Transcript RSU-2-Day-1-Day-2-AM.. - Re-Inventing Schools Coalition

RISC Summer Symposium in RSU 2
August 30-Sept 1, 2010
Transitioning to a Standards-Based System in Maine
What is the RISC model?
“It is a unique and different approach to
learning where an entire system is
organized around engaging students in
21st century skills working at
performance levels and advancing only
when they have demonstrated
proficiency!”
Rich Delorenzo, 2009
Quote from D50
• “I love moving up levels. I love all the
learning targets you can pass. And it’s
just an awesome change for me!”
» Tabitha, student at Skyline Vista Elementary
Introduce ourselves
• Gene Giddings
37 year public school
veteran as a
teacher and school
leader
• Copper Stoll
32 year public school
veteran as a
teacher, school and
district leader
Why we do this!
Mia
Jackson
Cooper
Introduce the Parking Lot
+
Positive comments
∆
Things that need to be changed
?
Questions?
Ah Ha’s-- Breakthroughs and
Understandings
Goals: Participants will…
• Understand & plan 1st steps of the
RISC Model
• Learn and apply quality tools and processes
to create systems of excellence
• Apply Learner-centered Strategies through
Standards-based Design
• Get questions answered, if possible
• FEEL INSPIRED TO THINK DIFFERENTLY
How do you feel about being here? This?
OR This?
What is our shared vision for
these next three days?
What do you want to get from
the next three days?
What will be our code of
conduct?
Reason to have a code of conduct
Overview of the RISC Model
• Shared Vision
Stakeholders drive systemic change
• Leadership
All stakeholders develop leadership capacity
• Standards-Based Design
Standards-Instruction-Assessment-Reporting
Learning is the constant, time is the variable
• Continuous Improvement
Refine processes that foster excellence
Overview of the RISC model
“As far as I can tell, the Re-Inventing Schools
Model, as implemented by Chugach and other
districts in Alaska involved with RISC is the
most comprehensive and well-articulated
approach to standards-based reform in the
entire country”
Dr. Robert Marzano
Analysis of Recent Student Achievement Data
in RISC vs. Non- RISC Schools
• The odds of a student
scoring proficient or
above at a RISC school
compared to the odds
of a student scoring
proficient or above at a
non-RISC school for
reading, writing, and
mathematics.
Subject
RISC:
Non-RISC
High
implementation
RISC: Non-RISC
Reading
2.3 : 1
5.1 : 1
Writing
2.5 : 1
4.7 : 1
Math
2.4 : 1
2.7 : 1
Haystead, M.W. (March, 2010). RISC vs. Non-RISC Schools: A
comparison of
student proficiencies for reading, writing, and mathematics. Englewood, CO:
Marzano Research
Laboratory.
RISC Model
•
•
•
•
Shared Vision
Leadership
Standards-Based Design
Continuous Improvement
Guiding Questions For SBD
What is a RISC Standards-Based System?
What do standards and instruction look like in a
classroom?
How do we measure and report it?
Standards-Based Design
What evidence do you see that students are
engaged in and tracking their learning?
Australian 7th grade teacher
Turn and Talk
Turn to a partner
and discuss
what you saw.
What is standards-based
design anyway?
An education SYSTEM
where…
…students are placed in
developmentally appropriate content
levels based on their performance
…receive instruction along a
continuum from direct skills-based
instruction to real-life application of
skills and knowledge
...report cards reflect progress towards
mastery of standards and content
levels
… systematic tools, processes, and
planning templates assist staff and
learners with delivery and
communication that gives students
choice and voice in their learning.
Compare your classroom and
a RSU 2 Beacon Classroom
Criteria
Vision for classroom
Code of Conduct for
classroom
Room set-up
Groupings
Pacing of lessons
Unit planning
Standards/
Measurement Topics
Instructional Model
Assessment Model
Recording progress
Reporting progress
Lessons Learned
Your classroom
RISC Beacon
Classroom
Model Classroom
Observations
• You will now break into 12 groups
• You will learn how the Beacons used:
– Standards
– Assessment
– Instruction
– Reporting
• Please compare your current practice with the
Beacon’s presentation
• This process will take approximately 55 minutes
• We will then move to lunch and process your
experience after lunch
Lunch
Day 1 PM session
– Slide presentation showing samples of
D50’s key components of SBD
– Treasure Hunt of District 50 SBD packet
Clock Activity
A tool that allows people to network
with others
• Draw a clock on a
sheet of paper
• Label 12, 3, 6, 9
o’clock
• Set up appointments
with your colleagues
Clock Activity
3:00 appointment
