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A Plan to Implement Standards in the Classroom

Mandatory World LanguagesDepartment Chairpersons

TrainingOctober 19, 2006

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Desired OutcomesParticipants will:

• Create sample assessment tasks and rubrics

• Increase understanding of HCPS III Implementation Process Model

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Desired Outcomes

• Increase understanding of articulation of curriculum for HCPS III through Benchmark and curriculum maps

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Sometimes, It Seems Like This….

Learning Standards

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The Goal…Proficiency for ALL Students

Learning Standards

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AP Vertical Teams

An AP Vertical Team is a group of of educators from different grade levels (elementary to college) in a given discipline who work cooperatively to develop and implement a vertically aligned program aimed at helping students acquire the academic skills necessary for success in the Advanced Placement Program®.

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HCPS III Implementation Process Model

1. Identify relevant benchmarks. Which benchmark(s) will be the central focus of the

lesson/unit?

2. Determine acceptable evidence and criteria.

What evidence will show that the student has met the benchmarks at the appropriate taxonomic level?

3. Determine learning experiences that will enable students to learn what they need to know and to do.

What strategies or learning experiences will build understanding and help all students meet proficiency?

How can the General Learner Outcomes and Process Standards enhance the learning experience?

4. Teach and collect evidence of student learning.

5. Assess student work to inform instruction or use data to provide feedback.

What does the evidence indicate about the student’s progress? Other evidence: reflections, observations, interviews.

Is there enough work to make a judgment about the student’s level of proficiency?

What further support is needed?

6. Evaluate student work and make judgment on learning results and communicate findings.

What is the level of proficiency most recently demonstrated by the student?

Reteach or repeat the process with the next set of benchmarks.

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HCPS III Implementation Process Model

1. Identify relevant benchmarks.

HCPS III Standards Benchmark Maps Curriculum Maps

2. Determine acceptable evidence and criteria.

HCPS III Standards Instructional Maps (in development) Curriculum Maps

3. Determine learning experiences that will enable students to learn what they need to know and to do.

Instructional Maps (in development) Individual teacher lesson plans

4. Teach and collect evidence of student learning.

5. Assess student work to inform instruction or use data to provide feedback.

Formative Assessments Summative assessments

6. Evaluate student work and make judgment on learning results and communicate findings.

Standards-based grading and reporting

(Resources)

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HCPS III Implementation Process Model

1. Identify relevant benchmarks.

Which benchmark(s) will be the central focus of the lesson/unit?

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

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HCPS III: Grade 3 Example

Standard 2: INTERPRETIVE⏐ Underst and and interpret writte n and spoken langu age on diver se topics fromdiverse mediaTOPIC CODE BENCHMARK SAMPLE PERFORMANCE ASSESSMENT

Recognize th emeaning of key words orphrase s from a varie ty ofdevelopmentally appropriat e writte n ororal materials

Th estude :ntUs espictur ecues, verba l prompts, orgestures to show recognition of key wordsor phras esin signs, posters, songs, orvide osegments.

RUBRIC

Advanced Proficient PartiallyProficient

Novice

CRITICAL

LISTENING/READING

IE.3.2.1

Recognize themea ning of keywords or phrasesfrom avariety ofdevelopmentallyappropriat ewrittenor ora l material ,swith accuracy

Recognize themea ning of keywords or phrasesfrom avariety ofdevelopmentallyappropriat ewrittenor ora l material ,swith nosignificanterrors

Recognize themea ning of keywords or phrasesfrom avariety ofdevelopmentallyappropriat ewrittenor ora l material ,swith a fewsignifica nta /nd orma ny minor errors

Recognize themea ning of keywords or phrasesfrom avariety ofdevelopmentallyappropriat ewrittenor ora l material ,swith manysignifica nterrors

World Languages

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HCPS III: OrganizationStrand organizes the standards into big ideas

Content Standard

a broad statement of what a student needs to know or be able to do at the end of K-12 schooling

Topic organizes the benchmarks into related ideas

Grade-Level Benchmark

a specific statement of what a student

should know or be able to do at a specific grade level or

course

Sample Performance Assessment

a generalized description of how a student can demonstrate significant aspects of the benchmark

Rubrictool to assess the quality of students’ achievement of the standards at the specified taxonomic level

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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

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6 Standards

Communication 1. Interpersonal

2. Interpretive

3. Presentational

4. Cultures

5. Comparisons

6.Connections&Communities

81 Benchmarks / 158 Performance Indicators

5 StandardsCommunication

1. Interpersonal Topic: Verbal Communication

2. Interpretive

Topic: Critical Listening/Reading

3. Presentational Topic: Oral Presentation

Topic: Written Presentation

4. Cultures Topic: Cultural Knowledge

Topic: Cultural Comparisons

5. Comparisons Topic: Linguistic and Grammatical Concepts

*6. Integrated into communication

76 Benchmarks/76 Sample Performance Assessments

HCPS II Standards vs. HCPS III Standards

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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.

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Grade: 3 Quarter: 4Big Idea(s)/Major Understanding(s): Students will understand that…

• Language is functional and purposefu .l Language is used to expres s oneself, tocommunicate wit h others, to learn, and to comple tetasks.

• Language enables one to develop socia l and cultural understanding.

HCP S II I Benchmarks:• WL.IE.3.3.1 U se simpl e words a nd phrases to presen tabou t familiar topics

• WL.IE.3.1.1 Giv e andfollo w simple instructions using common words or phrases thatfacilitate ag -e appropriat e classroom activities

v Italicized benchmarks are taught and assessed in more than one quarter.

