Increase the rigor and relevance in learning A Acquisition B Application C Assimilation D Adaptation KNOWLEDGEKNOWLEDGE TAXONOMYTAXONOMY 654321654321 Evaluation Synthesis Analysis Application Understanding Awareness APPLICATION MODEL 1 2 3 4 5 KnowledgeApply in discipline Apply across disciplines Apply to real world predictable situations Apply to real- world unpredictable situations
Implement standards based instruction Teacher’s roles Design instruction that is based on the WV content, learning skills and technology tool standards, as opposed to the adopted textbook. Model appropriate behaviors to build relationships that support Quadrant D learning and assessment as in the rigor and relevance framework. Ask more questions than providing answers. Make student tasks relevant
Implement standards based instruction Students’ Roles Work effectively in groups. Voice understanding of classroom, school, community and professional expectations and goals. Connect learning with real-world applications. Extend learning beyond requirements of task.
SCHOOL EFFECTIVENESS CULTURE OF COMMON BELIEFS & VALUES Dedicated to “Learning for ALL…Whatever It Takes” HIGH PERFORMING SCHOOLS SYSTEMIC CONTINUOUS IMPROVEMENT PROCESS CURRICULLUM MANAGEMENT INSTRUCTIONAL PRACTICESSTUDENT/PARENT SUPPORT
Revised the CSOs http://wveis.k12.wv.us/Teach21/public/cso/cso.cfm Prior CSO RLA.4.1.10 Determine a purpose for reading across the curriculum. Revised CSO RLA.O.4.1.09 determine author’s purposes in literacy and informational texts and use supporting material to justify author’s intent: To persuade To entertain To inform To determine a specific viewpoint
Three Circle Audit http://wveis.k12.wv.us/Teach21/public/PS/mainmenuPS.cfm Traditional quizzes and tests (selected response) Quizzes and tests (constructed response) Performance tasks and projects … Performance tasks and projects (complex, open-ended, authentic)
Work collaboratively Establish professional learning communities to create cultural shifts Fundamental purpose Use of assessments Response when students do not learn Work of teachers Focus –from external assistance to internal acceptance and ownership to improve the school School culture Professional development Provide time to collaborate
Backward Design Begin with the end in mind. 1.Identify desired results. (learning targets) 2. Determine acceptable evidence. (assessments) 3. Plan learning experiences and instruction. (standards based instruction)
Questions students should ask teachers If I have not mastered an objective (summative/benchmark), how will I improve if I don’t know which specific learning targets are keeping me from mastery? What knowledge do I need to demonstrate the intended learning? What patterns of reasoning do I need to master? What performance skills are required, if any? What product development capabilities must I acquire?
Three Circle Audit Traditional quizzes and tests (selected response) Quizzes and tests (constructed response) Performance tasks and projects … Performance tasks and projects (complex, open-ended, authentic)
Timeline for 08-09 September Structures within a school to support learning Establishing PLCs Building consensus Creating a culture to support school improvement December Shared mission (purpose), vision (clear direction), values (collective commitments), and goals for PLCs PLC structures Identifying the DOK Deconstructing the CSOs and identifying learning targets WESTEST 2 –increase in rigor and relevance
Timeline for 08-09 April Expressing learning targets in student friendly terms Formative assessments OF and FOR learning Benchmark assessments-Acuity Writing Roadmap June Instructional design and strategies Scheduling for interventions PLC Continuum
Final thoughts….. Restructuring for Improvement Improving schools involves three phases: Phase One -actively developing an awareness and knowledge base for restructuring; Phase Two -creating a climate and commitment for change; and Phase Three -restructuring the learning environment.