What is the difference between
your teaching practices and
RISC Beacon teaching
practices?
Trait
Meaning and
Relevance
Unpacking Standards
Assessment
Research Based
Instructional
Strategies
Differentiation
Student Reflection
Beginning
Partially Proficient
Proficient
Teacher and students regularly
engage in discovery activities
Teacher explains to students
Teacher provides examples of to create meaning and
how content connects to life in and/or engages students in a
relevance or opportunities are
general or asks students to
conversation about meaning
provided for personal
make connections.
and relevance.
connections, modifications and
choice. Students can provide
explicit reasons for learning.
Teacher unpacks ELO with
students or facilitates process
to enhance student
Teacher posts Essential
Teacher unpacks and posts
understanding of
Learner Outcomes (ELO) for ELO without engaging students
ELO. Students are able to
student reference.
in the process.
identify what they will know
and be able to do to complete
ELO.
Advanced
Teachers provide regular
opportunities to apply content
in "real life" situations
including authentic structured
feedback, an unpredictable
environment, and/or
independent project of high
student interest.
Unpacked ELO has been stored
in digital format***and has
been modified by teacher and
student for two or more cycles.
Teacher and student(s) provide
examples, models and scoring
Teacher explains to students
Teacher discusses with
guide(s) prior to and during
the assessment type the day of students the assessment type
instruction. Assessments and
or day before assessing.
during the instruction cycle.
scoring guides are available
online to other teachers****
Teacher use of strategies is
Teacher uses a limited number Teacher consistently and
Teacher is aware of
automatic. Teacher has
of strategies irregularly. Use effectively uses a variety of
Instructional Strategies
evidence that they have been
of strategies in need of
strategies. Implementation is of
supported by the district.*
asked by peers to model or
refinements.**
high quality.***
teach strategies.
Teacher provides students with
differentiated instruction
Teacher has created processes
Teacher provides some
resulting in successful progress
and opportunities for students
Teacher is aware of and
differentiated
towards individual learning
to have ownership in
attempts implementation of
instruction. Variations may
goal(s). Variations exist in 2 or
differentiating their own
differentiation strategies.
exist in content (ELO),
more of the following: content
learning. Evidence of student
assignments or products.
(ELO), instruction, learning
lead differentiation is available.
style, assignment, product, and
assessment.
Teacher facilitates
Teacher facilitates
Teacher provides structures
Teacher seldom asks students
opportunities for students to
opportunities for students to
that allow students to reflect on
to reflect on their progress, and
evaluate their progress and
create their own structures for
and reach goals related to the
provides no structures.
make choices about how to
setting and evaluating learning
learning objectives.
reach the learning objectives. objectives.
Teacher provides examples,
models and scoring guide(s)
prior to and during instruction.
Teacher has worked with peers
to ensure accurate rigor.
Place burning Questions on
the Parking Lot
+
Positive comments
∆
Things that need to be changed
?
Questions?
Ah Ha’s-- Breakthroughs and
Understandings
4 Components of Standards-Based Design
Effective
Instruction
Relevant
Standards
Meaningful
Reporting
Aligned Assessments
Component 1: Relevant Standards
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•
•
•
•
•
•
•
•
•
Literacy: Reading & Writing
Math
Science
Social Science
World Language
Physical Education
Visual Arts
Performing Arts
Technology
Personal/Social Development
What is a Guaranteed Viable
Curriculum?
• Otherwise known as Essential
Learnings; Power Standards
• Viable=1/3-1/2 of the state standards
• Guaranteed=All students will be held to
proficiency on these standards
• Learning Progression
GVC in Literacy
Reading
• Narrative
Comprehension
• Expository
Comprehension
• Literary Analysis
• Word Study
• Finding & Using
Information
Writing
• Organization & Structure
• Ideas and Content
• Word Choice and Voice
• Conventions & Editing
• Sentence Fluency
Communication
• Speaking & Listening
GVC in Math
Numbers and Operations
• Number Sense &
Number Systems
• Addition & Subtraction
• Multiplication & Division
Geometry
• Lines, Angles, Geometric Objects
• Transformation, Congruency,
Similarity
• Trigonometry