Benchmark Map (Sample)

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HCPS III Implementation Process Model

2. Determine acceptable evidence and criteria.

How will you know that the student has met the benchmarks?

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

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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.

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Understanding the Benchmarks viaTaxonomic Levels

Marzano’s Taxonomy is used by all content areas because it addresses more than the levels of critical thinking…

CognitiveSystem

MetacognitiveSystem

SelfSystemM

arza

no

’s T

axo

no

my Levels of thinking (RIGOR)

Self-directed, reflective learner (RELEVANCE)

Attitudes and beliefs(RELATIONSHIPS)

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Marzano’s Taxonomic Levels (Cognitive System)

Level IV Level III Level II Level IKnowledge Utilization

Analysis ComprehensionKnowledge Retrieval

Use ___ to determine ___

Judge the validity of ___

Use___ to solve Generate/Test

hypotheses Analyze using

evidence Investigate

Compare/ contrast

Differentiate Categorize Find what is

common among Categorize Determine

reasonableness of information

Predict Determine what

comes next/later

Describe and explain

Explain the concept

Demonstrate and explain

Diagram Illustrate/

describe how ___ is related to ___

Represent

Recognize Select from a list Recall Give/Provide

examples List Name Read Perform

mathematical operation (by following a set algorithm)

see yellow handout

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What is the student expected to know and be able to do?

At what taxonomic level?

Using Marzano’s Taxonomic Levels

WL.IS.Y1.1.2:Ask and answer transactional questions to provide and obtain goods, services, or information

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Using Marzano’s Taxonomic Levels

WL.IE.3.3.1 Use simple words and phrases to present about familiar topics

What is the student expected to know and be able to do?

At what taxonomic level?

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Using Marzano’s Taxonomic Levels

WL.Y1.5.1 Use oral language skills to make simple presentations.

What is the student expected to know and be able to do?

At what taxonomic level?

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Evaluating Assessment Tasks

Does the task align to the targeted benchmark? At the appropriate taxonomic level?

Task: The student will give an oral presentation about a well-known person.

WL.IS.Y1.3.1 Use oral language skills to make simple presentations

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Evaluating Assessment TasksWL.IIS.Y3.1.1 Use appropriate vocabulary to exchange opinions and personal perspectives

Does the task align to the targeted benchmark? At the appropriate taxonomic level?

Task: A pair of students need to decide which DVD to borrow. Student shares opinion with partner about a favorite movie and supports own ideas through elaboration and supporting

details.

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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?

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HCPS III Implementation Process Model

The first three steps involve PRE-PLANNING.

• How do the DOE resources support these stages in the planning model?

• How does the complex staff support teachers in these planning steps?

2. Determine acceptable evidence and criteria.

1. Identify relevant benchmarks.

3. Determine learning experiences that will enable students to learn what they need to know and to do.

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HCPS III Implementation Process Model

4. Teach and collect evidence of student learning.

5. Assess student work to inform instruction or use data to provide feedback.

What does the evidence indicate about the student’s progress?

Is there enough work to make a judgment about the student’s level of proficiency?

What further support is needed?

Evidence of learning:• Student work: tests, projects, problems, reflections,

homework, classwork (LEARNING PORTFOLIO)• Observations, interviews

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HCPS III Implementation Process Model

6. Evaluate student work and make judgment on learning results and communicate findings.

What is the level of proficiency most recently demonstrated by the student?

Grades based on:• Recent work; variety of assessments

Communicate results via:• Standards-Based Report Card• Phone calls, conferences, portfolio, notes home

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Constructive Collaboration to Implement HCPS III

SCHOOLS

COMPLEX AREA TEAM

OCISS/ISB

Schools: Communicate needs to Complex Area Team

Complex Area Team: Works with schools in collaboration with school-level leaders (tap into the strengths that already exist within the school)

OCISS/ISB: Provide training and support for school-level leaders; develop support tools for HCPS III implementation

Teachers: Provide input and feedback on support tools

Complex Area Team: Communicate needs to OCISS/ISB

OCISS/ISB: Provide training and support for Complex Area Team

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Small group task(4 per group, same language):

Create an assessment task and rubric for year 1 or year 2 for the second quarter, Standard 3 - Presentational. All members of the group must agree to bring back 5-10 random pieces of student work from agreed upon task to next meeting.

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Resources:

1. Sample assessment task2. Benchmark maps3. HCPS III4. Marzano’s Taxonomic Levels5. Sample Presentational Rubric6. Criteria for performance task - zesty scale

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Lynette and Danile will collect all tasks and rubrics today, compile them, and email them back to all by November 30.

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Curriculum Maps

Content- subject matter, key concepts, facts, topics

Skills - targeted proficiencies, actions and strategies, seeable and measureable verbs, precise, action verbs

Assessment- demonstration of learning, products and performances, evidence

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Curriculum Maps (Pair work)

Pair up with same language, same level Share process, questions, issues, ah has,

with partner Identify commonalities between maps Come back to large language group, each

pair share something they learned

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Large Group Discussion:

Sharing What was the value in sharing of individual

curriculum maps with peers? Is there a need or desire to continue this

process with quarter 2 maps?

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What are classrooms, departments, schools, or complexes doing to increase student achievement?”

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Arigato Mahalo

Gracias Go mop sam nee dah Salamat Grazie

Gratias agoMerci Xie xie

DankeschoenShukra Spasiba