:
Student grouping Use of manipulatives Small group instruction Independent learning Utilization of technology Student rows are not the norm

42 Classroom Rules / Procedure Charts
Behavior rules are posted and positively stated. Procedural charts are visible Instructional charts – writing procedures, research processes, problem solving steps, etc. Organizational charts - getting materials, visiting centers, etc.





47 Instructional Bulletin Boards
Change frequently Show student work Display information to guide student learning (concept maps, preview word wall, EQ’s, graphic organizers, etc.) Are used by student and teacher throughout the unit





52 Behavior Management System
The teacher maximizes instructional time by: Coordinating- The teacher has determined the necessary procedures, scheduling, materials, routines, and developed transitional activities. Checking- Monitor learners in all school settings Coaching - Varies instructional techniques and praise learners whenever possible. Creates an atmosphere that reaps success instead of failures.  Provide an opportunity for learners to be actively involved in the learning process.

53 Behavior Management System
The teacher maximizes instructional time by: Demonstrating Consistency- Provides learners the security of consistency. Makes actions and consequences clear.  Displays and requires consistency in behavior. 

54 Analyzing Student Data
Student data (CRCT, Dibels, GHSGT, benchmark tests, classroom assessments) provides valuable information about the student’s level of learning. Analyzing student data will provide an opportunity to obtain information on each student’s knowledge and skills.

55 Analyzing Student Data
Data should be analyzed for: Students that did not pass / do well Students near the passing score (Bubble students) Students that fall into multiple subgroups (High Impact) Individual student strengths and weaknesses by domains

56 Analyzing Student Data
CRCT SCORE Measurement Geometry Algebra John Mary Sue Mark

57 Annual plan for improvement based on analysis of test data
Test Utilization Plan Annual plan for improvement based on analysis of test data Completed by individual teacher or grade level group of teachers.

58 Test Utilization Plan Example
Sample Elementary School Ms. Jones 4th Grade Areas for Improvement Goals / Objectives Strategies Benchmarks

59 Standards (GPS) Standard is posted in language the child can understand EQ is connected to the standard Guides the lesson/unit Can be explained by student, if asked Student understands where he/ she is in relationship to the standard Teacher continually connects learning to the standard


61 Unit Plans Developed as a guide for teaching the standards over a period of time (2 weeks, 4 weeks, 6 weeks, etc.) Begins with the “end in mind” Includes: Student learning outcomes Performance Tasks / Culminating Activity EQs Lesson Plans

62 Essential Question “Open-ended provocative questions that are designed to guide student inquiry and focus instruction for uncovering the important ideas of the standard.”

63 Essential Question Have no simple “right” answer; they are meant to be discussed. Are designed to provoke and sustain student inquiry, while focusing learning and final performances Raise other important questions Stimulate vital, ongoing rethinking of big ideas, assumptions, and prior lessons. May have several EQ’s per unit

64 Essential Question Examples
How and why do things in nature fly? (4th grade) How is intelligence measured? (11th grade) Where will I ever use multiplication? (3rd grade) How do publishing houses make decisions about submitted manuscripts? (8th grade)

65 Collaborative Planning
Teachers meet weekly to: plan units examine student work coordinate learning activities analyze data and student progress study research conduct professional learning


67 Pretests Student assessments given prior to a unit of study.
Provides initial information on the student’s level of knowledge, which can be used to: Plan instruction Differentiate learning Develop flexible groups

68 Pretests Pretests, combined with post-tests, allow for measurement of student learning. Various formats can be utilized for pretests. Pretests are not always a formal pencil / paper assessment (e.g.- 4 Corners)

69 Classroom Lesson Framework
Lesson Format that includes: EQ Activating Strategy Teaching / learning segment Summarizing of lesson Assessment of learning

70 Whole vs. Small Group Learning
Whole group instruction – Teacher conducts the lesson Students receive the same information or participate in the same activity Little interaction between student and teacher Acceptable for activating, summarizing, and giving directions. The key is to use it appropriately!

71 Whole vs. Small Group Learning
Small group instruction- Teacher is facilitator Small groups of students work on different levels (differentiation) or different assignments. Classroom encourages students to collaborate and discuss learning process. Students understand their individual roles within the group. Procedures for collaboration have been well established.


