Transcript State Achievement Standards Implementation

Alabama’s Academic Standards
The Journey to
Student Success
Begins with
Standards
Mega Conference 2004
Presenters: Marla Holbrook
Cheryl Holder
Tuwanna McGee
1
Purposes of Training
• Present an overview of Alabama’s
standards movement
• Discuss the process of getting started
with implementation of the Alabama
Academic Content Standards
2
Goals for Training
• Understand:
– Tenets of No Child Left Behind Act of 2001
(NCLB) related to standards
– Rationale for standards
– Alabama’s journey toward standards
– Implications for special education
– Process for getting started with standardsbased instruction
3
Tenets of No Child Left Behind
• Each state must establish its own unique set of
standards for reading, math, and science.
• All students must have opportunities to learn
and be assessed on state content standards.
• Academic achievement must be standardsdriven.
• State assessments must be aligned to state
content standards (reading, math, science).
4
Alabama’s Achievement Levels
Level IV
Exceeds Academic Content
Standards
Level III
Meets Academic Content
Above the content standard
Aligned to the grade level
content standard
Standards
Level II
Partially meets Academic
Content Standards
Level I
Does not meet Academic
Content Standards
Below grade level content
standard
Limited use of Level II
skills
5
Content Standards vs. Curriculum
• Content standards:
what students need
to know and be able
to do.
• Curriculum:
what teachers need
to teach in order for
students to know
and do the
standards.
6
Alabama’s Journey Toward
Standards
• Standards
signal the
destination of
learning.
• Curriculum is the
road to the
standards.
7
Alabama’s Journey Toward
Standards
Reading
• Prior to NCLB, reading standards were included in
the Alabama English Language Arts Course of Study.
• Since NCLB, reading content standards have been
separated from the remainder of the course of study
and are contained in the 2003 Alabama English
Language Arts Course of Study Reading Addendum.
• Reading content standards have been revised to
reduce the number of standards per grade and
increase the measurability of each standard.
8
Alabama’s Journey Toward
Standards
Math
• Math content standards have been revised
during the math course of study cycle to:
– Reduce the number of standards at each grade level
– Align more closely with the National Council of Teachers of
Mathematics’ standards
• Math content standards are contained in the
2003 Alabama Course of Study:
Mathematics.
9
Alabama’s Journey Toward
Standards
Social Studies
• Social Studies content standards have been
revised during the Social Studies course of
study cycle and have been adopted by SBE.
• Social Studies content standards will be
contained in the 2004 Alabama Course
of Study: Social Studies.
10
Alabama’s Journey Toward
Standards
Science
• Science content standards are currently
being revised beginning in March 2004
during the Science Course of Study
process.
• Science content standards will be
contained in the 2005 Alabama Course
of Study: Science.
11
Alabama’s Journey Toward
Standards
Standards-based instruction will lead to
closing the achievement gap between
special education and general
education.
12
Disaggregated Student Data
Stanford 10
Grades 3-8 – Average Percentile Across Grades and Subjects
100
90
80
70
60
50
40
30
20
10
0
69
60
51
36
57
38
36
26
19
Al l Stude nts
Spe ci al
Educati on
Bl ack
Hi spani c
W hi te
Ame ri can
Indi an
Asi an
Fre e /Re duce d
Li mi te d
Engl i sh
13
Alabama Direct Assessment Of Writing: Grade Five
Percentage Of Students Meeting Or Exceeding Standards
100
90
80
70
57
60
50
48
52
41
40
29
31
31
30
18
13
20
10
0
All Students
Special
Education
Black
Hispanic
White
American
Indian
Asian
Free Lunch
Limited
English
14
Rounded To Nearest Whole Number
Alabama Direct Assessment Of Writing: Grade Seven
Percentage Of Students Meeting Or Exceeding Standards
100
90
80
70
60
50
50
47
41
39
40
26
30
20
28
28
13
11
10
0
All Students
Special
Education
Black
Hispanic
White
American
Indian
Asian
Free Lunch
Limited
English
15
Rounded To Nearest Whole Number
Alabama High School Graduation Exam
11th Grade - Percent Passing All Subjects
100
90
80
70
70
66
59
67
60
49
47
50
40
38
40
30
21
20
10
0
All Students
Special
Education
Black
Hispanic
White
American
Indian
Asian
Free Lunch
Limited
English
16
Alabama High School Graduation Exam
12th Grade - Percent Passing All Subjects
100
96
93
90
86
84
Black
Hispanic
93
94
98
86
80
66
70
60
50
40
30
20
10
0
All Students
Special
Education
White
American
Indian
Asian
Free Lunch
Limited
English
17
Standards and Special Education
Why such low scores for special
education students?
Historically, instruction for special education students:
– was less academically-oriented
– goals were lower
– activities lacked clear purpose
– textbook and instruction emphasized rote facts
– material was covered at a slower pace
18
Standards and Special Education
What we know …
In order for students with disabilities to meet
state standards, instruction must change.
19
Standards and Special Education
• IDEA 97 states that students with disabilities
must have access to the general curriculum
(content standards).
• Access occurs when students with disabilities
are actively engaged in learning the content
and skills that define the general education
curriculum (Access Center, 2003).
20
Changes in the Process of Instructional
Planning
•
Traditional Practice
– Selects a topic from the
curriculum
– Designs instructional activities
– Designs and gives an
assessment
– Gives grade or feedback
– Moves on to new topic
In standards-based instruction, the
teacher must plan backwards from
the required content standards to
the assessments then to the lessons
that will be needed for students to
achieve at that level.
