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Thought Starter…

Thought Starter…. What are the components of standards-based education?. Discuss the components with a partner. Jot your thoughts down on post-it notes. Begin to share ideas with your table by 5:45pm . Welcome to. Linking Standards to Education Facilitators’ Training. Today’s Goals:.

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Thought Starter…

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  1. Thought Starter… What are the components of standards-based education? • Discuss the components with a partner. • Jot your thoughts down on post-it notes. • Begin to share ideas with your table by 5:45pm.

  2. Welcome to... Linking Standards to Education Facilitators’ Training

  3. Today’s Goals: • To develop an understanding of standards-based education • To provide tools and ideas for sharing standards-based education

  4. Overview of Facilitator’s Training • Content • Activities • Tools

  5. Group Norms • Participate throughout the evening. • Limit sidebar conversations. • Respect everyone’s expertise and opinions. • Take care of yourself and your neighbor.

  6. Standards-Based Education Assess Academic Content Standards Teach Revise

  7. Standards-Based Education • Has a fixed point of reference • Has a system for communicating expectations • Guides instruction at the classroom level • Focuses instruction on student learning • Delineates what matters

  8. Standards-Based EducationBenefits • Focus and clarity are brought to the curriculum. • Rigorous academic content is taught at all grade levels. • Standards provide a system for communicating expectations. • (Colorado)

  9. Standards-Based EducationMeans That... • Standards guide instructional decisions at the classroom level. • The focus of instruction is on student learning. • Expectations for learning are the same for all students. • (Colorado – modified)

  10. Standards-Based EducationMeans That… • Assessment and results are used to guide and modify instruction. • The final qualifier of effectiveness of instruction is whether the instruction results in increased student learning. • (Colorado – modified)

  11. Standards-Based EducationComponents • • Instruction and assessment are adapted to accommodate students with special needs or alternative learning styles. • •Lesson plans focus on what is to be learned rather than what is to be taught. • Many stakeholders share responsibility for standards based education.

  12. Standards-Based EducationComponents •Curricular materials need to address standards. •Instructional strategies must provide opportunities for students to learn expectations outlined in the standards. •What students know and are able to do is clearly defined before an instructional unit begins.

  13. Modified from Northern Colorado BOCEES SBE Design Team

  14. Standards-Based Education Self-Inventory Think 1. Read the Self – Inventory handout. 2. Compare the standards description. Pair 3. Partner with a neighbor. Share 4. Share some of the key differences between the non-standards-based and standards-based columns.

  15. Reflection 1 • Use the “Where am I?” Reflection Journal to rate your understanding of the topic. • 1.Place an arrow on the line to represent your level of understanding along the continuum between “Unaware” and “Expert”. • 2. Record any thoughts you may have as to “Why?” you placed your arrow. • 3. Use a Post-It Note to record additional questions and attach those to the right side of the page.

  16. Standards-Based EducationLegislation • State • Federal

  17. Governor’s Commission For Student Success (2000) • Made recommendations for improving Ohio’s educational system “ Ohio should create clear, rigorous academic standards in key subjects and grades…” • Supported by State Board of Education and the General Assembly

  18. Senate Bill 1 Senate Bill 1 signed June 12, 2001: • Reflects the Commission’s recommendations. • Mandates that the State Board of Education adopt academic content standards that: “specify the academic content and skills that students are expected to know and be able to do at each grade level.”

  19. No Child Left Behind Act Reauthorized Elementary and Secondary Education Act (ESEA) purpose: ... to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.

  20. Legislative Comparison

  21. No Child Left Behind Act State Achievement Assessment Requirements 2002-2005 Annual assessment in one grade within three levels 3-5, 6-9 and 10-12 for reading and mathematics School Year Beginning in 2005 Annual assessment in grades 3-8 in reading and mathematics School Year Beginning in 2007 Annual assessment in one grade within three levels 3-5, 6-9 and 10-12 in science

  22. Academic Content Standards

  23. View of Standards • A minimum level; e.g., least amount necessary to survive • What students deserve; e.g., needed for full, successful daily and work life and options open

  24. Collaborative System • Educators K-16: teachers, administrators, nonpublic schools, colleges and universities, Regional Service Providers, teacher unions/associations • Learned societies • Business and industry • Parents and community leaders

  25. Process for Developing Academic Content Standards • Identify advisory committee • Select writing team • Seek focused input & engage the public • Revise draft standards document • Adopt academic content standards … State Board of Education

  26. Senate Bill 1 Timelines for Development • December 31, 2001: English Language Arts and Mathematics • December 31, 2002: Science and Social Studies • After December 31, 2002: Technology, the Arts, and Foreign Language

  27. What doAcademic Content Standardslook like?

  28. Standards Framework Overarching goals & themes What all students should know & be able to do at each grade level What all students should know and be able to do

  29. Academic Content Standards The standard statement: • Provides an overarching goal, theme or statement about the content area. • Describes in broad terms what students should know and be able to do as a result of the K-12 program.