Algebra
• Functions & Equations
• Algebraic Representation
Measurement
• Measurement Systems
• Perimeter, Area, Volume
Data Analysis and Probability
• Data Organization & Interpretation
• Probability
Bar Graph of Learning Targets
STANDARDS AND MEASUREMENT TOPICS
revised 2/3/2010
Mathematics (MA)
MT Assessment
Level 11 (.11)
MT Assessment
MT Assessment
MT Assessment
MT Assessment
MT Assessment
MT Assessment
MT Assessment
MT Assessment
Linear Inequalities
E1
E2
E3
(.10)
Patterns: Arithmetic &
Geometric
Exponent Laws
E1
E1
E2
E2
E3
Equal Rational &
Irrational Numbers
E3
(.10)
(.09)
Integers: Order of
Operations
Change in a quanity
affects another
Surface Area: All 3
dimensional Figures
Synthesize Data &
Appropriate Displays
E1
E1
E1
E1
E1
E2
E2
E2
E2
E2
E3
E3
(.17)
Ratio, Proportion,
Percent of Change
E3
E3
(.09)
Integers: Multiply &
Divide
Integers: Add & Subtract
Simple Linear Equations
E3
(.08)
(.09)
Functional
Representation
Conversion
Volume: All 3
dimensional Figures
(.09)
Proportions: Indirect
Measurement
Pythagorean Theorem
Central Tendency &
Variability
E1
E1
E1
E1
E1
E1
E1
E1
E E1
1
E2
E2
E2
E2
E2
E2
E2
E2
E E2
2
E3
E3
E3
E3
E3
E3
(.10)
(.07)
(.08)
(.03)
(.03)
Number Sense &
Number Systems
Addition &
Subtraction
Multiplication &
Division
Functions &
Equations
Algebraic
Representation
Lines, Angles,
Objects
(.02)
(.03)
(.04)
(.05)
(.06)
(.01)
Numbers & Operations
E3
E3
(.08)
(.02)
Transformation,
Congruency,
Similarity
Perimeter, Area,
Volume
Trigonometry
(.07)
(.08)
(.09)
Algebra
E E3
3
(.03)
(.08)
Measurement
Systems
Perimeter, Area,
Volume
Data Organization &
Display
Probability
(.10)
(.11)
(.12)
(.13)
Measurement
Geometry
Data Analysis & Probability
Math and Literacy Scoring Guide
Math and Literacy Capacity Matrices
Align to 21st century Skills
(Partnership for 21st century Learning)
21st Century Skills
Measurement Topics
Core content
Literacy
Math
Social Studies
Science
21st century content:
Global awareness
Financial literacy
Civic literacy
Health literacy
Social Studies
Math
Social Studies
PE (Will be enhanced in PE standards)
Creativity
Problem-solving
Collaboration
Creative Thinker
Creative Thinker, Effective Participator
Team Worker
Information
Media literacy
Technology skills
Technology
Technology
Technology
New life skills:
Adaptability
Initiative
Persistence
Accountability
Cultural proficiency
Active citizenry
Responsibility
Creative Thinker, Self Manager
Independent Inquirer
Self Manager
Self Manager, Team Worker
Social Studies, Team Worker
Effective Participator
Self Manager
P/S Strand of Self Managers
Measurement
Topic
Level 1
Learning
Target
Level 2
Learning
Target
Choose which of two
things
should be done first
Punctual, prepared
and able
to ask to complete
task later
Be organized
Level 3
Learning
Target
Level 4
Learning
Target
Level 5
Learning
Target
Level 6
Learning
Target
Use a planner or PDA Use a planner or PDA
Keep a monthly
Use a personal
to keep track
to keep track
planner for
planner to
of deadlines necessary of deadlines necessary
reference of tasks denote irregular events
for task
for a
completion
6 week project
Go for it, finish it
Complete a complex
Persevere when first
project
Self-determined to
attempt
that requires multiple complete a project
is unsuccessful
attempts
Critique and revise a
project that took
Develop a strategy to
Show ability to cope
at least 2 hours
maximize the
with setbacks through
requiring
task while overcoming
trial and error
strategies to
obstacles
strengthen resolve
Seek out advice
from a
responsible party
when possible
risks are involved
Consider outcomes
that could result
Take risks when trying Take a risk based on from risk assessment,
a new activity after
an experiment and
visualizing
careful consideration what can be predicted benefits and risks to
make
an informed decision
Manage risk
Inform an individual
if
harm is upon them
Safeguard an area
before an activity
Engage in learning
environment
Talk about emotions
to friends
and listen to others
Manage emotions
Describe ways of Demonstrate the ability
Differentiate and
Examine character
keeping
to self-regulate
prioritize response
traits that help and
emotions under
negative emotional to emotions of self and
hinder personal
control
responses
others
resolution of a conflict
P/S Strand of Creative Thinker
Measurement
Topic
Level 1
Learning
Target
Level 2
Learning
Target
Level 3
Learning
Target
Level 4
Learning
Target
Level 5
Learning
Target
Level 6
Learning
Target
Imagine
Use imagination to
show feelings
Demonstrate an
Predict best solution
Explain how
Generate ideas that Identify two ideas that
appreciation for
when
