Standards-Based Classrooms

What are they?How do you build one?

West Georgia RESA School Improvement

Toolbox Series

Group Norms & Housekeeping

Ask questions

Parking Lot

Phone calls

Restrooms

Breaks

Lunch

Outcome / Learning Goal

Knowledge of “look-fors” associated with standards-based classrooms.

Essential Questions

What artifacts and instructional practices are present in a standards-based classroom?

Principals• How do you determine where your school is in implementing standards-based instruction?• How do school leaders support teachers who are not “there yet”?

Teachers • What instructional processes have to be in place to develop the artifacts associated with a standards-based classroom?• How does a teacher implement the instructional processes needed for a standards-based classroom?

Activating Strategy

Watch the video

Think about the differences between the two lessons

Assess, Assess, Assess!

In order to practice what we preach…

Pre-Assessment-

4 Corners

Purpose

Elements of SBC’s

As a group, make a list of elements of a standards-based classroom

Record your list on chart paper

Share responses

“My definition of a good teacher has changed from one who explains things so well that students understand to one who gets students to explain so well that they can be understood.”

Steven C. Reinhart

“Never Say Anything a Kid Can Say!”

Mathematics Teaching in The Middle School, April 2000

What does it mean???

In a standards-based classroom, learning outcomes aligned to content standards are held constant, and all students are expected to attain proficiency in them. Flexibility is provided in the time and support each student needs to meet the standard. Teachers follow a cycle of instruction— assessment, planning, instruction, assessment, and re-teaching---so all students meet specific, clearly stated and understood, high academic standards in each content area.

Instructional Cycle

Academic Content

StandardsAcademic Content

Standards

TIER 1 STANDARDS-BASED CLASSROOM LEARNING:

All students participate in general education learning that includes:•Implementation of the Georgia Performance Standards through research-based practices

•Use of flexible groups for differentiation of instruction•Frequent progress monitoring

TIER 2NEEDS BASED LEARNING:

Targeted students participate in learning that is in addition to Tier 1 and different by including:

•Formalized processes of intervention•Greater frequency of progress monitoring

TIER 3SST DRIVEN LEARNING

Targeted students participate in learning that is in addition to Tier 1 and Tier 2 and different by

including:•Individualized assessments

•Interventions tailored to individual needs•Referral for specially designed instruction if needed

TIER 4SPECIALLY DESIGNED LEARNING

Targeted students participate in learning that includes:

•Specialized programs•Adapted content, methodology, or

instructional delivery•GPS access/extension

Georgia Department of Education Kathy Cox, State Superintendent of Schools April 12, 2006 All Rights Reserved

Decreasing numbers of students

Increasing Intensity of Intervention

GEORGIA STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS

All Students

TIER 1 All students participate in general education learning that includes:

Implementation of the Georgia Performance Standards through research-based practices

Use of flexible groups for differentiation of instructionFrequent progress monitoring

STANDARDS-BASED CLASSROOM LEARNING

Standards-based Classrooms

Building a Bedrock of High Expectations

for ALL Students.

Classroom Visit

Visit model classrooms appropriate for your grade level

Take 5 – 10 minutes to look around

Concentrate on the artifacts

Return to the Georgia Room for further group discussion

Standards-Based Artifacts

Develop a T chart on chart paper

In the left column, make a list of the artifacts you saw in the model classroom

Artifacts of SBC’s

• Room Arrangement

• Classroom Rules and Procedure Charts

• Instructional Bulletin Boards – Teacher and Student Use of Bulletin Boards

• Behavior Management System

• Analyzed Student Data

• Test Utilization Plans

Artifacts of SBC’s

• Standards (GPS)– Teacher and Student Discussion of Standards – Students can identify where they are on

meeting the standard.

• Unit Plans

• Essential Question

• Collaborative Planning

• Pretests

Artifacts of SBC’s

• Classroom Lesson Framework• Whole group vs. small group learning• Word Walls ; Vocabulary Displays• Graphic Organizers• Menus of Choices for Students• Learning Centers• Materials Table / Resource Bins

– Students Utilizing Instructional Aids

Artifacts of SBC’s

• Student Work with Teacher Commentary – Teacher Feedback– Revised Student Work

• Formative and Summative Assessments

• Rubrics– Student Self Assessment

• Culminating Assessment Activities

• Peer Assessment / Feedback

Classroom Visit #2

Return to your model classroom

Utilize your checklist and look again for artifacts

Observe a model lesson

Visit the other two model classrooms to look for artifacts

Instructional Practices

Return to your charts

Revise your artifact list

In the right-hand column, list the instructional processes of standards-based classrooms

“I am convinced that my children learn in more ways than I know how to teach. By listening to them, I not only give them the opportunity to develop deep understanding but also am able to develop true insights into what they know and how they think.”