  30. Benchmarks • Measure student progress toward meeting standards • Serve as checkpoints of cumulative knowledge and skills over a grade band • Vary depending on content area • Are assessed on achievement tests

  31. Indicators • Are specific statements of knowledge and skills at each grade level • Serve as checkpoints that monitor progress toward benchmarks • Are assessed through diagnostic tests* * May be used as the basis for achievement tests to comply with ESEA

  32. Benchmark & Indicator AlignmentCard Match Materials: Benchmark grid, Indicator cards • Work in small groups. • Align the indicator cards beneath the appropriate benchmark. • Compare your group’s card match with a neighboring group. • Discuss differences and attempt to reach consensus.

  33. Reflection 2 • Use the “Where am I?” Reflection Journal to rate your understanding of the topic. • 1.Place an arrow on the line to represent your level of understanding along the continuum between “Unaware” and “Expert”. • 2. Record any thoughts you may have as to “Why?” you placed your arrow. • 3. Use a Post-It Note to record additional questions and attach those to the right side of the page.

  34. Modified from Northern Colorado BOCEES SBE Design Team

  35. Roles and Responsibilities Business/Community Teachers Parents Administration

  36. Standards-Based EducationRoles and Responsibilities Materials: SBE Role descriptions, a specific role assignment. • Read the role description for your assigned role. • Summarize your role and discuss how your role impacts others. • Describe the next steps for your role in the implementation process.

  37. Reflection 3 • Use the “Where am I?” Reflection Journal to rate your understanding of the topic. • 1.Place an arrow on the line to represent your level of understanding along the continuum between “Unaware” and “Expert”. • 2. Record any thoughts you may have as to “Why?” you placed your arrow. • 3. Use a Post-It Note to record additional questions and attach those to the right side of the page.

  38. Let’s take a BREAK! I think I can beat him to the dessert line if I hurry!

  39. Professional Development State Alignment System • High standards • Alignment of standards to: - curriculum and instruction - assessment - accountability system

  40. District Alignment Different points of entry: • Alignment to proficiency learning outcomes • District courses of study • Curriculum mapping

  41. Alignment Tools • Comparison between academic content standards and proficiency learning outcomes • Comparison between academic content standards and High School Graduation Qualifying Exam • District alignment tools • Curriculum mapping process

  42. Alignment Tools • Comparison between academic content standards and proficiency learning outcomes: • Grade 4 mathematics and English language arts • Grade 6 mathematics and English language arts • Comparison between academic content standards and High School Graduation Qualifying Exam (old OGT) Available on ODE Website (http://www.ode.state.oh.us)

  43. An Example for Grade 4 from Patterns, Functions and Algebra Available on ODE Website

  44. An Example for Grade 6 from Patterns, Functions and Algebra Available on ODE Website

  45. An Example for Grade 10 from Patterns, Functions and Algebra Available on ODE Website

  46. Standard: Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Align. To ACS Partial Alignment to Academic Content Standards No Alignment to Academic Content Standards District Resources Aligned To Academic Content Standards Kindergarten • Demonstrate an understanding that print has meaning by explaining that text provides information or tells a story. 2. Hold books right side up, know that people read pages from front to back and read words from left to right. 3. Know the differences between illustrations and print. 4. Visualize the information in texts, and demonstrate this by drawing pictures, discussing images in texts or dictating simple descriptions. 5. Predict what will happen next, using pictures and content as a guide. Alignment Tools Coming soon to the ODE Web site.

  47. Alignment Tools Curriculum Mapping Process Phase I: Collecting the Data Phase II: First Read-Through Phase III: Small Mixed Group Review Phase IV: Large Group Comparisons Phase V: Determine Immediate Revision Points Phase VI: Determine Points Requiring R&D Phase VII: Plan for Next Cycle (Heidi Hayes Jacob)

  48. Alignment Tools Mapping Categories: Content Skills Assessments (Heidi Hayes Jacob)

  49. Alignment Tools Mapping Categories: • Concepts taught within the standards Content (Heidi Hayes Jacob)

  50. Alignment Tools Mapping Categories: • Grade-level indicators Skills (Heidi Hayes Jacob)

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