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Transcript of Thought Starter… Discuss the components with a partner. Jot your thoughts down on post-it notes....
Thought Starter…
• Discuss the components with a partner.
• Jot your thoughts down on post-it notes.
• Begin to share ideas with your table by 5:45pm.
What are the components of standards-based education?
Linking Standards to EducationFacilitators’ Training
Today’s Goals:
• To develop an understanding of standards-based education
• To provide tools and ideas for sharing standards-based education
Overview of Facilitator’s Training
• Content
• Activities
• Tools
Group Norms
• Participate throughout the evening.
• Limit sidebar conversations.
• Respect everyone’s expertise and opinions.
• Take care of yourself and your neighbor.
AcademicContent
Standards
Standards-Based Education
Teach
Revise
Assess
Standards-Based Education
• Has a fixed point of reference
• Has a system for communicating expectations
• Guides instruction at the classroom level
• Focuses instruction on student learning
• Delineates what matters
Standards-Based EducationBenefits
• Focus and clarity are brought to the curriculum.
• Rigorous academic content is taught at all grade levels.
• Standards provide a system for communicating expectations.
(Colorado)
Standards-Based EducationMeans That...
• Standards guide instructional decisions at the classroom level.
• The focus of instruction is on student learning.
• Expectations for learning are the same for all students.
(Colorado – modified)
Standards-Based EducationMeans That…
• Assessment and results are used to guide and modify instruction.
• The final qualifier of effectiveness of instruction is whether the instruction results in increased student learning.
(Colorado – modified)
Standards-Based EducationComponents
• Instruction and assessment are adapted to accommodate students with special needs or alternative learning styles.
• Lesson plans focus on what is to be learned rather than what is to be taught.
• Many stakeholders share responsibility for standards based education.
Standards-Based EducationComponents
• Curricular materials need to address standards.
• Instructional strategies must provide opportunities for students to learn expectations outlined in the standards.
• What students know and are able to do is clearly defined before an instructional unit begins.
Modified from Northern Colorado BOCEES SBE Design Team
Standards-Based Education Self-Inventory
Think 1. Read the Self – Inventory handout.
2. Compare the standards description.
Pair 3. Partner with a neighbor.
Share 4. Share some of the key differences between the non-standards-based and standards-based columns.
Reflection 1
Use the “Where am I?” Reflection Journal to rate your understanding of the topic.
1. Place an arrow on the line to represent your level of understanding along the continuum between “Unaware” and “Expert”.
2. Record any thoughts you may have as to “Why?” you placed your arrow.
3. Use a Post-It Note to record additional questions and attach those to the right side of the page.
Standards-Based EducationLegislation
• State
• Federal
Governor’s Commission For Student Success (2000)
• Made recommendations for improving Ohio’s
educational system
“ Ohio should create clear, rigorous academic
standards in key subjects and grades…”
• Supported by State Board of Education and the
General Assembly
Senate Bill 1
Senate Bill 1 signed June 12, 2001:
• Reflects the Commission’s recommendations.
• Mandates that the State Board of Education adopt
academic content standards that:
“specify the academic content and skills that
students are expected to know and be able to do at
each grade level.”
No Child Left Behind Act
Reauthorized Elementary and Secondary Education Act (ESEA) purpose:
... to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.
Legislative Comparison
Ohio ESEA
Achievement Assessment
Local Report Card Accountability systems
Professional Development Teacher Preparation &Training
Curriculum Models Curriculum & InstructionalMaterials
Academic Standards State Academic Standards
No Child Left Behind ActState Achievement Assessment
Requirements
2002-2005
Annual assessment in one grade within three levels 3-5, 6-9 and 10-12 for reading and mathematicsSchool Year Beginning in 2005
Annual assessment in grades 3-8 in reading and mathematics
School Year Beginning in 2007
Annual assessment in one grade within three levels 3-5, 6-9 and 10-12 in science
Academic Content Academic Content StandardsStandards
• A minimum level; e.g., least amount necessary to survive
• What students deserve; e.g., needed for full, successful daily and work life and options open
View of Standards
Collaborative System
• Educators K-16: teachers, administrators, nonpublic schools, colleges and universities, Regional Service Providers, teacher unions/associations
• Learned societies
• Business and industry
• Parents and community leaders
Process for Developing Academic Content Standards
• Identify advisory committee• Select writing team• Seek focused input & engage the public• Revise draft standards document• Adopt academic content standards …
State Board of Education
Senate Bill 1 Timelines for Development
• December 31, 2001: English Language Arts and Mathematics
• December 31, 2002: Science and Social Studies
• After December 31, 2002: Technology, the Arts, and Foreign Language
What doWhat doAcademic Content StandardsAcademic Content Standards
look like?look like?