73 Word Walls / Vocabulary Displays
A word wall is a systematically organized collection of words displayed on a wall or other large display place in the classroom List is dynamic, ever-changing Used by teachers and students to: Support current learning units Preview upcoming learning units Review lessons/ units/ previously learned vocabulary Used as cue during classroom discussion, writing, etc.



76 Graphic Organizer Instructional tool used to help students understand, retain, and apply new learning. Examples include: Venn diagrams T-charts Word Webs K-W-L


78 Menus of Choices Options of activities, performance assessments, class assignments, etc. Increases student interest, motivation, and involvement Menu options are connected to the standard, but provide different opportunities to demonstrate the learning of the standard.

79 Menu of Choices Example
Choose 1 of the following to complete: You are a member of the Confederate army that survived the battle of Gettysburg. Write a letter to your family describing the battle and your current circumstances. If you had been able to observe the battle of Gettysburg from a helicopter, what would the battle have looked like. Draw a map of the battle that depicts the location of the troops.

80 Student Learning Centers
Learning centers can be used as a way to rotate groups of students through different activities. Like cooperative groups, this is also a good technique to use when there are a limited number of computers available. Each group takes a turn working at a different activity or learning center. Groups can rotate through the centers during the course of one class or over a period of time.



83 Materials Center / Resource Bins
Manipulatives, books, supplies, materials are available for students in an easily accessible location. Students know where materials are located and feel comfortable obtaining learning resources as they need them.




87 Teacher Commentary Feedback to students that tells the student how to improve. Opens communication between teacher and student Teacher Commentary provides opportunities to: Correct knowledge gaps or skills deficits Provide specific and helpful information for improvement Encourage the student to keep trying

88 Teacher Commentary Usually includes:
A positive statement about the student work and the student’s progress toward meeting the standard(s) An identified area for improvement Specific information on how to “grow” toward meeting the standard. Opportunities for the student to revise the work

89 Teacher Commentary Example:
“ Maria, You did a great job on drawing the right triangle, labeling the hypotenuse, and remembering the Pythagorean theorem. However, the answer was incorrect because you forgot to correctly complete the formula. Remember that to ‘square a number’ you multiple the number by itself, not by 2. “


91 Formative Assessment On-going assessments
Monitors / measures student progress Reviews what students have learned and can apply Evaluates instruction. Diagnoses skill or knowledge gaps Allows for reteaching, enrichment, revised teaching methods, and student feedback

92 Formative Assessments
In daily use, teachers apply formative assessment to: - determine what concepts require more teaching - what teaching techniques require modification.

93 Formative Assessment Examples
Teacher observation shows some students do not grasp a concept, so she designs a review activity or uses a different instructional strategy for that group. Examples: - Ticket out the door, periodic quizzes, 3-2-1, Open-ended response, performance tasks, Think-pair-share.

94 Rubrics A rubric is an assessment guide Rubrics describe what are the expected elements / criteria of student work. Displays levels/scores on the chosen scale. Identifies what is important, defines what work meets a standard, and enables a teacher / student to distinguish between different levels of performance.

95 Rubrics With a rubric, the student and teacher share a common understanding of what constitutes quality work. Both student and teacher can compare the student's performance to the standards.

96 Rubrics - Example Criteria Beginning Progressing Proficient Research
Two or fewer of the five areas are covered OR the information in three or more of the five is not thorough Three or more interesting facts are given on: habitat, food, physical description, reproduction. Five research facts with sources provided on each of the five areas. Presentation Some information given, pacing was too fast or slow, words were mispronounced. Information read in a satisfactory manner (most words pronounced correctly, pace OK), loud enough to be heard. Information presented well (words pronounced correctly with an appropriate pace-not too fast/slow), loud enough to be heard


98 Culminating Assessment / Activities
Assessment conducted at the end of a unit to determine level of student learning Activity requires students to apply and demonstrate learning in formats other than pencil / paper tests. Assessments should utilize higher order processes and connect the learning to real life.

99 Peer Assessment / Feedback
Students utilize a common procedure, understood process, or rubric to review a peer’s work and provide feedback for improvement. Very effective if used to support the writing process. Can be applied to all content areas.


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