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1 A Plan to Implement Standards in the Classroom: PTP Statewide Coordinators Meeting August 29, 2006 Honolulu Country Club.

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Presentation on theme: "1 A Plan to Implement Standards in the Classroom: PTP Statewide Coordinators Meeting August 29, 2006 Honolulu Country Club."— Presentation transcript:

1 1 A Plan to Implement Standards in the Classroom: PTP Statewide Coordinators Meeting August 29, 2006 Honolulu Country Club

2 2 Desired Outcome Participants will understand how the: HCPS III Implementation Process Model can be used to plan effective instruction and learning activities; and HCPS III support tools (such as Benchmark Maps, Marzanos Taxonomy, and Benchmark Rubrics) can enhance the planning process.

3 3 HCPS III Implementation Process Model 1. Identify relevant benchmarks. Which benchmark(s) will be the central focus of the lesson/unit? 2. Determine acceptable evidence and criteria. What evidence will show that the student has met the benchmarks at the appropriate taxonomic level? 3. Determine learning experiences that will enable students to learn what they need to know and to do. What strategies or learning experiences will build understanding and help all students meet proficiency? How can the General Learner Outcomes and Process Standards enhance the learning experience? 4. Teach and collect evidence of student learning. 5. Assess student work to inform instruction or use data to provide feedback. What does the evidence indicate about the students progress? Other evidence: reflections, observations, interviews. Is there enough work to make a judgment about the students level of proficiency? What further support is needed? 6. Evaluate student work and make judgment on learning results and communicate findings. What is the level of proficiency most recently demonstrated by the student? see tan handout

4 4 HCPS III Implementation Process Model 1. Identify relevant benchmarks. Which benchmark(s) will be the central focus of the lesson/unit? State Resource: HCPS III Standards Currently available on DOE website Available in hardcopy at schools State Resource: Benchmark Maps Revised/Final maps on DOE website for all areas School Resource: Curriculum Maps Developed at the school level by teachers Aligned with Benchmark Maps

5 5 HCPS III: Organization Strand (only in 4 cores) organizes the standards into big ideas Content Standard a broad statement of what a student needs to know or be able to do at the end of K-12 schooling Topic organizes the benchmarks into related ideas Grade-Level Benchmark a specific statement of what a student should know or be able to do at a specific grade level or course Sample Performance Assessment a generalized description of how a student can demonstrate significant aspects of the benchmark Rubric tool to assess the quality of students achievement of the standards at the specified taxonomic level

6 6 HCPS III: Sample Standard 2: Career Planning: Explore and understand educational and career options in order to develop and implement personal, educational, and career goals. TopicBenchmarkSample Performance Assessment Data Interpret- ation CTE Analyze annual individual education and career goals. The student: Evaluates and updates earlier education and career goals (e.g., determines whether they are achievable; incorporates a timeline; identifies career pathway requirements and resources required to pursue the career; conducts an annual evaluation of educational and career goals; revises plan as appropriate.) Rubric AdvancedProficient Partially Proficient Novice Analyze, in great detail, annual individual education and career goals Analyze, in detail, annual individual education and career goals Analyze, in some detail, annual individual education and career goals Analyze, in minimal detail, annual individual education and career goals

7 7 HCPS II vs. III Comparison: Major Differences HCPS III: establishes the taxonomic level at which students need to demonstrate proficiency provides a rubric for each benchmark provides a sample performance assessment for each benchmark provides benchmarks by grade levels or courses does not contain items which are related to instruction/instructional pedagogy

8 8 Turn and Talk: What is the difference between a Content Standard and a Benchmark? What are new features in HCPS III that were NOT in HCPS II? How do the new features support the implementation of standards?

9 9 Benchmark Maps DEFINITION: The state benchmark maps are a quarterly sequence of clustered benchmarks to be covered within a grade or course. PURPOSE: Benchmark maps provide consistency in identifying when benchmarks will be addressed as schools develop curriculum maps.

