Module 1
Standards Implementation
…a process for implementing standards
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Purpose of this ModuleTo present an overview of a process
for implementing standards
1.To make connections between current practices and a standards implementation process.
2.To describe, explain and use a standards implementation process to successfully plan standards-based curriculum, instruction, and assessment.
Outcomes
Key Concepts
• There is a process for implementing standards.
• There are sub-processes within each step of the process.
• The process is not linear, but cyclical. • Key to using the process is a solid
understanding of standards and the system of standards.
Agenda
• Part I: Welcome and Introductions • Part II: System of Standards Revisited• Part III: On-Going Transition • Part IV: Applying the Process to Current
Practice• Part V: The Six-Step Model: A Cyclical
Process• Part VI: District Planning Time• Part VII: Closing
Part IIPart II: : System of Standards System of Standards
RevisitedRevisited
Grading Policy Reporting Policy
Reporting Student
Progress Regulations
Implementation Timeline 2003-2004Elementary Paper/Pencil Pilot (10 schools)
2004-2005Elementary Electronic Pilot (10 schools)Secondary Electronic Pilot of new SIS with current report card (2 schools) 2005-2006Elementary Statewide Implementation, PhaseSecondary Electronic Pilot with Standards-Based Report Card (2 schools) 2006-2007Elementary Statewide Implementation, Phase IISecondary Statewide Implementation, Phase I 2007-2008Secondary Statewide Implementation, Phase II
For more information, send e-mail to: [email protected]
Title: Graduation and RelatedSeries : 4500 SERIES-STUDENT PERFORMANCE AND ACHIEVEMENTStatute #: 4540
“We have made much progress with standards-based education. Our critics outside and inside the department no longer refer to the standards as the “flavor of the month.” They’ve stopped declaring that “this too shall pass.” Today, we speak the language of standards – rubrics, exemplars, differentiated learning, and proficiency.”
“And school leaders have warned me that there are classrooms in which standards-based education is still only lip-service.”
“To those who disregard the standards, or only skim its surface, the handwriting is on the wall. Student performance and student achievement soon will be the basis of performance evaluations.”
Transforming Education for Student Achievement. Superintendent Patricia HamamotoEducation Leadership Conference June 14,
Realize their individual goals and aspirations;
Possess the attitudes, knowledge and skills necessary to contribute positively and compete in a global society;
Exercise the rights and responsibilities of citizenship; and
Pursue post-secondary education and/or careers without need for remediation.
The Vision…
Our vision of a Hawaii high school graduate is that all public school graduates will:
“First set high standards that determine what students need to know and be able to do.
Second, do whatever it takes for as long as it takes to teach all students these standards.
Third, measure student achievement of these standards by having them perform what they have learned and then comparing that performance to the standards.”
-Ruth Mitchell
Part IIIPart III: : Continuing Continuing the the TransitionTransition
traditional vs. standards-based education
Learning LogGenerate a compare and contrast
list of a traditional vs. standards-based classroom.
Reflect where your schools (you service) are.
Reflect on where you need to strengthen your own skills in working with teachers.
What would teachers need to do to get all students to this vision in achieving standards?
Question A:
If our goal is to have all students meet standards or reach the vision of the high school graduate, what must teachers do?
How should teachers plan?
Question B:
Identifying the Process
1.Categorize answers to questions
2.Arrange these categorized items into a sequence or process
3.Compare and contrast
Standards Implementation Planning Model Adapted from WestEd’s Learning from Assessment
Debrief…Debrief…•Observations?Observations?
•To what extent does To what extent does the sequence affect the sequence affect the process?the process?
Other implementation models
1. Choose a sample from appendix.
2. Discuss the components and sequences you observed in the sample you selected.
Traditional Practice • Select a topic from the
curriculum • Design instructional
activities • Deliver a lesson • Design and administer the
assessment • Give a grade or feedback • Move on to a new topic
Standards-Based Education System • Select/then analyze the standard • Design or select an assessment • Identify what students must know and
be able to do to perform well on the assessment
• Plan and conduct instructional activities
• Provide adequate opportunities to learn
• Assess students and examine their results
In TakingCenter Stage, Adapted from (a) Kate Jamentz, Standards; From Document to Dialogue, Western Assessment Collaborative, and (b) Douglas Reeves, Making Standards Work. Center for Performance Asssessment, 1997
Comparison of Traditional Practice vs. a Standards-Based Education
System
Learning LogGenerate a compare and contrast
list of a traditional vs. standards-based classroom.
