Transcript Framework for High Performing School Systems

West Virginia Achieves
Professional Development Series
Volume II
Standards-Based Curriculum
West Virginia Department of Education
Mission
The West Virginia Department of Education, in conjunction
with the Regional Education Service Agencies and the Office
of Performance Audits, will create systemic conditions,
processes and structures within the West Virginia public
school system that result in (1) all students achieving
mastery and beyond and (2) closing the achievement gap
among sub-groups of the student population.
Robert Hutchins
The Conflict in Education in a Democratic Society
“Perhaps the greatest idea that America has given the
world is education for all. The world is entitled to
know whether this idea means that everybody can be
educated or simply that everyone must go to school.”
What We Know…
An emerging body of research identifies characteristics of
high performing school systems.
These school systems have made significant progress in
bringing all students to mastery and in closing the
achievement gap.
These systems share characteristics described in The West
Virginia Framework for High Performing Schools.
HIGH PERFORMING SCHOOL SYSTEM
SYSTEMIC CONTINUOUS
STUDENT/PARENT SUPPORT
SCHOOL EFFECTIVENESS
INSTRUCTIONAL PRACTICES
CURRICULLUM MANAGEMENT
IMPROVEMENT PROCESS
CULTURE OF COMMON BELIEFS & VALUES
Dedicated to “Learning for ALL…Whatever It Takes”
Framework for High
Performing School Systems
Implementation of a Rigorous Standards-Based
Curriculum for All Students that Aligns with West
Virginia’s Content Standards and Objectives
High Performing School Systems



Many school systems across the country have
made significant progress in assisting students to
achieve at mastery and beyond.
These school systems share many common
characteristics.
One of those common characteristics is the
implementation of a rigorous standards-based
curriculum.
Curriculum Pillar
GOAL: To assure all students master an
appropriately prioritized and sequenced K-12
curriculum that develops enduring understandings,
essential skills and critical knowledge as defined
through the policies of the WV Board of Education
and the WV Content Standards and Objectives.
Agreed Upon Tenets of
Standards-Based Education



Learning goals, called standards, are
specified.
Standards apply to all students.
Assessment provides feedback about student
performance relative to standards.
McCrel Report – November 2000
Session Objectives
Participants will

Define what a standards-based education is.

Develop an understanding of standards-based education.

Identify the implications of standards-based curriculum for
assessment.


Understand what “the standards apply to all students” means
for classroom teachers.
Identify supports that enhance the effective implementation of
standards-based curriculum.
Essential Question
How does the implementation of a
rigorous standards-based curriculum for all
students aligned with WV’s Content
Standards and Objectives establish the
foundation of school improvement efforts?
Activity

Take a sheet of paper and write three
questions about Standards-Based
Education.

Share your questions with a partner and
generate possible answers.

Discuss your prior knowledge with the group.
Key Points
Standards–Based Curriculum



Establishes rigorous academic standards and
high expectations for all students.
Defines the essential knowledge and skills all
students should know and understand.
Uses performance descriptors to assess
student’s progress in mastering the essential
learning.
Key Points
Standards-Based Curriculum




Sets the parameters of what is taught but allows
creativity in how the content is taught.
Is student-centered and focuses on learning, not
teaching.
Makes all accountable for student learning.
Serves as a tool for communicating learning
expectations to staff, parents, students and the public.
Key Points
Implementation of a Standards-Based Curriculum
-Requires a commitment to quality and equity.
-Requires a common language and a common
understanding of that language.
-Requires providing educators with support and
resources.
Key Points

High performing school systems provide
teachers with




Example unit/lesson plans.
Time to organize and develop materials.
Time and support to create assessments
aligned with the units/lessons.
Extensive professional development related to
assessment and instruction.
Jigsaw Activity





Divide into groups of four (4).
Individually read your selected reading (1-4). Regroup, forming
expert groups, with those who have read the same numbered
assignment.
In your “expert group” discuss the reading, identify the key
points, and decide how to teach these points to your original
group.
Return to your original group and teach the key points.
Build consensus on three points to share with the large group.
Key Points from Readings:
Defining Standards-Based Education
The Four Components of Standards-Based Education




Clear, rigorous academic content standards
Clear support for teaching and learning
Fair and effective assessments
Strong accountability for results
Key Points from Readings:
Understanding Standards-Based Education
A Standards-Based Curriculum





Is the organizing point for instruction and assessment.
Needs to be explained in concrete terms.
Helps teachers understand how new practices
improve student learning.
Helps focus the school systems’ efforts.
Is a blueprint or an instructional map that gives a clear
focus to learning.
Key Points from Readings: (cont.)
Understanding Standards-Based Education
A Standards-Based Curriculum




Assures that students and educators are aware of
the learning goals.
Requires the system to prioritize instruction.
Represents a systematically different approach to
teaching and learning.
Does not use textbooks as the sole source of
instruction.
Key Points from Readings:
Assessment in a Standards-Based Curriculum





Learn new methods of assessment for teaching and
learning.
Use a broad array of assessment methods.
Use assessments to determine if students are
achieving standards.
Consider assessment as core of teaching practice.
Use assessment data to adjust instruction.
Key Points from Readings:
Closing the Achievement Gap



Teachers need better examples of how to
translate standards into effective instruction.
Special needs students must be challenged with
high expectations.
Teachers can design instruction to target specific
knowledge once teachers understand what the
standards mean.
Key Points from Readings:
Closing the Gap


Teachers must have professional development on
instructional strategies in order to close the
achievement gap.
Teachers must be able to accurately evaluate and
continually monitor the progress of students with
limited skills to improve their learning.
Key Points from Readings:
Supporting Standards-Based Education



Student learning is unlikely to improve
without support from teachers.
Teachers need adequate time for learning
and for completing the work.
Collaboration and ample professional
development are necessary for successful
implementation.
Support Strategies of High Performing
School Systems




Communicating in word and action, commitment to
standards-based education.
Involving teachers in the planning dialogue.
Ongoing sustained, focused professional
development.
Monitoring the implementation of standards-based
until it is consistent and pervasive across the district.
Relationship to Other Framework Components

Curriculum is the first pillar of WV Framework for
High Performing School Systems

Implementation of a standards-based curriculum
provides the foundation for school improvement
efforts.
Closing Activity
Think-Pair-Share Reflection Sheet



Implications for Action
Questions for Clarity
Validations of my Teaching
Closing Activity




Share thoughts from Reflection Sheets
with a partner.
Discuss with tablemates.
Select a table spokesperson to share with
the group one agreed-upon idea.
Participate in discussion as facilitated.