Standards Based Instruction

1. Standards Based Instruction Presented by: Jan Stanley and Erin Sullivan March 2009

2. Three Ways to Improve Student Learning Raise the level of rigor in the content standards and objectives Increase the skill and knowledge of teachers in teaching the content Engage students in active learning designed around the standards for content, learning skills and technology tools.

3. What are the cultural shifts?

4. What are our goals?

5. 21st century learning for all students

6. Increase the rigor and relevance in learning K N O W L E D G E T A X O N O M Y 6 5 4 3 2 1 Evaluation C Assimilation D Adaptation Synthesis Analysis Application A Acquisition B Application Understanding Awareness 1 2 3 4 5 Apply across disciplines Apply to real world predictable situations Apply to real-world unpredictable situations Knowledge Apply in discipline APPLICATION MODEL

7. Implement standards based instruction in all classrooms Teacher’s roles • Design instruction that is based on the WV content, learning skill 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.

8. Implement standards based instruction in all classrooms 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.

9. What steps has WVDE taken to prepare administrators and teachers?

10. District Leadership Conferences • 2003-2004-September/March/July/October • Effective Schools - Transformations for Successful Schools • Accept the Mission of “Learning for ALL” • Accountability for Learning - Assessment Practices • Urgency for Change - 10 Standards for System Change • Building a Culture of Core Beliefs • Assuring Access to a High Quality Curriculum • Developing a Pre-K Standards Based Mathematics Curriculum • Formative Assessment and Benchmarking

11. District Leadership Conferences • 2005 – January/April/June • Creating Engaging Instruction for All Students • Enhancing Teacher Efficacy • Creating a Culture of High Expectations • Standards Based Instruction in the Classroom • Making Differentiation Work • Making the Most of Understanding by Design • Building Bridges/Creating Cultures • Transforming the Entire System to Meet Student Needs • Data Based Decisions: Developing and Implementing a Formative Assessment System • Leadership Spirit-Creating a Culture of Success • Characteristics of Quality Professional Development

12. District Leadership Conferences • 2005-2006 – November/April • Developing the 21st Century Learner Through Systems Thinking • Improving Schools From Within-Leadership for “Learning for All” • Structured Quality Campus Based Professional Development • Creating Successful Learning Communities • Developing the 21st Century Learner: Implications for Instructional Practice • Implementing Formative Assessments to Improve Instruction • Creating Classroom Assessments For Learning

13. District Leadership Conferences • 2007-April • Leading the Journey to Excellence in Assessment • Leading With Your Plan: From Planning to Action • Integrating the Elements of 21st Century Learning With Your Strategic Plan • What Does 21st Century Classroom Assessment Look Like? • 21st Century Teacher Professional Development • Who Took My Chalk?

14. District Leadership Conferences • 2007-2008-December/March • Education and Learning in the 21st Century: How, Why and What Do We Need to Do Differently? • What Does 21st Century Learning Look Like Through the Eyes of the Learner? • The Competitive Edge: Equipping Students With 21st Century Skills • Beyond the Bake Sale: Partnering With Parents to Promote Student Success • 21st Century Skills: The Project Approach • Creating a Classroom of Thinkers

15. District Leadership Conferences • 2008-October • Teaming to Promote 21st Century Learning • Professional Learning Communities • Building Bee Hives: Creating Communities That Bring Sweet Rewards • PLCs: Managing and Monitoring the Implementation • Making Commitments That Matter • Creating and Sustaining High Performing Teams • Role of PLCs in New Teacher Induction and Mentoring • Inquiry Based Learning for Educators • Professional Learning Communities in Action • Project Based Learning Implementation

16. What resources have been developed?

17. HIGH PERFORMING DISTRICTS, SCHOOLS AND CLASSROOMS SYSTEMIC CONTINUOUS IMPROVEMENT PROCESS INSTRUCTIONAL PRACTICES STUDENT/PARENT SUPPORT SCHOOL EFFECTIVENESS CURRICULLUM MANAGEMENT CULTURE OF COMMON BELIEFS & VALUES Dedicated to “Learning for ALL…Whatever It Takes”

18. Revised the CSOshttp://wveis.k12.wv.us/Teach21/public/cso/cso.cfm 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 Prior CSO RLA.4.1.10 Determine a purpose for reading across the curriculum.

