Transcript Tools for Implementing Standards (Secondary)

A Plan to Implement
Standards in the Classroom
Mandatory World Languages
Department Chairpersons
Training
October 19, 2006
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Desired Outcomes
Participants will:
• Create sample assessment tasks
and rubrics
• Increase understanding of HCPS
III Implementation Process Model
2
Desired Outcomes
• Increase understanding of
articulation of curriculum for
HCPS III through Benchmark
and curriculum maps
3
Sometimes, It Seems Like This….
Learning
Standards
4
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.
2. Determine acceptable evidence and
criteria.
3. Determine learning experiences
that will enable students to learn
what they need to know and to do.
4. Teach and collect evidence of
student learning.
5. Assess student work to inform
instruction or use data to provide
feedback.
6. Evaluate student work and make
judgment on learning results and
communicate findings.

Which benchmark(s) will be the central focus of the
lesson/unit?

What evidence will show that the student has met the
benchmarks at the appropriate taxonomic level?

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?





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?
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 (Resources)
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
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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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World Languages
HCPS III:
Grade 3 Example
Standa rd 2: INTERPRETIVEUnderstand and int erpret written and spoken language on div erse topics from
diverse media
TOPIC
CODE
BENCHMARK
SAMPLE PERFORMANCE ASSESSMENT
CRITICAL
IE.3.2.1 Recogni ze the meaning of key words or
The student:
LISTENING/
phrases from a variety of
Uses picture cues, verbal prompts, or
READING
developmentally appropriate written or
gestures to show recognition of key words
oral materials
or phrases in signs, posters, songs, or
video segments.
RUBRIC
Advan ced
Recogni ze the
meaning o f key
words or phrases
from a variety of
developmentally
appropriate written
or oral materials,
with accuracy
Proficient
Recogni ze the
meaning o f key
words or phrases
from a variety of
developmentally
appropriate written
or oral materials,
with no signifi cant
errors
Partially
Proficient
Recogni ze the
meaning o f key
words or phrases
from a variety of
developmentally
appropriate written
or oral materials,
with a few
signifi cant and/o r
many minor errors
Novice
Recogni ze the
meaning o f key
words or phrases
from a variety of
developmentally
appropriate written
or oral materials,
with many
signifi cant errors
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HCPS III: Organization
Strand
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
Rubric
tool 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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HCPS II Standards vs. HCPS III Standards
6 Standards
Communication
1. Interpersonal
2. Interpretive
5 Standards
Communication
1. Interpersonal
Topic: Verbal Communication
2. Interpretive
Topic: Critical Listening/Reading
3. Presentational
3. Presentational
Topic: Oral Presentation
Topic: Written Presentation
4. Cultures
4. Cultures
Topic: Cultural Knowledge
Topic: Cultural Comparisons
5. Comparisons
6.Connections&Communities
5. Comparisons
Topic: Linguistic and Grammatical
Concepts
*6. Integrated into communication
81 Benchmarks / 158
Performance Indicators
76 Benchmarks/76 Sample
Performance Assessments
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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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Benchmark Map (Sample)
Grade: 3
Quarter: 4
Big Idea(s )/M ajor Unders tanding(s ): Students will understand thatÉ


Language is functional and purposeful. Language is used to express oneself, to
communicate with others, to learn, and to complete tasks.
Language enables one to develop social and cultural understanding.
HCPS III Be nchmark s:

W L.IE.3.3.1 Use simple words and phrases to present about familiar topics

WL.IE.3.1.1 Give and follow simple instructions using comm on words or phrases that
facilitate age-appropriate classroom activities
 Italicized benchmarks are taught and assessed in more than one quarter.
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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 via
Taxonomic 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 via
Taxonomic Levels
Marzano’s Taxonomy
Marzano’s Taxonomy is used by all content
areas because it addresses more than the
levels of critical thinking…
Cognitive
System
Metacognitive
System
Self
System
 Levels
of thinking (RIGOR)
 Self-directed, reflective
learner (RELEVANCE)
 Attitudes and
beliefs(RELATIONSHIPS)
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see yellow handout
Marzano’s Taxonomic Levels (Cognitive System)
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Level IV
Level III
Level II
Level I
Knowledge
Utilization
Analysis
Comprehension
Knowledge
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)
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Using Marzano’s Taxonomic Levels
WL.IS.Y1.1.2:Ask and answer
transactional questions to provide and
obtain goods, services, or information
 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.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
WL.IS.Y1.3.1 Use oral language skills to make
simple presentations


Does the task align to the targeted benchmark?
At the appropriate taxonomic level?
Task: The student will give an
oral presentation about a wellknown person.
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Evaluating Assessment Tasks
WL.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
1. Identify relevant benchmarks.
2. Determine acceptable evidence and criteria.
3. Determine learning experiences that will enable students
to learn what they need to know and to do.
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?
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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
 What is the level of
work and make
proficiency most recently
judgment on learning
demonstrated by the
results and
student?
communicate findings.
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
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
OCISS/ISB
SCHOOLS
Schools: Communicate
needs to Complex Area
Team
Complex Area Team:
Works with schools in
collaboration with schoollevel leaders (tap into the
strengths that already
exist within the school)
COMPLEX
AREA TEAM
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 task
2. Benchmark maps
3. HCPS III
4. Marzano’s Taxonomic Levels
5. Sample Presentational Rubric
6. 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 ago
Merci
Xie xie
Dankeschoen
Shukra Spasiba
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