Presentation on theme: "Standards-Based Classrooms What are they? How do you build one? West Georgia RESA School Improvement Toolbox Series."— Presentation transcript:
Standards-Based Classrooms What are they? How do you build one? West Georgia RESA School Improvement Toolbox Series
Group Norms & Housekeeping Ask questions Parking Lot Phone calls Restrooms Breaks Lunch
Outcome / Learning Goal Knowledge of look-fors associated with standards-based classrooms.
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?
Activating Strategy Watch the video Think about the differences between the two lessons
Assess, Assess, Assess! In order to practice what we preach… Pre-Assessment- 4 Corners Purpose
Elements of SBCs As a group, make a list of elements of a standards- based classroom Record your list on chart paper Share responses
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
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.
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 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 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 TIER 4 SPECIALLY DESIGNED LEARNING Targeted students participate in learning that includes: Specialized programs Adapted content, methodology, or instructional delivery GPS access/extension Georgia Department of Education Kathy Cox, State Superintendent of Schools April 12, 2006 All Rights Reserved Decreasin g numbers of students Increasing Intensity of Intervention GEORGIA STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS
All Students 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 STANDARDS-BASED CLASSROOM LEARNING
Standards-based Classrooms Building a Bedrock of High Expectations for ALL Students.
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
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
Artifacts of SBCs 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
Artifacts of SBCs Standards (GPS) –Teacher and Student Discussion of Standards –Students can identify where they are on meeting the standard. Unit Plans Essential Question Collaborative Planning Pretests
Artifacts of SBCs 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
Artifacts of SBCs Student Work with Teacher Commentary –Teacher Feedback –Revised Student Work Formative and Summative Assessments Rubrics –Student Self Assessment Culminating Assessment Activities Peer Assessment / Feedback
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
Instructional Practices Return to your charts Revise your artifact list In the right-hand column, list the instructional processes of standards-based classrooms
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
Word Sort Sort the cards into one of seven categories. Classroom procedures and structures Standards Lesson Structure Grouping of Students Differentiation Student Work Assessment
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.
Standards Standards & EQs 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.
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.
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.
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)
Student Work Student work is posted with commentary that includes strengths, areas of weakness, and next steps.
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
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
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.
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 teachers role as supporting learning and encouraging student success. Ken OConner How to Grade for Learning: Linking Grades to Standards Corwin Press, 2002
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
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
Action Plans AdministratorsTeachers Use the templates provided to create an action plan for implementation standards-based classrooms.
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
Summarizing Activity Using what we have learned, create an acrostic of standards - based Share acrostics
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
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
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.
Instructional Bulletin Boards Bulletin Boards –Change frequently –Show student work –Display information to guide student learning (concept maps, preview word wall, EQs, graphic organizers, etc.) –Are used by student and teacher throughout the unit
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.
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.
Analyzing Student Data Student data (CRCT, Dibels, GHSGT, benchmark tests, classroom assessments) provides valuable information about the students level of learning. Analyzing student data will provide an opportunity to obtain information on each students knowledge and skills.
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
Analyzing Student Data CRCT SCORE MeasurementGeometryAlgebra John Mary John Sue Mark Sue Mark Mark Mary John Sue Mary
Test Utilization Plan Annual plan for improvement based on analysis of test data Completed by individual teacher or grade level group of teachers.
Test Utilization Plan Example Sample Elementary School Ms. Jones 4 th Grade Areas for Improvement Goals / Objectives Strategies Benchmarks
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
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
Essential Question Open-ended provocative questions that are designed to guide student inquiry and focus instruction for uncovering the important ideas of the standard.
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 EQs per unit
Essential Question Examples How and why do things in nature fly? (4 th grade) How is intelligence measured? (11 th grade) Where will I ever use multiplication? (3 rd grade) How do publishing houses make decisions about submitted manuscripts? (8 th grade)
Collaborative Planning Teachers meet weekly to: – plan units – examine student work – coordinate learning activities – analyze data and student progress – study research – conduct professional learning
Pretests Student assessments given prior to a unit of study. Provides initial information on the students level of knowledge, which can be used to: –Plan instruction –Differentiate learning –Develop flexible groups
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)
Classroom Lesson Framework Lesson Format that includes: –EQ –Activating Strategy –Teaching / learning segment –Summarizing of lesson –Assessment of learning
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!
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.
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.
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
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.
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.
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.
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.
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
Teacher Commentary Usually includes: –A positive statement about the student work and the students 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
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.
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
Formative Assessments In daily use, teachers apply formative assessment to: - determine what concepts require more teaching - what teaching techniques require modification.
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, , Open-ended response, performance tasks, Think-pair-share.
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.
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.
Rubrics - Example CriteriaBeginningProgressingProficient 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
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.
Peer Assessment / Feedback Students utilize a common procedure, understood process, or rubric to review a peers work and provide feedback for improvement. Very effective if used to support the writing process. Can be applied to all content areas.