10 10 Benchmark Map (Sample) Grade: 9 Quarter: 1 & 2 Big Idea(s) / Major Understanding(s): Students will understand that… Career choices can be made based on ones interest, strengths, and values. Students need to consider wages, benefits and lifestyle afforded to them when considering various career interests. HCPS III Benchmarks: Career choices can be made based on ones interest, strengths, and values. Students need to consider wages, benefits and lifestyle afforded to them when considering various career interests. Career choices can be made based on ones interest, strengths, and values. Italicized benchmarks are taught and assessed in more than one quarter.

11 11 Benchmark Map (Sample) Grade: 10 Quarter: 1 & 2 Big Idea(s) / Major Understanding(s): Students will understand that… Career choices can be made based on ones interest, strengths, and values. Students need to consider wages, benefits and lifestyle afforded to them when considering various career interests. Goals need to be evaluated regularly to track progress or make adjustments to the established goals. HCPS III Benchmarks: CTE Evaluate potential career choices in relation to personal interests, strengths, and values. CTE Assess the compensation, lifestyle, and other benefits associated with careers of interest. CTE Analyze individual education and career goals annually.

12 12 Self-Reflection: HCPS III Implement Process 1. Identify relevant benchmarks. Evidence of GOOD Implementation Teachers develop curriculum based on HCPS III benchmarks Teachers map out the curriculum over the year Evidence of GREAT Implementation Teachers develop curriculum that connect HCPS III benchmarks to big ideas or universal concepts Teachers collaboratively map out curriculum over the year In my schools mathematics department… see green handout

13 13 HCPS III Implementation Process Model 2. Determine acceptable evidence and criteria. How will you know that the student has met the benchmarks? State Resource: HCPS III Use the Sample Performance Assessment to guide the development/selection of specific assessment tasks State Resource: States Instructional Map Will contain assessment tasks with accompanying rubrics Will contain student work exemplars Whats Needed? Assessment Tasks & Rubrics

14 14 Identifying/Creating Assessment Tasks IMPORTANT QUESTIONS… According to the benchmark(s), what is the student expected to know and be able to do? Does the task align with the targeted benchmark at the appropriate taxonomic level?

15 15 Understanding the Benchmarks via Taxonomic Levels Blooms Taxonomy Depth of Knowledge Marzanos Taxonomy All three provide a hierarchical structure to understand different levels of cognitive demand.

16 16 Understanding the Benchmarks via Taxonomic Levels Marzanos Taxonomy is used by all content areas because it addresses more than the levels of critical thinking… Cognitive System Metacognitive System Self System Marzanos Taxonomy Levels of thinking Self-directed, reflective learner Attitudes and beliefs

17 17 Marzanos Taxonomic Levels (Cognitive System) Level IVLevel IIILevel IILevel I Knowledge Utilization AnalysisComprehension Knowledge Retrieval Use ___ to determine ___ Judge the validity of ___ Use___ to solve Generate/Test hypotheses Analyze using evidence Investigate Compare/ contrast Differentiate Categorize Find what is common among Categorize Determine reasonableness of information Predict Determine what comes next/later Describe and explain Explain the concept Demonstrate and explain Diagram Illustrate/ describe how ___ is related to ___ Represent Recognize Select from a list Recall Give/Provide examples List Name Read Perform mathematical operation (by following a set algorithm) see handout

18 18 What is the student expected to know and be able to do? At what taxonomic level? Grade: 10 Quarter: 1 & 2 Big Idea(s) / Major Understanding(s): Students will understand that… Career choices can be made based on ones interest, strengths, and values. Students need to consider wages, benefits and lifestyle afforded to them when considering various career interests. Goals need to be evaluated regularly to track progress or make adjustments to the established goals. HCPS III Benchmarks: CTE Evaluate potential career choices in relation to personal interests, strengths, and values. CTE Assess the compensation, lifestyle, and other benefits associated with careers of interest. CTE Analyze individual education and career goals annually.