Standards Framework
Indicator
Indicator
BEN C H M AR K
Indicator
Indicator
Indicator
Indicator
BEN C H M AR K
Indicator
BEN C H M AR K
STAN D AR D
What all students should know and
be able to do
What all students should know &
be able to do at each grade
level
Overarching goals & themes
Academic Content Standards
The standard statement:
• Provides an overarching goal, theme or statement about the content area.
• Describes in broad terms what students should know and be able to do as a result of the K-12 program.
Benchmarks
• Measure student progress toward meeting standards
• Serve as checkpoints of cumulative knowledge and skills over a grade band
• Vary depending on content area
• Are assessed on achievement tests
Indicators
• Are specific statements of knowledge and skills at each grade level
• Serve as checkpoints that monitor progress toward benchmarks
• Are assessed through diagnostic tests*
* May be used as the basis for achievement tests to comply with ESEA
Benchmark & Indicator AlignmentCard Match
Materials: Benchmark grid, Indicator cards
• Work in small groups.
• Align the indicator cards beneath the appropriate benchmark.
• Compare your group’s card match with a neighboring group.
• Discuss differences and attempt to reach consensus.
Reflection 2
Use the “Where am I?” Reflection Journal to rate your understanding of the topic.
1. Place an arrow on the line to represent your level of understanding along the continuum between “Unaware” and “Expert”.
2. Record any thoughts you may have as to “Why?” you placed your arrow.
3. Use a Post-It Note to record additional questions and attach those to the right side of the page.
Modified from Northern Colorado BOCEES SBE Design Team
Roles and Responsibilities
Teachers
Administration
Parents
Business/Community
Standards-Based EducationRoles and Responsibilities
Materials: SBE Role descriptions, a specific role assignment.
• Read the role description for your assigned role.
• Summarize your role and discuss how your role impacts others.
• Describe the next steps for your role in the implementation process.
Reflection 3
Use the “Where am I?” Reflection Journal to rate your understanding of the topic.
1. Place an arrow on the line to represent your level of understanding along the continuum between “Unaware” and “Expert”.
2. Record any thoughts you may have as to “Why?” you placed your arrow.
3. Use a Post-It Note to record additional questions and attach those to the right side of the page.
Let’s take a BREAK!I think I can beat him to the dessert
line if I hurry!
State Alignment System
• High standards• Alignment of standards to:
- curriculum and instruction
- assessment
- accountability systemPro
fess
iona
l D
eve l
opm
ent
District Alignment
Different points of entry:
• Alignment to proficiency learning outcomes• District courses of study• Curriculum mapping
Alignment Tools
• Comparison between academic content standards and proficiency learning outcomes
• Comparison between academic content standards and High School Graduation Qualifying Exam
• District alignment tools • Curriculum mapping process
Alignment Tools• Comparison between academic content standards and proficiency learning outcomes:
– Grade 4 mathematics and English language arts
– Grade 6 mathematics and English language arts
• Comparison between academic content standards and High School Graduation Qualifying Exam (old OGT)
Available on ODE Website (http://www.ode.state.oh.us)
An Example for Grade 4 from Patterns, Functions and Algebra
OHIO ACADEMIC CONTENT STANDARDS
GRADES 3-4 BENCHMARKS
FOURTH-GRADE PROFICIENCY LEARNER
OUTCOME AND DESCRIPTIVE PARAGRAPH
FROM INFORMATION GUIDE
Grades 3-4 Benchmarks: Patterns, Functions and Algebra A. Analyze and extend patterns, and describe the rules in
words. B. Use patterns to make predictions, identify relationships, and
solve problems. F. Construct and use a table of values to solve problems
associated with mathematical relationships. G. Describe how a change in one variable affects the value of a
related variable.
Strand I – Patterns, Relations, and Functions 2. Use patterns to make generalizations and predictions by
a) Determining a rule and identifying missing numbers in a sequence;
b) Determine a rule and identifying missing numbers in a table of number pairs;
c) Identifying missing elements in a pattern and justifying their inclusion; and
d) Determining a rule and identifying missing numbers in a sequence of numbers or a table of number pairs related by a combination of addition, subtraction, multiplication, or division.
