Transforming Our Teaching And Learning

Module 1

Standards Implementation Process

Purpose of Module 1

To present an overview of a process

for implementing standards

Introduction Professional

Development Modules Hawaii Standards Implementation Process

Six Step Model Identify Relevant

Standards Determine Acceptable evidence

Determine Learning Experiences

Teach and Collect Evidence

Assess student work/inform instruction

Evaluate/judge/ communicate learning results

#1. Standards Implementation Process

HCPS Toolkit:

Curriculum Frameworks

Instructional Guide

:

The process

6 steps

Cyclical Nature

Built on system of standards

#2. Assessment FOR Learning: Rubric Development

HCPS Toolkit:

Curriculum Framework

Instructional Guide

Learning driven by

standards

Know when learning

has been achieved

Know what learning looks like

Evidence aligned to curriculum and instruction

Use information for goal setting

#3 Curriculum Mapping

HCPS Toolkit:

Scope and Sequence

Curriculum maps and assessment data

School and district

reform approach

Collect data

regarding actual teaching

#4. Standards-Based Grading and Reporting

HCPS Toolkit RC FAQs/Website Parent Brochure

Assessment Grades

Based on Standards

Alignment with

standards based instruction and assessment

Grading

Practices Purpose for

Grading Issues/Special

Needs

Guidelines HI Implementation

1. To make connections between current practices and a standards implementation process.

2. To describe, explain and use a standards implementation process to successfully plan standards-based curriculum, instruction, and assessment.

Desired Outcomes

Key Concepts

There is a process for implementing standards.

There are sub-processes within each step of the process.

The process is not linear, but cyclical. Key to using the process is a solid

understanding of standards and the system of standards.

Agenda

Part I: System of Standards Revisited Part II: On-Going Transition Part III: Applying the Process to Current Practice Part IV: The Six-Step Model: A Cyclical Process

Part I: System of Standards

Revisited

Grading Policy Reporting Policy

Reporting Student

Progress Regulations

Implementation Timeline 2003-2004Elementary Paper/Pencil Pilot (10 schools)  

2004-2005Elementary Electronic Pilot (10 schools)Secondary Electronic Pilot of new SIS with current report card (2 schools)   2005-2006Elementary Statewide Implementation, Phase I (33 additional schools)Secondary Electronic Pilot continues with Secondary work group planning Secondary SB report card

2006-2007Elementary Statewide Implementation, Phase IISecondary Pilot (2 Original + 3-5 additional)   2007-2008Elementary Statewide Implementation, Phase IIISecondary Statewide ImplementationFor more information, send e-mail to:report@k12.hi.us

Title: Graduation and RelatedSeries : 4500 SERIES-STUDENT PERFORMANCE AND ACHIEVEMENTStatute #: 4540

“We have made much progress with standards-based education. Our critics outside and inside the department no longer refer to the standards as the “flavor of the month.”

They’ve stopped declaring that “this too shall pass.” Today, we speak the language of standards – rubrics, exemplars,

differentiated learning, and proficiency.”

“And school leaders have warned me that there are classrooms in which standards-based education is still only lip-service.”

“To those who disregard the standards, or only skim its surface, the handwriting is on the wall. Student performance and

student achievement soon will be the basis of performance evaluations.”

Transforming Education for Student Achievement. Superintendent Patricia Hamamoto, Education

Leadership Conference June 14, 2004.

Realize their individual goals and aspirations; Possess the attitudes, knowledge and skills necessary to

contribute positively and compete in a global society; Exercise the rights and responsibilities of citizenship; and Pursue post-secondary education and/or careers without need

for remediation.

We view the new No Child Left Behind federal law as an opportunity to further support our vision and goals. We have revisited all initiatives aimed at improving student achievement to ensure compliance with the No Child Left Behind requirements.

Realize their individual goals and aspirations; Possess the attitudes, knowledge and skills necessary to

contribute positively and compete in a global society; Exercise the rights and responsibilities of citizenship;

and Pursue post-secondary education and/or careers without

need for remediation.

The Vision…

Our vision of a Hawaii high school graduate is that all public school graduates will:

“First set high standards that determine what students need to know and be able to do.

Second, do whatever it takes for as long as it takes to teach all students these standards.