19 19 BENCHMARK Career choices can be made based on ones interest, strengths, and values. Students need to consider wages, benefits and lifestyle afforded to them when considering various career interests. Goals need to be evaluated regularly to track progress or make adjustments to the established goals. HCPS III: Grade 9 Example ( ) Does this task address the benchmark? The student will complete an educational plan (course of study).

20 20 HCPS III: Grade 9 Example ( ) Focus on both the nouns AND verbs How do you know that the student was able to CONSIDER... and EVALUATE GOALS, TRACK PROGRESS AND MAKE ADJUSTMENTS? Dont just focus on the skill: choices made based on interest, strengths, and values BENCHMARK Career choices can be made based on ones interest, strengths, and values. Students need to consider wages, benefits and lifestyle afforded to them when considering various career interests. Goals need to be evaluated regularly to track progress or make adjustments to the established goals.

21 21 Evaluating Assessment Tasks CTE Evaluate potential career choices in relation to personal interests, strengths, and values. Does the task align to the targeted benchmark? At the appropriate taxonomic level? Task : Complete the RIASEC Test and a Make a Career Choice

22 22 Creating Assessment Tasks CTE Evaluate potential career choices in relation to personal interests, strengths, and values. CTE Assess the compensation, lifestyle, and other benefits associated with careers of interest. IDEAL ASSESSMENT TASKS target several benchmarks at once. Task :

23 23 Textbooks / Chapter Tests (with modifications) Internet (ECOS) Supplemental Resources Design your own…SHARED EFFORT Identifying Assessment Tasks What are the benefits of teachers working collaboratively to identify/develop good assessment tasks? When do teachers do this?

24 24 Turn and Talk: NOUNS or VERBS? Which words in the benchmark are most useful in determining the benchmarks taxonomic level? What are the implications of a mismatch between the taxonomic level of the benchmark and the assessment task?

25 25 Self-Reflection: HCPS III Implement Process 2. Determine acceptable evidence and criteria. Evidence of GOOD Implementation Teachers design/select assessments (based upon established criteria) that will show evidence of students demonstrating proficiency of the benchmarks at the appropriate taxonomic level Teachers establish criteria that are related to the expectations of the benchmark(s) Evidence of GREAT Implementation Teachers collaboratively design/select a variety of assessments at the appropriate taxonomic level (such as performances, projects, essays, selected response, extended response, etc.) that promote transferability of concepts and skills Teachers collaboratively establish criteria related to the expectations of the benchmark(s) and provide examples that demonstrate the range of proficiency (in the future, teachers reflect on the effectiveness of past tasks and criteria and make necessary adjustments) In my schools mathematics department… see green handout

26 26 HCPS III Implementation Process Model 3. Determine learning experiences that will enable students to learn what they need to know and to do. What strategies will help all students meet proficiency? How can the General Learner Outcomes enhance the learning experience? State Resource: Instructional Map (in development) Will contain instructional strategies to move ALL students toward proficiency Teacher Resource: Lesson Plans Developed at the school level by teachers Includes formative assessments

27 27 Learning occurs in connected stages… Concrete (hands-on, manipulatives, kinesthetic) Semi-concrete/Semi-abstract (visual, pictures, sketches) Abstract (symbolic, algebraic)

28 28 Instruction should integrate the GLOs… 1.Self-Directed Learner 2.Community Contributor 3.Complex Thinker 4.Quality Producer 5.Effective Communicator 6.Effective & Ethical User of Technology

29 29 …and the Process Standards 1.Communication 2.Representation 3.Reasoning and Proof 4.Connections 5.Problem Solving