Students need to be able to recognize, describe and extend a variety of patterns and to use patterns to make generalizations and predictions. Test items require the student to continue a pattern by identifying or supplying a missing element(s) and/or describing a rule. Patterns are presented as a sequence of numbers or shapes, a table of number pairs, or an illustration of patterns found in nature.
Available on ODE Website
An Example for Grade 6 from Patterns, Functions and Algebra
OHIO ACADEMIC CONTENT STANDARDS
GRADES 5-7 BENCHMARKS
SIXTH-GRADE PROFICIENCY TEST LEARNING
OUTCOME AND DESCRIPTIVE PARAGRAPH
FROM INFORMATION GUIDE
Grades 5-7 Benchmarks: Patterns, Functions and Algebra
Includes aspects of:
C. Use variables to create and solve equations and inequalitiesrepresenting problem situations.
D. Use symbolic algebra to represent and explain mathematicalrelationships.
E. Use rules and variables to describe patterns, functions andother relationships.
F. Use representations, such as tables, graphs and equations,to model situations and to solve problems, especially thosethat involve linear relationships.
Grade 6 Indicators: Patterns, Functions and Algebra
4. Solve simple linear equations and inequalities using physicalmodels, paper and pencil, tables and graphs.
5. Produce and interpret graphs that represent the relationshipbetween two variables.
6. Evaluate simple expressions by replacing variables withgiven values, and use formulas in problem-solvingsituations.
Strand V - Algebra
15. Use variables to describe arithmetic processes, togeneralize arithmetic statements, and to generalize aproblem situation.
This outcome emphasizes recognizing and/or usingvariables in problem-solving situations andmathematical phrases and equations as statements.Students may be given a mathematical sentence suchas “Six less than some number is equal to ten,” andmay be asked to identify the phrase or equationrepresented by this sentence.
Available on ODE Website
An Example for Grade 10 from Patterns, Functions and Algebra
OHIO ACADEMIC CONTENT STANDARDS
GRADES 8-10 BENCHMARKS
HSGQE COMPETENCIES AND DESCRIPTIVE
PARAGRAPH FROM INFORMATION GUIDE
Grades 8-10 Benchmarks: Patterns, Functions andAlgebra
C. Translate information from one representation (words,table, graph or equation) to another representation of arelation or function.
D. Use algebraic representations, such as tables, graphs,expressions, functions and inequalities, to model andsolve problem situations.
Includes aspects of:
H. Solve systems of linear equations involving twovariables graphically and symbolically.
I. Model and solve problem situations involving directand inverse variation.
J. Describe and interpret rates of change from graphicaland numerical data.
Algebra and Functions
13. Represent a mathematical relationship using a table,graph, symbols, and words, and describe how achange in the value of one variable affects the value ofa related variable.
This competency assesses students’ ability to translateamong mathematical relationships represented invarious forms. For example, items for this competencymay ask students to analyze or representmathematical relationships, to provide an example of asituation that demonstrates a mathematicalrelationship, to identify a missing number or point in atabular, symbolic, or graphical representation of arelationship, or to identify how a change in the value ofone variable affects the value of another.
Available on ODE Website
5. Predict what will happen next, using pictures and content as a guide.
4. Visualize the information in texts, and demonstrate this by drawing pictures, discussing images in texts or dictating simple descriptions.
3. Know the differences between illustrations and print.
2. Hold books right side up, know that people read pages from front to back and read words from left to right.
1.Demonstrate an understanding that print has meaning by explaining that text provides information or tells a story.
Kindergarten
District ResourcesAligned
To Academic Content
Standards
No AlignmenttoAcademic Content Standards
Partial AlignmenttoAcademic Content Standards
Align. To ACS
Standard:Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies
Alignment Tools
Coming soon to the ODE Web site.