19. Three Circle Audithttp://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) Worth Being Familiar With... All Students Should Know and Be Able to Do... Enduring Understandings

20. Into Which Circle Would You Place the Following Objectives?

21. Instructional Guideshttp://wvde.state.wv.us/instructionalguides

22. Balanced Assessment Systemhttp://wvde.state.wv.us/teach21/documents/21CenturyAssessment.pdf • Summative Assessments • Benchmark Assessments • Formative Assessments OF Learning • Formative Assessments/Classroom Assessments FOR Learning

23. What are the current steps in the process?

24. 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

25. Begin with the end in mind. Backward Design 2. Determine acceptable evidence. (assessments) 3. Plan learning experiences and instruction. (standards based instruction) • Identify desired results. (learning targets)

26. Depth of Knowledge in the CSOs Level 1 – Recall, recognition Level 2 – Application of skills, concepts; conceptual understanding; procedural understanding Level 3 –Solve problems, draw conclusions given data, arguments, situations and other information; construct mental models translating among different representations; justifying from evidence; summarizing a body of text Level 4 – Extended thinking; requires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over a period of time

27. Understanding Depth of Knowledge • DOK is about intended outcome, not difficulty. • DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product.

28. Activity: Determining DOK Level • DOK ? Describe a model that you might use to represent the relationships that exist within the rock cycle. • DOK ? Describe the difference between metamorphic and igneous rocks. • DOK ? Describe three characteristics of metamorphic rocks

30. Students and Parents as Partners How can we provide clarity to the students and parents concerning the intended learning? (learning targets) • “I can” statements • I can make inferences. This means I can use information I already know and information from what I read to draw a reasonable conclusion. (7th grade) • I can make inferences. This means I can use information I already know and make a guess that is based on clues in the text. (2nd grade)

31. Students and Parents as Partners We are learning to make inferences. We are combining information we already know with details or clues within a passage to make a guess.

32. Matching Assessments to Learning Targets Accuracy in formative assessments requires matching the kinds of learning targets to the appropriate assessment method.

33. Assessment FOR Learning • Access what?-small explicit learning targets • Access how?-use a variety of assessment methods to provide evidence of students’ mastery of the learning targets • Selected response • Constructed response • Extended written response • Performance/product • Personal communication with students • Access when?-continuous/ongoing

34. In assessment FOR learning, both teacher and student use classroom assessment information to modify teaching and learning activities.

35. 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 performanceskills are required, if any? • What product development capabilities must I acquire?

36. Three Circle Audithttp://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) Worth Being Familiar With... All Students Should Know and Be Able to Do... Enduring Understandings

37. Planning Instruction • Authentic tasks • Quality resources not limited to a textbook • Connecting school with home, culture and community • Problem-focused learning • Cognitive and metacognition in the context of purposeful activities • Collaborative work on issues of deep concern to the students • Varied social configuration to complete activities • Engagement in substantive dialogue, discussion, debate about the substance of content

38. Differentiation of Instruction is a teacher’s response to learners’ needs Guided by general principles of differentiation Ongoing assessment and adjustment Respectful tasks Flexible grouping Appropriate degrees of challenge Clear learning goals Teachers can differentiate Content Process Product According to students’ Readiness Interests Learning Profile Through a range of instructional strategies multiple intelligences anchor activities varying organizers varied texts varied journal prompts varied supplementary materials tiered lessons independent study small group instruction taped materials learning contracts group investigation compacting literature circles

39. The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn." --Alvin Toffler, American futurist