Steven C. Reinhart“Never Say Anything a Kid Can Say!”

Mathematics Teaching in The Middle School, April 2000

Word Sort

• Sort the cards into one of seven categories.

• Classroom procedures and structures

• Standards• Lesson Structure• Grouping of Students• Differentiation• Student Work• Assessment

Classroom Procedures and Structures

Rules are posted, positively stated, and there is a consistent system for behavior management.

Teachers use individual student data to plan for instruction.

Student is the worker and the teacher facilitates learning activities.

Students know when they need instructional supports and automatically go get them

Room is organized for collaborative work.

Bulletin boards are instructional, current, and used by teacher and students.

Standards

Standards & EQ’s are posted, aligned, and referenced throughout the lesson.

Students can talk about the standard they are learning and explain where they are in learning the standard.

Instructional Framework

The unit planning process is cyclical (pre-test, planning for differentiation, instruction, assessment, and reteaching). Unit / lesson planning starts with determination of what students should know and be able to do. Lesson Framework (Activating, Instructional lesson, and summarizing) is of the highest quality and occurs in a seamless manner in order to maximize instructional time.

Content vocabulary is previewed, integrated into the context of the lesson, and becomes part of the classroom dialogue. Rigor is pervasive – Higher order questioning, thinking skills, assignments, activities. Assignments are authentic and connect to real life Students are interested and engaged in the learning process.

Grouping of Students

Group work is prevalent, students are responsible for their learning and understand the procedures for working in groups.

Flexible groups are developed based on pre-assessment, formative / summative assessment, and may change within the unit.

Differentiation

Teachers use a collection of student data to plan differentiated assignments based on student ability and level of knowledge.

Differentiation of instruction is prevalent (tiered assignments, guided reading groups, flexible grouping, acceleration)

Student Work

Student work is posted with commentary that includes strengths, areas of weakness, and next steps.

Looking at Student Work

“The goal is to bring teachers together to examine their students’ work and, in the process, their own: What am I teaching? Why am I teaching it? How am I teaching it? Why am I teaching it this way? How do I know my students are getting it? How do my students know they are getting it? What did I learn in the process?”

Debra Williams Learning to Teach Better by Examining Student Work

Community Renewal Society, 2003

Looking at Student Work

"My teachers are burying their teachers’ guide and have become more comfortable developing lessons around the curriculum and standards that promote higher-order thinking from students. And you know what? Our kids’ [test] scores have been trending up for the last five years. Our teachers are giving assignments that affect long-term learning, not just to fill up a grade book.”

Debra Williams Learning to Teach Better by Examining Student Work

Community Renewal Society, 2003

Assessment

Rubrics are developed by teachers and students based on standards and instruction. Formative assessments are used throughout the lesson to determine student progress, design and redesign instruction. Students are given opportunities to revise their work according to feedback

Students use peer feedback and self-assessment to gain proficiency of the standard. Specific, instructional feedback is given in a timely manner to guide student learning towards proficiency of the standard.

Standards-based assessment practices “de-emphasize traditional grades, demystify the entire grading process, and focus on the process of learning and the progress of the individual student. All these desirable characteristics occur because the prime purpose of grades is recognized as communication, not competition, and determining student grades is based on pedagogy that views the teacher’s role as supporting learning and encouraging student success.”

Ken O’ConnerHow to Grade for Learning: Linking Grades to Standards

Corwin Press, 2002

Standards-based Lesson

Watch the videos

Think about the instructional elements that make these lessons different from a traditional lesson.

Apply the rubric

Discuss your observations with your group

Where are we?

Use the rubric to determine where you or your school is in the standards-based process.

Prioritize areas of weakness

Develop an action plan to address these areas

Action Plans

Administrators Teachers

Use the templates provided to create an action plan for implementation standards-based classrooms.

Providing Support for the Standards-based Classroom

What should leaders do?

Provide opportunities for collaboration Ensure that professional learning opportunities are based on identified needs Systematically monitor implementation of curriculum, assessment and instructionAttend teacher meetings, study groups and other professional learning opportunitiesWork with teachers to analyze student work based on standards

Ensure that all students receive immediate intervention if they are not meeting standardsEnsure that the focus of faculty meetings, leadership team meetings is student learningRegularly analyze data with regards to meeting School Improvement Goals and Annual Measurable ObjectivesModel the characteristics of a lifelong learner

Summarizing Activity

Using what we have learned, create an acrostic of “standards - based”

Share acrostics

“No matter how lucidly and patiently teachers explain to their students, they cannot understand for their students.”