Alignment Tools
Phase I: Collecting the DataPhase II: First Read-ThroughPhase III: Small Mixed Group ReviewPhase IV: Large Group ComparisonsPhase V: Determine Immediate Revision
PointsPhase VI: Determine Points Requiring R&DPhase VII: Plan for Next Cycle
(Heidi Hayes Jacob)
Curriculum Mapping Process
SkillsSkills AssessmentsAssessments
ContentContent
Alignment Tools
(Heidi Hayes Jacob)
Mapping Categories:
• Concepts taught within the standards
ContentContent
Alignment Tools
(Heidi Hayes Jacob)
Mapping Categories:
• Grade-level indicators
SkillsSkills
(Heidi Hayes Jacob)
Alignment Tools
Mapping Categories:
Mapping Categories:
• Diagnostics based upon grade-level indicators
• Achievement tests based upon grade-band benchmarks
Assessments
(Heidi Hayes Jacob)
Alignment Tools
Additional Considerations for Mapping:• Essential questions (directly related to standards)
• Vocabulary
• Split skills - grade-level indicators and “other” skills
• Benchmark testing
Alignment Tools
(Heidi Hayes Jacob)
Mapping TemplateSeptember October November
Essential Questions:
Content (concepts):
Standards/Benchmarks:
Skills and Knowledge: Grade Level Indicators:
Additional Skills:
Vocabulary:
Classroom Assessments:
District Assessments:(periodic or cumulative)
Resources:
Reflection 4
Use the “Where am I?” Reflection Journal to rate your understanding of the topic.
1. Place an arrow on the line to represent your level of understanding along the continuum between “Unaware” and “Expert”.
2. Record any thoughts you may have as to “Why?” you placed your arrow.
3. Use a Post-It Note to record additional questions and attach those to the right side of the page.
Standards Framework
Indicator
Indicator
BEN C H M AR K
Indicator
Indicator
Indicator
Indicator
BEN C H M AR K
Indicator
BEN C H M AR K
STAN D AR D
What all students should know and
be able to do
Overarching goals & themes
What all students should know &
be able to do at each grade level
Patterns, Functions and Algebra Standard: Patterns, Relations and Functions
11-12
8-10
5-7
C. Use recursivefunctions to model andsolve problems; e.g.,home mortgages,annuities.
A. Analyze functionsby investigating ratesof change, intercepts,zeros, asymptotes,and local and globalbehavior.
A. Generalize andexplain patterns andsequences in orderto find the nextterm and the nthterm.
B. Identify andclassify functions aslinear or nonlinear,and contrast theirproperties usingtables, graphs orequations.
E. Analyze andcompare functionsand their graphs usingattributes, such asrates of change,intercepts and zeros.
A. Describe, extend anddetermine the rule forpatterns and relationshipoccurring in numericpatterns, computation,geometry, graphs andother applications.
B. Represent, analyzeand generalize avariety of patterns andfunctions with tables,graphs, words andsymbolic rules.
E. Use rules andvariables todescribe patterns,functions, and otherrelationships.
Benchmark Maps
• Show relationships among benchmarks
• Facilitate understanding of the benchmarks
• May be used to plan instruction
• Can quickly see what is taught before and after grade bands
Coming soon with the release of the Curriculum Models.
Patterns, Functions and AlgebraGrades 5-7
Ohio BenchmarksGrades 5-7
Grade-Level IndicatorsGrade 5
Grade-Level IndicatorsGrade 6
Grade-Level IndicatorsGrade 7
A. Write, simplify and evaluatealgebraic expressions.
3. Use variables as unknownquantities in general ruleswhen describing patterns andother relationships.
6. Evaluate simple expressionsby replacing variables withgiven values, and use formulasin problem-solving situations.
1. Represent and analyzepatterns, rules and functionswith words, tables, graphs andsimple variable expressions.
7. Justify that two forms of analgebraic expression areequivalent, and recognizewhen an expression issimplified; e.g.,
4m = m + m + m + m or a · 5 + 4 = 5a + 4.
B. Solve linear equations andinequalities symbolically,graphically and numerically.
4. Solve simple linear equationsand inequalities using physicalmodels, paper and pencil,tables and graphs.
4. Create visual representationsof equation-solving processesthat model the use of inverseoperations.
C. Explain how inverseoperations are used to solvelinear equations.
8. Identify and use relationshipsbetween operations to solveproblems. Number, NumberSense and Operations
4. Create visual representationsof equation-solving processesthat model the use of inverseoperations.
Correlation of Benchmarks and Grade-Level IndicatorsThis is a page from the correlation between Ohio’s K-12 benchmarks and indicators and is available on the ODE Web site.
Available on ODE Website
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies StandardGrades K-3
Ohio BenchmarksGrades K-3
Grade-Level IndicatorsKindergarten
Grade-Level IndicatorsGrade 1
Grade-Level Indicators
Grade 2
Grade-Level
IndicatorsGrade 3
A.Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.