something works
expand on
formed
the imaginative work
solving a problem
in an imaginative way the ideas of others
a creative idea
of others
(multiple solutions)
Make links
Viable
Describe the
Categorize attributes
Match similar or like
relationship between
in more
items
objects, events or
than one way
people
Create metaphors
Brainstorm through
graphic
organizers
Summarize a
complex topic
Question
assumptions
Recognize similarities Distinguish between
Reflect on a
Discriminate between Identify bias when
and differences
choices
Ask "Why" questions
particular
fact,
discriminating
between own family
and subsequent
personal perspective belief and opinion
fact from opinion
and others
outcomes
Take creative risks
Make work different Use unique elements
than others
in work
Accomplish a
Realize the potential Exhibit work outside
personal goal
outcomes
of class
for which obstacles
of taking those risks
or school
exist
Incorporate new
ideas into a
problem solving
protocol
Don’t forget to put questions
on the Parking Lot
+
Positive comments
∆
Things that need to be changed
?
Questions?
Ah Ha’s-- Breakthroughs and
Understandings
Effective
Instruction
Relevant
Standards
Meaningful
Reporting
Aligned Assessments
Component 2: Aligned Assessments
What Do We Mean By Aligned
Assessments?
Aligned Assessments
• Assessments are aligned to standards before
instruction begins and students are made
aware of which standards and assessment
type(s) the instruction will address.
• Assessment items are directly matched to
specific standards to gain data about
improving/adjusting instruction.
• School and/or district standards have
assessments that formally measure student
progress which is directly reflected on
report cards.
Delivery: Backwards Planning
1. Identify Essential Skill(s)
Meaningful and relevant: Hook or Anticipatory Set
2. Unpack Standard(s)
What will students need to know and be able to do?
3. Share the Assessment
Criteria
How will we measure student knowledge
and application skills?
Elementary Backwards
Planning Example
Secondary Example of
Backwards Planning
Secondary Backwards Plan
Page 2
Secondary Backwards Plan
Page 3
Assessment Types
Types of Assessments
• Skill
• Analytical
• Contextual
Practice
Apply
Assessors
• Self
Extend
• Peer
• Teacher
• Authentic Audience
Use a Taxonomy to Raise Rigor
Bloom’s Taxonomy
Marzano’s Taxonomy
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Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Retrieval
– Executing
– Recalling
– Recognizing
•
Comprehension
– Symbolizing
– Integrating
•
Analysis
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–
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•
Specifying
Generalizing
Error Analyzing
Classifying
Matching
Knowledge Utilization
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–
–
Investigating
Experimenting
Problem-Solving
Decision-Making
Examples of Project-based Learning
• In Writing
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Blog
Budget
Diary
Newspaper
Riddle Book
Travel Guide
• Out loud
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Speech
Poetry
Documentary
Rap
• Hands-on
–
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–
Advertisement
Graphic Novel
Flip Book
Web Quest
Skill-Based Assessment
• Skill-based Activities
• Teacher-made
– Quizzes
– Tests
– End of Chapter Questions
• Student-made
– Quizzes
– Tests
– End of Chapter Questions
Analytical Assessments
Activities
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•
Reading Journals
Literary Criticism
Literature Discussions
Re-Create or Re-Write a Section
I-Search / Research
Essay Test
Learning Logs
Book Talks / Review
Author Interview
•
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•
•
Application of learning
Presentations
Letters to the Editor
Service Projects
Internships
Rubrics
• Self-generated
– Each unit
– Beginning of the year
• A Template
• Re-visit / modify
• Teacher-generated
– Standard in Proficient
column
– Team built
– Indicators – standards
Contextual Assessments
• Activities with authentic
audiences
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–
–
–
Poetry Slam
Project Citizen
Letter to the Editor
Design a skateboard
park
– Service Learning projects
– Data from the rubrics
analyzed for central
tendencies
• Rubrics given to the
authentic audience
members
– Data gathered by the
students
Assessment of Concept
Attainment
Skills-based
Concept
Attainment
Contextual
Analytical
Clock Activity:
12:00 Appointment
How might you use this information
in your current class, school, and/or
building?
Sample Rubric
PRESENTATION / SPEECH RUBRIC
Advanced
Eye
Contact