Deborah Schifter& Cathy FosnotReconstructing Mathematics Education:

Stories of Teachers Meeting the Challenge of ReformTeachers College Press, 1993

Room Arrangement

• Room is arranged in a manner to support:– Student grouping– Use of manipulatives– Small group instruction– Independent learning– Utilization of technology

Student rows are not the norm

Classroom Rules / Procedure Charts

• Behavior rules are posted and positively stated.

• Procedural charts are visible – Instructional charts – writing procedures,

research processes, problem solving steps, etc.

– Organizational charts - getting materials, visiting centers, etc.

Instructional Bulletin Boards

• Bulletin Boards– Change frequently– Show student work– Display information to guide student learning

(concept maps, preview word wall, EQ’s, graphic organizers, etc.)

– Are used by student and teacher throughout the unit

Behavior Management System

• The teacher maximizes instructional time by:– Coordinating- The teacher has determined

the necessary procedures, scheduling, materials, routines, and developed transitional activities.

– Checking- Monitor learners in all school settings

– Coaching - Varies instructional techniques and praise learners whenever possible. Creates an atmosphere that reaps success instead of failures.  Provide an opportunity for learners to be actively involved in the learning process.

Behavior Management System

• The teacher maximizes instructional time by:–Demonstrating Consistency-

Provides learners the security of consistency. Makes actions and consequences clear.  Displays and requires consistency in behavior. 

Analyzing Student Data

• Student data (CRCT, Dibels, GHSGT, benchmark tests, classroom assessments) provides valuable information about the student’s level of learning.

• Analyzing student data will provide an opportunity to obtain information on each student’s knowledge and skills.

Analyzing Student Data

Data should be analyzed for:– Students that did not pass / do well – Students near the passing score (Bubble

students)– Students that fall into multiple subgroups

(High Impact)– Individual student strengths and weaknesses

by domains

Analyzing Student Data

CRCT SCORE

Measurement Geometry Algebra

816-835 John

Mary

John

Sue

Mark

800-815 Sue

Mark

785-799 Mark

Mary

John

Sue

Mary

Test Utilization Plan

• Annual plan for improvement based on analysis of test data

• Completed by individual teacher or grade level group of teachers.

Test Utilization Plan Example

Sample Elementary School

Ms. Jones 4th Grade 2007-08

Areas for Improvement

Goals / Objectives

Strategies Benchmarks

Standards (GPS)

• Standard is posted in language the child can understand

• EQ is connected to the standard• Guides the lesson/unit• Can be explained by student, if asked• Student understands where he/ she is in

relationship to the standard• Teacher continually connects learning to

the standard

Unit Plans

• Developed as a guide for teaching the standards over a period of time (2 weeks, 4 weeks, 6 weeks, etc.)

• Begins with the “end in mind” • Includes:

– Student learning outcomes– Performance Tasks / Culminating Activity– EQs– Lesson Plans

Essential Question

“Open-ended provocative questions that are designed to guide student inquiry and focus instruction for uncovering the important ideas of the standard.”

Essential Question

• Have no simple “right” answer; they are meant to be discussed.

• Are designed to provoke and sustain student inquiry, while focusing learning and final performances

• Raise other important questions

• Stimulate vital, ongoing rethinking of big ideas, assumptions, and prior lessons.

• May have several EQ’s per unit

Essential Question Examples

• How and why do things in nature fly? (4th grade)

• How is intelligence measured? (11th grade)

• Where will I ever use multiplication? (3rd grade)

• How do publishing houses make decisions about submitted manuscripts? (8th grade)

Collaborative Planning

• Teachers meet weekly to:– plan units– examine student work– coordinate learning activities– analyze data and student progress– study research – conduct professional learning

Pretests

• Student assessments given prior to a unit of study.

• Provides initial information on the student’s level of knowledge, which can be used to:– Plan instruction– Differentiate learning– Develop flexible groups

Pretests

• Pretests, combined with post-tests, allow for measurement of student learning.

• Various formats can be utilized for pretests. Pretests are not always a formal pencil / paper assessment (e.g.- 4 Corners)

Classroom Lesson Framework

• Lesson Format that includes:– EQ– Activating Strategy– Teaching / learning segment– Summarizing of lesson– Assessment of learning

Whole vs. Small Group Learning

• Whole group instruction – – Teacher conducts the lesson– Students receive the same information or

participate in the same activity– Little interaction between student and

teacher– Acceptable for activating, summarizing, and

giving directions.– The key is to use it appropriately!