30 30 Self-Reflection: HCPS III Implement Process 3. Determine learning experiences... Evidence of GOOD Implementation Teachers design/select lessons targeting the benchmarks while developing the GLOs Teachers design instruction to accommodate the various levels of learners in our classrooms Teachers design tasks using a selection of instructional resources (such as trade books, primary sources, textbooks, reference materials, and internet sites) that enable students to develop proficiency of the targeted benchmark(s) Evidence of GREAT Implementation Teachers design/select rigorous and relevant learning experiences that provide meaningful contexts for developing proficiency of the benchmarks and demonstrating the GLOs Teachers design instruction that scaffolds and extends learning for all students Teachers strategically design tasks that incorporate instructional resources to support a range of learners to develop proficiency of the targeted benchmark(s) In my schools mathematics department… see green handout

31 31 HCPS III Implementation Process Model The first three steps involve PRE-PLANNING and REFLECTION after the tasks and lessons have been implemented. 2. Determine acceptable evidence and criteria. 1. Identify relevant benchmarks. 3. Determine learning experiences that will enable students to learn what they need to know and to do.

32 32 HCPS III Implementation Process Model 4. Teach and collect evidence of student learning. 5. Assess student work to inform instruction or use data to provide feedback. What does the evidence indicate about the students progress? Is there enough work to make a judgment about the students level of proficiency? What further support is needed? Evidence of learning: Student work: tests, projects, problems, reflections, homework, classwork (LEARNING PORTFOLIO) Observations, interviews

33 33 Self-Reflection: HCPS III Implement Process 4.Teach and collect evidence of student learning (secondary leading to the completion of the Personal Transition Plan). 5.Assess student work to inform instruction or use data to provide feedback. Evidence of GOOD Implementation Teachers implement the planned lessons and assessments Teachers use formative assessment to inform instruction Teachers provide appropriate feedback to help students gauge their progress and provide opportunities to reach proficiency Evidence of GREAT Implementation Teachers use observable student responses to adjust lessons as they teach Teachers collaborate on how the established criteria is applied to judge proficiency of student work Teachers involve students in the assessment process to reflect on their progress toward proficiency of the benchmarks In my school … see green handout

34 34 HCPS III Implementation Process Model 6. Evaluate student work and make judgment on learning results and communicate findings. What is the level of proficiency most recently demonstrated by the student? Grades based on: Recent work; variety of assessments Communicate results via: Standards-Based Report Card Phone calls, conferences, portfolio, notes home

35 35 Self-Reflection: HCPS III Implement Process 6. Evaluate student work and make judgment on learning results and communicate findings. Evidence of GOOD Implementation Teachers judge students overall proficiency of the benchmark(s) using a variety of assessments (considering the most recent evidence and a preponderance of evidence; not an average of all assessments) based on shared criteria Teachers communicate students achievement of the benchmarks via the report card Evidence of GREAT Implementation Teachers collaborate to validate each others judgment of students overall proficiency of the benchmark(s) Teachers use opportunities beyond the report card to communicate achievement and progress to parents and students In my schools mathematics department… see green handout

36 36 Personal Transition Plan

37 37 Implementation Tools National Association for College Admission Counseling (NACAC) ECOSSupport for BOE Initiatives Educational Plan Career Portfolio

38 38 Key Points of ECOS Tools to Manage and Organize Information Profile, Locker, Calendar, Course Planner Search Engines Our search engines helps students navigate 5,444 colleges, 900 careers, 299 majors, and over 720,000 scholarships Test Preparation SAT /ACT Express Online - 2 practice tests and 8 hours of course material Resume, Letter & College and/or Scholarship Application Builders Career Assessment Tools and Mentoring Customization A school can customize the calendar, curriculum planner, bulletins, articles, homepage contact information, web links and much more. Accountability Tracking on all levels (Counselor, Counseling Dept, HS, District, Region, State) Management of information – student contact information, schedule, resources Reporting – Student/Counselor/Mentor Usage, Student Preferences Student Client

39 39 Next Steps Share Your Thoughts with Others: Change is not effective if it occurs in isolation Change is SYSTEMIC and involves the effort and commitment of ALL


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