Body
Posture


Pacing

Voice
Projection


Varies eye
contact around
the room when
speaking
Effective use
of gestures
Professional
composure
Rhythm
reflects
practice and
precision
Easy to hear
presentation
Skillful use of
pitch
Proficient
Developing

Strong and
consistent

Looks up
infrequently

Makes little to
no eye contact

Uses appropriate
gestures
Composed, no
fidgeting
NO dead time,
practice is
evident

Sometimes
awkward
composure,
little fidgeting
1-2 moments
of dead time

Distracting
movements
Leaning

Dead Time
occurs
frequently
Can hear the
presentation
Appropriate pitch

Presentation is
sometimes
difficult to
hear
Pitch shows
little range
Presentation
shows some
practice but
not ready

Presentation is
difficult to
hear
Pitch is
monotone






Prepared
Time

Presentation
was fluid and
rehearsed
(memorized+)
Emerging

Presentation was
ready and showed
practice




No practice
and seems
thrown
together
Sample Project Guide
Project Selections:
1.
Write a two page essay describing the literal and metaphorical meaning of a selected theme. The
essay should include a thesis statement, strong organization and an appropriate concluding
statement.
2. Present a formal speech using note cards on an approved theme of the text. This should be about
three minutes. (May use visual aids)
3. Write a play or skit that demonstrates the main idea or further elaborates a selected theme of the
text. The play should be two to three pages of text* and last about five minutes.
4. Write an excerpt from an imagined journal of a selected character in the text. The four journal
entries (one page each) should cover and correlate to a major event or particular theme of the
story while providing a character study.
5. Re-write the story or write a varied account (four to five pages) of the story using a different
setting and characters. The time period could also be altered. The underlying message should
remain.
6. As a journalist cover a major event in the novel. Use the six major questions: who, what, when,
where, how and why. You may present in written format as a newspaper article* (front page
worthy, two pages) or as a television news show (pre-recorded with script*, five minutes).
7. Write a concept song or rap that demonstrates the main idea, theme or summary of the text. The
song should last approximately three to five minutes.
8. Create a thorough visual representation that summarizes the major events and themes of the text.
This should include explanations or captions for each pictorial representation that informs the
viewer.
9. Create a physical activity or game that summarizes the major events and themes of the text. By
participation in the game, a player should become better acquainted with the text.
10. Create a board game that utilizes the characters, setting, plot and theme. Players will become
more familiar with the book by assessing their knowledge of the story throughout in the game.
Rules and procedures should be well thought out.
With Elbow Partners, discuss:
•How are rubrics being used at your
school? Or - How could you be
using rubrics at your school?
•How might you improve this by
September?
Effective
Instruction
Relevant
Standards
Aligned Assessments
Meaningful
Reporting
Component 3: Effective Instruction
Balanced Instructional Model
Assessment
• Skill
• Analytical
• Contextual
Instruction
• Drill and Practice:
Traditional teaching, knowledge
bits, skill-based
• Practical Application:
How will the student use this?
• Interactive:
Simulation of an event (e.g., “City
Unit”)
• Real Life Connection:
Outside the walls of the