Reflect where your schools (you service) are.
Reflect on where you need to strengthen your own skills in working with teachers.
Any new insights?
SIP ModelA common framework
Adapted from WestEd’s Learning from Assessment
Backward Mapping
“ … the reversal of the traditional process of starting with curriculum or activities that are usually textbook driven and ending with a wide range of learning outcomes.”
“ … begins with the desired outcome, the standard, and weaves it into the assessment and instruction.”
California Department of Education, Aiming High Toolkit
Instructional-influenced Assessment
Curriculum
Instruction Assessment
Classroom Assessment: What Teachers Need to Know. W. James Popham (2002).
Assessment
Assessment-Influenced Instruction
Curriculum
Instruction Assessment
Classroom Assessment: What Teachers Need to Know. W. James Popham (2002).
Assessment
“…assessment of the most important standards must be consistent; assessment serves as our academic light house that guides students and teachers to a destination that is clear and fair”
- Douglas Reeves
“We can’t plan curriculum unless we begin with assessment…a vision of success requires far more than the typical collection of documents.” -Douglas Reeves
What is the content knowledge? What skills must the students know? How am I using the benchmarks and
performance indicators? How do I select the standards?
◊ Identify Relevant Standards
Performance Criteria- the basis on which we judge the quality of a product or performance.
What am judging? How do I select criteria for assessment? Does the assessment match the standard?
Determine acceptable evidence and criteria.
Determine Learning Experiences that will Enable Students to Learn what they need to Know and Do
Know the Research on Effective Strategies
What works? What makes a difference? What impacts student learning? What do I have control over? How do I accommodate different
learning needs? (Differentiation/Multiple Intelligences)
What kind of classroom assignments and tasks given to students affect their achievement?
What kind of data and evidence do we collect? How often and how much?
Teach and Collect Evidence
What makes a difference? What kind of formative assessments
can be used? How can I use formative
assessments to move learners forward?
Assess Student Work to Inform Instruction or Use Data to Provide Feedback
What are the underlying perspectives on grading?
What are guidelines for grading? How do rubric scores convert to grades? What are ways to build consistency in
considering evidence?
Evaluate student work and make judgment on learning results and communicate findings
Part IV: Part IV: Applying the Applying the ProcessProcess
Problem SolvingProblem Solving
SStandardstandards IImplementationmplementation PPlanninglanning
Identify Relevant Standards
Determine Acceptable Evidence and Criteria
Determine Learning Experiences that will Enable Students to Learn what they need to Know and Do
Teach and Collect Evidence of Student learning
Assess Student Work to Inform Instruction or Use Data to Provide Feedback
Evaluate Student Work and Make Judgment on Learning Results and Communicate Findings
◊
Stu
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Inv
olve
men
t Thr
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out t
he P
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Reflection…Reflection…What questions or activities would you use to What questions or activities would you use to engage teachers in deepening the engage teachers in deepening the understanding of each step of the process?understanding of each step of the process?
For example:For example: What’s the end result of this step?What’s the end result of this step? Where do you look for ideas for this Where do you look for ideas for this
step?step? How does this step match the other How does this step match the other
planning, teaching and grading planning, teaching and grading choices?choices?
What question is this step meant to What question is this step meant to help help me clarify in teaching?me clarify in teaching?
Changing Stumbling Blocks into Stepping Stones
How Can Stumbling Blocks Become Stepping Stones?
• We tried that before.
• That's not my job.
• We're all too busy to do that.
• It's too radical a change.
• We don't have the time.
• Why change, it's still working okay.
• Has anyone else ever tried it?
• I don't see the connection.
From: Mary Ann Holt, Themes of Resistance to Change Fifty Excuses for A Closed Mind
Part V: Part V: A Cyclical A Cyclical ProcessProcess
HCPS II
Activity
� What does a standards-based classroom look like from a student’s point of view?
� How can students become participants at each step of the way?
Part VI: Part VI: Planning Next Planning Next StepsSteps
Complex/District Planning Time…
“We teach the children. And we dare not do anything less than our best…”
-Superintendent Patricia Hamamoto
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