What is a Standards-based Classroom

1. What is a Standards-based Classroom

2. In standards-based instruction, standards delineate what matters, provide clarity and a fixed point of reference for students and teachers, guide instruction so that it is focused on student learning, provide a common language to have conversations, help ensure equal educational opportunities, assist in identifying struggling students, and meet federal guidelines. Ohio Department of Education, n.d.).http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc6bnfit.htm

3. Standards-based Classroom In a standards-based classroom, EVERYTHINGconnects back to the standards. (Yes, EVERYTHING.)

4. What you ALREADY do… • Think of as MANY examples that you already do in your classroom that demonstrate a standards-based classroom. • Write what you do and how it increases student achievement on a sticky note and post on the corresponding posters around the room.

5. Standards-based Classroom • Standards are highly visible and in student friendly language • Pacing guide for increment is posted and used as a roadmap for learning • A “focus question” is included in each lesson • Content and academic vocabulary (word walls) are posted and used during instruction • Examples of proficient and exemplary student work is displayed around classroom • Anchor papers are used • Bulletin boards are academic-based with a posted standard and student work that shows evidence of mastery of that standard • There is evidence of sample assessments (bell work, exit slips, homework, spot check for understanding) • Student learning journals are used for students to keep track of their own learning.

6. All about Standards-based Instruction • With a partner, choose two components • Explain how each is beneficial for student achievement (I challenge you to chose those components that may be used infrequently and how they could be incorporated into your instruction.)

7. Standards-based Instruction • Teacher references and states the posted objective for the lesson at the beginning of instruction. • Each lesson begins with a “hook” to activate prior knowledge and to introduce the learning concept • The objective is referenced during instruction. • Content and academic vocabulary is explicitly taught. • Questions are narrowly focused, open-ended, and at a high level. When appropriate, students use text-based evidence to support their responses. • The lesson is summarized at the end of class and the objective is reviewed and assessed. • Hands-on, student-centered activities are used frequently. • Teacher uses variety of formal and informal assessments to guide instruction. • Rubrics are used for teacher and student evaluation of master of standards. • For each assignment, the teacher publishes in advance the explicit expectations for students to demonstrate mastery of the standard. • Instructional adaptations and modifications are evident for students who have not mastered proficiency. • Students are given opportunities to relearn and improve their performance. • Student evaluation is done according to student mastery on standard and scoring guide. • Students can explain what “proficiency” means for any assignments.

8. Reflection • What is something that you can do tomorrow? How will you implement this strategy? • What is something you can do this quarter? How will you implement this strategy? • What is something you can develop this year? How will you implement this strategy?

9. Resources help! • All ideas will be shared on the WikiSpace. Please feel free to check out the amazing things that are already happening in classrooms in our district. PowerPoint was a collaborative effort by Margie Ramirez, Jolynna Addink, and Karina Freeman