Third, measure student achievement of these standards by having them perform what they have learned and then comparing that performance to the standards.” -Ruth Mitchell

Part II: Continuing the Transition

traditional vs. standards-based education

Learning Log

Generate a compare and contrast list of a traditional vs standards-based classroom

Reflect where your teachers (you service) are. Reflect on where you need to strengthen your own skills in working with teachers.

What would teachers need to do to get all students to this vision in achieving standards?

Question A:

If our goal is to have all students meet standards or reach the vision of the high school graduate, what must teachers do?

How should teachers plan?

Question B:

Identifying the Process

1.Categorize answers to questions

2.Arrange these categorized items into a sequence or process

3.Compare and contrast

Identify relevant content standards

Determine acceptable evidence and criteria

Determine learning experiences that will enable students to learn what they need to

know and to do

Teach and collect evidence of student learning

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

Evaluate student work and make judgment on learning results and

communicate findings

Reteach, or repeat the process with the next set of relevant standards

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Adapted from WestEd’s Learning from Assessment

Debrief…Observations?

To what extent does the sequence affect the process?

Backward Mapping

“…the reversal of the traditional process of starting with curriculum or activities that are usually textbook driven and ending with a wide range of learning outcomes.”

“A backward mapping, begins with the desired outcome, the standard, and weaves it into the assessment and instruction.”

California Department of Education, Aiming High Toolkit

Instructional-influenced Assessment

Curriculum

Instruction Assessment

Classroom Assessment: What Teachers Need to Know. W. James Popham (2002).

Assessment

Assessment-Influenced Instruction

Curriculum Instruction Assessment

Classroom Assessment: What Teachers Need to Know. W. James Popham (2002).

Assessment

“…assessment of the most important standards must be consistent; assessment serves as our academic light house that guides students and teachers to a destination that is clear and fair”

- Douglas Reeves

“We can’t plan curriculum unless we begin with assessment…a vision of success requires far more than the typical collection of documents.” -Douglas Reeves

What is the content knowledge? What skills must the students

know? How am I using the benchmarks

and performance indicators? How do I select the standards?

◊ Identify Relevant Standards

Performance Criteria- the basis on which we

judge the quality of a product or performance.

What am judging? How do I select criteria for assessment? Does the assessment match the standard?

Determine acceptable evidence and criteria.

Determine Learning Experiences that will Enable Students to Learn what they need to Know and Do

Know the Research on Effective Strategies. What works? What makes a difference? What impacts student learning? What do I have control over? How do I accommodate different

learning needs? (Differentiation/Multiple Intelligences)

What kind of classroom assignments and tasks given to students affect their achievement?

What kind of data and evidence do we collect? How often and how much?

Teach and Collect Evidence

What makes a difference? What kind of formative assessments

can be used? How can I use formative

assessments to move learners forward?

Assess Student Work to Inform Instruction or Use Data to Provide Feedback

What the underlying perspectives on grading?

What are guidelines for grading? How do rubric scores convert to grades? What are ways to build consistency in

considering evidence?

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

Part III: Applying the Process

Problem Solving

Standards Implementation Planning

Identify Relevant Standards

Determine Acceptable Evidence and Criteria

Determine Learning Experiences that will Enable Students to Learn what they need to Know & Do

Teach and Collect Evidence of Student learning

Assess Student Work to Inform Instruction or Use Data to Provide Feedback

Evaluate Student Work and Make Judgment on Learning Results and Communicate Findings

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Reflection…Reflection…As a teacher, what questions or activities would As a teacher, what questions or activities would you use to engage other teachers in deepening you use to engage other teachers in deepening the understanding of each step?the understanding of each step?

For example:For example:What’s the end result of this step?What’s the end result of this step?Where do you look for ideas for this step?Where do you look for ideas for this step?How does this step match the other How does this step match the other planning, teaching and grading choices?planning, teaching and grading choices?What question is this step meant to help What question is this step meant to help me clarify in teaching?me clarify in teaching?

Changing Stumbling Blocks into Stepping Stones

How can stumbling blocks become stepping stones?

We tried that before That’s not my job We’re all too busy to do that It’s too radical a change We don’t have the time Why change, it’s still working okay Has anyone else even tried it I don’t see the connection

Part IV: A Cyclical Process

HCPS III

Student Involvement Throughout the Process

What does a Standards-based classroom look like from a student’s point of view?

How can students become participants at each step along the way

Planning Next Steps