classroom, doing the real thing
Role of the Teacher
Traditional
•Industrial
Model
•Factory Oriented
•Lecturer
•Chalkboard
•Textbooks--Outdated
•Static Classroom
•Academic Disciplines Only
Reading, Writing, Arithmetic,
Science,Social Studies,Foreign
Language
•Structured Environment
21st Century
•Facilitator
•Cooperation
Groups
•Hands-On
•Individualized
•More
Technology
•Relevant Curriculum
•Re-Training
•Flexible to Change
•Willing to Risk
•Different Type Organization &
Classroom Management
•Visionary
Role of the Curriculum
Traditional
•
•
•
•
•
•
Learn Basic Facts
(Specific)
Purpose to go onto
Higher Education--Not
Job Related
Passive, Role Learning
Short Term
Little Relevancy
Low Level Assessment
21st Century
•Learn
to use Resources
•Learn How to Solve
Problems
• Utilize Technology
•Relative Life Skills
•Discuss How to be Active,
Responsible Member of the
Community
•Business Expectation
•Community Expectation
Role of the Student
Traditional
•
•
•
•
•
•
•
•
•
Attend School
(3) R’s
High School Basic Courses
Theory
Retell Facts
Short Term Memory
Pass/Fail
Sit Down, Shut Up
Follow Where Led
21st Century
•Attend School
•(3) R’s
•Tech. - Problem Solving
•Application
•Active Participant
•Not Tied to the Classroom
(Community/Work Experiences)
•Social Skills
•Work Skills
•Values
•Portfolio, Other Assessments
•Explore--Lead
Effective
Instruction
Meaningful
Relevant Reporting
Standards
Aligned Assessments
How do we record and
report in a standardsbased system?
E-ducate Reporting System - Student Snapshot
Level 2 Science
Reporting
Level/Content
Strand/
Measurement
Topic
(8)
District Secure
Assessment
Nature of
Scientific
Knowledge
and Inquiry
Level 2
Science
Score 2
7/11 LTs
Score 2
Grade book
Learning
Targets
(11)
Performance
Tasks/Rubric/
Exemplars
Teacher Driven
Classroom
Level Artifacts/
Capacity
Matrix
Student Driven
Generates
questions
based on
observations
Score 3
Evidence 1
Forces &
Motion
Score 3
Generates
hypotheses
based on
observations
Score 2
District and
Teacher
Developed
Tasks,
Activities, and
Assessments
Evidence 2
Capacity Matrix
Sources &
Properties
of Energy
Score 3.5
E-ducate Student Snapshot
A Sample Snapshot
Sample Student
Testing Out
Graduation Target
Transferring Credits
Completed Level
Progress
Sample Student Progress Chart for a content area.
Student Performance Snapshot
Standard Areas
1 Mathematics
2 Technology
3 Social Science
4 Reading
5 Writing
6 Cultural Awareness/Exp
7 Personal/Social/Health
8 Career Development
9 Service Learning
10 Science
1
2
3
4
5
6
7
8
9
10
11
12
Standards- Based Treasure Hunt
In your groups using all available tools and
samples discuss and analyze the RISC and
D50 standards-based packets.
RSU 2
• Review the Packets
• Synthesize the information into
the 4 parts of SBD
• Unite with a Partner
• 2 Take-aways &
• 2 Questions for Implementation
Meaningful
Reporting
Effective
Instruction
Relevant
Standards
Aligned Assessments
Prep for second Beacon
teacher presentation
• Take a Parking Lot template with you to
the Beacon teacher presentation
• Fill out what you see as
– Pluses
– Changes
– Questions
– Ah-ha’s
Process the Beacon Teacher
presentation
• Take your questions from your personal
lot and write them on a post-it note and
post it on the large group parking lot
• One of the facilitators or a Beacon
teacher will answer the commonthemed questions.
• If your question doesn’t get answered in
the large group, be sure to catch one of
us during a break.
Guiding Questions
What is a RISC Standards-Based system?
What does it look like in a classroom, school,
and district?
How do we measure and report it?