Whole vs. Small Group Learning

• Small group instruction-– Teacher is facilitator– Small groups of students work on different

levels (differentiation) or different assignments.

– Classroom encourages students to collaborate and discuss learning process.

– Students understand their individual roles within the group.

– Procedures for collaboration have been well established.

Word Walls / Vocabulary Displays

• A word wall is a systematically organized collection of words displayed on a wall or other large display place in the classroom

• List is dynamic, ever-changing• Used by teachers and students to:

– Support current learning units– Preview upcoming learning units– Review lessons/ units/ previously learned

vocabulary– Used as cue during classroom discussion,

writing, etc.

Graphic Organizer

• Instructional tool used to help students understand, retain, and apply new learning.

• Examples include:– Venn diagrams– T-charts– Word Webs– K-W-L

Menus of Choices

• Options of activities, performance assessments, class assignments, etc.

• Increases student interest, motivation, and involvement

• Menu options are connected to the standard, but provide different opportunities to demonstrate the learning of the standard.

Menu of Choices Example

• Choose 1 of the following to complete:– You are a member of the Confederate army

that survived the battle of Gettysburg. Write a letter to your family describing the battle and your current circumstances.

– If you had been able to observe the battle of Gettysburg from a helicopter, what would the battle have looked like. Draw a map of the battle that depicts the location of the troops.

Student Learning Centers

• Learning centers can be used as a way to rotate groups of students through different activities. Like cooperative groups, this is also a good technique to use when there are a limited number of computers available.

• Each group takes a turn working at a different activity or learning center. Groups can rotate through the centers during the course of one class or over a period of time.

Materials Center / Resource Bins

• Manipulatives, books, supplies, materials are available for students in an easily accessible location.

• Students know where materials are located and feel comfortable obtaining learning resources as they need them.

Teacher Commentary

• Feedback to students that tells the student how to improve.

• Opens communication between teacher and student

• Teacher Commentary provides opportunities to:– Correct knowledge gaps or skills deficits– Provide specific and helpful information for

improvement– Encourage the student to keep trying

Teacher Commentary

• Usually includes:– A positive statement about the student work

and the student’s progress toward meeting the standard(s)

– An identified area for improvement– Specific information on how to “grow” toward

meeting the standard.– Opportunities for the student to revise the

work

Teacher Commentary

• Example:

“ Maria, You did a great job on drawing the right triangle, labeling the hypotenuse, and remembering the Pythagorean theorem. However, the answer was incorrect because you forgot to correctly complete the formula. Remember that to ‘square a number’ you multiple the number by itself, not by 2. “

Formative Assessment

• On-going assessments • Monitors / measures student progress • Reviews what students have learned and

can apply• Evaluates instruction.• Diagnoses skill or knowledge gaps• Allows for reteaching, enrichment, revised

teaching methods, and student feedback

Formative Assessments

In daily use, teachers apply formative assessment to:- determine what concepts require more teaching

- what teaching techniques require modification.

Formative Assessment Examples

• Teacher observation shows some students do not grasp a concept, so she designs a review activity or uses a different instructional strategy for that group.

• Examples:- Ticket out the door, periodic quizzes, 3-2-1, Open-ended response, performance tasks, Think-pair-share.

Rubrics

• A rubric is an assessment guide

• Rubrics describe what are the expected elements / criteria of student work.

• Displays levels/scores on the chosen scale.

• Identifies what is important, defines what work meets a standard, and enables a teacher / student to distinguish between different levels of performance.

Rubrics

• With a rubric, the student and teacher share a common understanding of what constitutes quality work.

• Both student and teacher can compare the student's performance to the standards.

Rubrics - Example

Criteria Beginning Progressing ProficientResearch Two or fewer of

the five areas are covered OR the information in three or more of the five is not thorough

Three or more interesting facts are given on: habitat, food, physical description, reproduction.

Five research facts with sources provided on each of the five areas.

Presentation Some information given, pacing was too fast or slow, words were

mispronounced.

Information read in a satisfactory manner (most words pronounced correctly, pace OK), loud

enough to be heard.

Information presented well (words pronounced correctly with an appropriate pace-not too fast/slow), loud enough to be heard

Culminating Assessment / Activities

• Assessment conducted at the end of a unit to determine level of student learning

• Activity requires students to apply and demonstrate learning in formats other than pencil / paper tests.

• Assessments should utilize higher order processes and connect the learning to real life.

Peer Assessment / Feedback

• Students utilize a common procedure, understood process, or rubric to review a peer’s work and provide feedback for improvement.

• Very effective if used to support the writing process.

• Can be applied to all content areas.