1.Visualize the information in texts, and demonstrate this by drawing pictures, discussing images in texts or dictating simple descriptions.
1.Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained).2.Visualize the information in texts and demonstrate this by drawing pictures, discussing images in texts or writing simple descriptions.
1.Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained).2.Create and use graphic organizers, such as Venn diagrams or webs, to demonstrate comprehension.
1.Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained).2.Create and use graphic organizers, such as Venn diagrams or webs, to demonstrate comprehension.
Correlation of Ohio’s K-12 Benchmarks and Grade-Level IndicatorsExpectations related to independent reading are delineated at all grades K-12 within the grade-level
indicators. The last two indicators (i.e., “Use criteria to choose independent reading materials...” and “Independently read books for various purposes...”) are demonstrated by students on a daily basis as they select reading materials for varied purposes. Classroom teachers have many opportunities to observe students engaged in activities related to these skills.
Available on ODE Website
Developing Knowledge
Constructivist Mapping Activity:
PlanningFor Instruction
What are the important questions that you
consider when planning instruction?
Activity Directions:• Brainstorm individually (2 minutes).• Discuss as whole group.• Record ideas on chart paper.• Identify most critical questions.• Share out from tables (2 minutes).
Planning
Card Sort Activity:Materials: Cards with instructional planning
statements
• Work with a partner or in groups of three.• Consider the important components when
planning for instruction.• Sequence the steps involved in instructional
planning.
Planning
Five Essential Questions:• What content needs to be taught?• What is the best way(s) to assess student’s
knowledge of content?• How should data be analyzed?• How should teaching and learning be
designed?• How should materials and resources be
evaluated/selected?
Planning
What are the important components that you consider when planning for instruction?
Activity Directions:
Reorder your cards based on the information just shared about how planning should occur in a standards-based system.
Reflection 5
Use the “Where am I?” Reflection Journal to rate your understanding of the topic.
1. Place an arrow on the line to represent your level of understanding along the continuum between “Unaware” and “Expert”.
2. Record any thoughts you may have as to “Why?” you placed your arrow.
3. Use a Post-It Note to record additional questions and attach those to the right side of the page.
Benchmark and Indicator Analysis
Materials: – Standard, Benchmark & Indicator Analysis Sheets (Forms A, B and C)– Correlation of Ohio’s Benchmarks and Grade-Level
Indicators documents (ELA and mathematics)– Mathematical Processes Benchmarks
Objective: Analyze a benchmark and the associated grade-level
indicators for a deeper understanding of what students should know and be able to do.
Four Square Activity:
Benchmark and Indicator Analysis
Four Square Analysis Sheet
Standard, benchmark(s) and indicator(s):
What content needs to be taught (knowledge and skills)?
What must students be able to do (performance)?
What is the best way(s) to assess student’s knowledge of content?
Why do students need this knowledge and these skills (relevancy)?
Benchmark and Indicator Analysis
Four Square Analysis Sheet
Standard, benchmark(s) and indicator(s):
What content needs to be taught (knowledge and skills)?
What must students be able to do (performance)?
What is the best way(s) to assess student’s knowledge of content?
Why do students need this knowledge and these skills (relevancy)?
In Standards-Based Education, the standards:
• Delineate the content students should know.
• Specify the performance expectations (what students should be able to do).
Benchmark and Indicator Analysis
English Language ArtsResearch, Grade 6
Compare and contrast important findings and select sources to support central ideas, concepts and themes.
MathematicsPatterns, Functions and Algebra , Grade 4
Use Models and words to describe, extend, and make generalizations of patterns and relationships occurring in computation, numerical patterns, geometry, graphs and other applications.
Benchmark and Indicator Analysis
Benchmark and Indicator Analysis
Four Square Analysis Sheet
Standard, benchmark(s) and indicator(s):
What content needs to be taught (knowledge and skills)?
What must students be able to do (performance)?
What is the best way(s) to assess student’s knowledge of content?
Why do students need this knowledge and these skills (relevancy)?
What are the best way(s) to assess student’s knowledge of content?
Benchmark and Indicator Analysis
Benchmark and Indicator Analysis
Four Square Analysis Sheet
Standard, benchmark(s) and indicator(s):
What content needs to be taught (knowledge and skills)?
What must students be able to do (performance)?
What is the best way(s) to assess student’s knowledge of content?
Why do students need this knowledge and these skills (relevancy)?
Closing
• Next steps• Questions and answers• Program evaluation