Transcript S-B Classrooms - Pickens County Schools

STANDARDS-BASED CLASSROOMS
RAMP-UP SESSION
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Georgia will lead the nation in improving student achievement.
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Georgia will lead the nation in improving student achievement.
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AT MY SCHOOL
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MY TEACHERS ARE
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OK
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DEPARTMENT OF
Four Parts of a Standard
Standard
Task
Student Work
Teacher Commentary
Georgia will lead the nation in improving student achievement.
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1. The Performance Standards for each course
Each Standard is followed by ELEMENTS that indicate the specific learning
goals associated with it.
2. Tasks that students should be able to perform by the end of the course
These are keyed to the relevant Standards. Some of these can serve as
activities that will help students achieve the learning goals of the Standard,
and some can be used to assess student learning.
3. Samples of student work
As a way of indicating what it takes to meet a Standard, examples of
successful student work are provided.
4. Teacher Commentary
Teacher commentary is meant to open the pathways of communication
between students and the teacher. Showing students why they did or did
not meet a standard enables them to take ownership of their own learning.
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OLD QCC
Reads for a variety of purposes in different kinds of texts.
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ELA7W2 The student produces a narrative (fictional, personal) that:
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a.
Engages readers by establishing and developing a plot, setting, and
point of view that are appropriate to the story
b.
Creates an organizing structure appropriate to a purpose, audience,
and context.
c.
Develops complex major and minor characters using standard
methods of characterization.
d.
Includes sensory details and concrete language to develop plot,
setting, and character
e.
Excludes extraneous details and inconsistencies.
f.
Uses a range of strategies (e.g., suspense, figurative language,
dialogue, expanded vocabulary, flashback, movement, gestures etc.
g.
Provides a sense of closure to the writing.
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OLD QCC
Reads for a variety of purposes in different kinds of texts.
Imagine that you hired a new
assistant and offered a job
description this vague.
The assistant may be confused.
At evaluation time,
you will be the one
who is confused.
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What Will Students and Teachers
do Differently?
THE NEW STANDARDS-BASED WORLD
FOR SCHOOLS IS FULL OF CHANGES.
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CHANGES IN CURRICULUM
Textbook-Driven
Standards-Driven
Fragmented
Interconnected
Basics Skills
Higher Order Skills
Is a well-kept secret
Shared with Everyone
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CHANGES IN LEARNING
Passive
Active
Memorization
Real World Problems
One Right Answer
More Possibilities
Exposure
Mastery
Watered-down
Rigorous
Lonely Learning
Learn in Teams
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CHANGES IN ASSESSMENT
Limited Types
Many Types
Static
Dynamic
No Revision Allowed
Revision Required
For Evaluation
For Learning
Compares Students
to each other
Work Compared to
Standards
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CHANGES IN INSTRUCTION
Teacher-Centered
Learner-Centered
One Style Fits All
Differentiated
Breadth of Coverage
Depth of Coverage
Remediation
Interventions
Get Them “Out”
Get Them Ready
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CHANGES IN PROFESSIONAL LEARNING
Workshops
Job-Embedded
Teacher Learning
Student Learning
Teachers Implement
Teachers Lead
Isolated
Collaborative
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CHANGES IN TEACHER PLANNING
Plan Alone
Plan in Teams
Use Old Plans
Plan based on Results
Create Worksheets
Design Tasks & Units
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CHANGES IN ADMINISTRATIVE FOCUS
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STANDARDS-BASED
CLASSROOMS
Teachers and students have a clear understanding of
the EXPECTATIONS (standards).
Teachers and students know WHAT
they are teaching and learning each day
(standards).
Teachers and students know WHY the day’s learning
is an important thing to know (relevance), or to know
how TO DO (process).
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STANDARDS-BASED
CLASSROOMS
Curriculum, assessment, instruction and student
learning are explicitly aligned to the standards.
All students have access to the standards.
Students produce evidence of learning.
Standards-based learning is a process, not an event.
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WHAT WILL I SEE
IN A STANDARDS-BASED CLASSROOM?
• Student work aligned to the standards
• Written and oral feedback aligned to the
standards
• Performance tasks aligned to the standards,
including culminating real-world, rigorous
performance tasks
• Data driven instructional decisions
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WHAT WILL I SEE
IN A STANDARDS-BASED CLASSROOM?
• On-going, formal and informal assessment
for learning
• Teaching and scoring rubrics aligned to the
standards
• Flexible groups of students
• Differentiation of instruction
• Standards-based instructional bulletin boards
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WHAT LEADERS CAN DO
TO SUPPORT STANDARDS-BASED PRACTICES
• Analyze student work based on standards
• Provide opportunities for collaboration
• Ensure that professional learning opportunities are
based on the needs of the learning community
• Systematically monitor implementation of
curriculum, assessment and instruction
• Attend teacher meetings, study groups and other
professional learning opportunities
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WHAT LEADERS CAN DO
TO SUPPORT STANDARDS-BASED PRACTICES
• Ensure that all students receive immediate
intervention if they are not meeting standards
• Ensure that the focus of faculty meetings and
leadership team meetings is student learning
• Regularly analyze data with regards to
meeting School Improvement Goals and
Annual Measurable Objectives
• Model the characteristics of a lifelong learner
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WHAT TEACHERS CAN DO
• Utilize collaborative planning time to analyze student
work based on standards
• Utilize collaborative planning time to build consensus
regarding standards for each grade level
• Utilize collaborative planning time to develop units,
lessons and performance tasks that demand rigor and
hold high expectations for all students
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WHAT TEACHERS CAN DO
• Attend teacher meetings, study groups and other
professional learning opportunities
• Ensure that all students receive immediate
intervention if they are not meeting standards
• Regularly analyze data to plan and revise
instruction
• Model the characteristics of a
lifelong learner
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In Search of Standards-Based Practices . . .
Work with your elbow partners (2-3).
 Use your Checklist to note Standards-Based Practices.
 What are other S-B Practices that you did not see?
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STANDARDS-BASED CLASSROOMS
Are We Closer Now to Seeing
the Same Ice Cream Truck?
Georgia will lead the nation in improving student achievement.
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GPS implementation is vital.
Two critical pieces of infrastructure are needed
to start the GPS Project.
1. An effective school leadership team needs to
be in place.
2. The school needs to begin the journey toward
becoming a professional learning community.
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THE REAL MAGIC BUS
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Georgia will lead the nation in improving student achievement.
GPS
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IF:
ABCDE FGHIJKLMNOPQRSTUVWXYZ
EQUALS
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
Georgia will lead the nation in improving student achievement.
GPS
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AND:
K+N+O+W+L+E+D+G+E
11+14+15+23+12+5+4+7+5
EQUALS
ONLY
96%
Georgia will lead the nation in improving student achievement.
GPS
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THEN:
H+A+R+D+W+O+R+K
8+1+18+4+23+15+18+11
EQUALS
ONLY
98%
Georgia will lead the nation in improving student achievement.
GPS
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BUT:
A+T+T+I+T+U+D+E
1+20+20+9+20+21+4+5
EQUALS
100%
Georgia will lead the nation in improving student achievement.
GPS
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