A Plan to Implement Standards in the Classroom: PTP Statewide Coordinators’ Meeting

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

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, Marzano’s Taxonomy, and Benchmark Rubrics) can enhance the planning process.

3. see tan handout HCPS III Implementation Process Model

4. HCPS III Implementation Process Model • 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. HCPS III: Organization

6. HCPS III: Sample

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. 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. 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. Benchmark Map (Sample) • Italicized benchmarks are taught and assessed in more than one quarter.

11. Benchmark Map (Sample)

12. see green handout Self-Reflection:HCPS III Implement Process In my school’s mathematics department… 1. Identify relevant benchmarks.

13. HCPS III Implementation Process Model • State Resource: HCPS III • Use the Sample Performance Assessment to guide the development/selection of specific assessment tasks • State Resource: State’s Instructional Map • Will contain assessment tasks with accompanying rubrics • Will contain student work exemplars • What’s Needed?Assessment Tasks & Rubrics

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. Understanding the Benchmarks viaTaxonomic Levels • Bloom’s Taxonomy • Depth of Knowledge • Marzano’s Taxonomy All three provide a hierarchical structure to understand different levels of cognitive demand.

16. Understanding the Benchmarks viaTaxonomic Levels Marzano’s Taxonomy is used by all content areas because it addresses more than the levels of critical thinking… Cognitive System Metacognitive System Self System  Levels of thinking  Self-directed, reflective learner  Attitudes and beliefs Marzano’s Taxonomy

17. see handout Marzano’s Taxonomic Levels (Cognitive System)

18. What is the student expected to know and be able to do? • At what taxonomic level?

19. HCPS III: Grade 9 Example (9-12.2.2) Does this task address the benchmark? The student will complete an educational plan (course of study).

20. HCPS III: Grade 9 Example (9-12.2.2) Focus on both the nouns AND verbs Don’t just focus on the skill: “choicesmade based on interest, strengths, and values” How do you know that the student was able to CONSIDER . . . and EVALUATE GOALS, TRACK PROGRESS AND MAKE ADJUSTMENTS?

21. Evaluating Assessment Tasks CTE.9-12.2.2 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. Creating Assessment Tasks • IDEAL ASSESSMENT TASKS target several benchmarks at once. CTE.9-12.2.2 Evaluate potential career choices in relation to personal interests, strengths, and values. CTE.9-12.2.8 Assess the compensation, lifestyle, and other benefits associated with careers of interest. Task:

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

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

25. see green handout Self-Reflection:HCPS III Implement Process In my school’s mathematics department… 2. Determine acceptable evidence and criteria.

26. HCPS III Implementation Process Model • 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. Learning occurs in connected stages… Concrete (hands-on, manipulatives, kinesthetic)  Semi-concrete/Semi-abstract (visual, pictures, sketches)  Abstract (symbolic, algebraic)

28. Instruction should integrate the GLOs… • Self-Directed Learner • Community Contributor • Complex Thinker • Quality Producer • Effective Communicator • Effective & Ethical User of Technology

29. …and the Process Standards • Communication • Representation • Reasoning and Proof • Connections • Problem Solving

30. see green handout Self-Reflection:HCPS III Implement Process In my school’s mathematics department… 3. Determine learning experiences...

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

32. HCPS III Implementation Process Model • Evidence of learning: • Student work: tests, projects, problems, reflections, homework, classwork (LEARNING PORTFOLIO) • Observations, interviews

33. see green handout Self-Reflection:HCPS III Implement Process • Teach and collect evidence of student learning (secondary leading to the completion of the Personal Transition Plan). • Assess student work to inform instruction or use data to provide feedback. In my school …

34. HCPS III Implementation Process Model • Grades based on: • Recent work; variety of assessments • Communicate results via: • Standards-Based Report Card • Phone calls, conferences, portfolio, notes home

35. see green handout Self-Reflection:HCPS III Implement Process In my school’s mathematics department… 6. Evaluate student work and make judgment on learning results and communicate findings.

36. Personal Transition Plan

37. Implementation Tools • National Association for College Admission Counseling (NACAC) • ECOS—Support for BOE Initiatives • Educational Plan • Career Portfolio

38. Key Points of ECOS Student • 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 Client • 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

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