•
Standards-based Practice
– Use content standards to plan
instruction
– Designs an assessment through
which students demonstrate the
knowledge and skills to meet
the standards
– Decides what learning
opportunities students will
need to learn
– Plans instruction to assure that
each student has adequate
opportunities to learn
– Uses data from assessment to
give feedback, re-teach, or
move to next level
21
Standards and Special Education
What we know …
Effective teachers use databased decision making. They ..
•analyze student performance,
Analyze
•identify gaps in skills and
performance
knowledge,
•develop instruction to address
those gaps, and
•continue to analyze student
performance over time and
adjust instruction as needed
Identify Gaps
Develop
Instruction
Adjust as Needed
22
Special Education’s Journey
Toward Standards
What Special Education Services is doing …
• Producing curriculum guides for Alabama
Academic Content Standards.
– With each new course of study, a curriculum
guide will be developed as a companion
document.
– Curriculum guides are the road maps to the
standards.
23
Special Education’s Journey Toward
Standards
• The curriculum guides provide scaffolded
instruction leading toward the standards for
students who are not performing at grade level.
– General education teachers may use the guides for
classroom planning for intervention.
– Special education teachers may use the guides for
instruction and IEP development/implementation.
24
Reading Curriculum Guide
• The Reading Curriculum Guide (grades 1-12) is
designed for use with students functioning below
grade level standards.
– Provides instructional sequence for prerequisites skills
leading to the readiness for learning grade level standards
and for preparation for the Alabama High School
Graduation Exam (AHSGE)
– May be used by both general education and special
education teachers for
• Classroom interventions
• IEP Development
25
Organization of the Reading
Curriculum Guide
• The organizational components of the Reading
Curriculum Guide include content standards,
instructional objectives, examples and bullets.
• Instructional Objectives are smaller instructional
units that serve as foundational skills for the
standards. Utilization of instructional objectives
facilitates having all students working toward gradelevel standards while also working at individual
ability levels.
• Content standards, examples and bullets are defined
as in the standards documents.
26
Sample Reading Content Standard with
Instructional Objectives from the Reading
Curriculum Guide
1.5 (First grade, fifth standard) Read with fluency simple passages
containing simple sentences.
Objective 1.5.1 Establish letter-naming fluency at rate of 40plus letters per minute
Objective 1.5.2 Recognize 100 percent of the Dolch sight word
list for first grade.
Objective 1.5.3 Read 40-50 words of connected, decodable text
per minute with 100 percent accuracy.
Additional content to be taught:
• Reading 50-60 words per minute
• Recognizing first-grade high frequency words by sight
– Example: lists provided with basals
• Attending to end punctuation in phrasing
27
Math Curriculum Guides
• The Math Curriculum Guide (grades 1-8) is
designed for use with students functioning
below grade level standards.
– Provides instructional sequences for
prerequisites skills leading to the readiness for
learning grade level standards
– May be used by both general education and
special education teachers for
• Classroom interventions
• IEP Development
28
Sample Math Content Standard with
Instructional Objectives from the Math
Curriculum Guide 1-8
6.5 (Six grade, fifth standard - Geometry) Plot
coordinates on grids, graphs, and maps.
Objective 6.5.1 Identify components of the Cartesian
plane, including the x-ais, y-axis, origin, and quadrants.
Objective 6.5.2 Identify numbers less than zero by
extending the number line.
Objective 6.5.3 Find locations on a map or grid using
ordered pairs.
Additional content to be taught:
• Identifying the coordinates of a point on the Cartesian
plane
• Comparing parallel and perpendicular lines
29
Alabama’s Journey Toward
Standards
• SES is also planning to develop social studies
and science curriculum guides after each
course of study is completed.
30
Special Education’s Journey
Toward Standards
What SES is doing …
•Developing Alabama Basic Extended Content
Standards for students with significant cognitive
disabilities who need an alternate route to the
standards. They are:
- a downward extension of the state content
standards
-measurable by the Alabama Alternate
Assessment
31
Special Education’s Journey
Toward Standards
Extended Content Standards:
INCLUDE
Do NOT INCLUDE
• Grade by grade
• Bullets that list additional
standards
related content
• Disability specific
• Examples that provide a
information
range of ways a student may • Specified response
format
demonstrate progress
toward the standard
32
Example of an Basic Extended
Content Standard
Reading:
Connect spoken words to written words using
printed material (K.1 and K.3 reading standards).
• Recognize label and signs (picture cards, road signs)
• Demonstrate that graphic information has meaning (word
cards, reading menus)
• Use printed words to perform a task (find location by
reading signs, locate a name in the phone book)
33
What SES is doing …
• Developed guidance with the “Getting
Started with the Standards” document
– Provides an introduction to the “why” of
standards
– Provides tips on “how to start with standards”
– Provides additional resource information
including informative websites
34
What SES is doing …
• Partnering with selected LEAs to target
standards-based instruction Winter-Spring
2004.
• Developing statewide standards-based
instruction and IEP training 2004-2005 for
implementation during Spring 2005.
35
Next Steps
• Obtain copies of:
– Getting Started with the Standards
– Alabama Courses of Study (and Reading Addendum)
– Curriculum Guides
• Become knowledgeable about standards-based instruction.
• Volunteer to participate on local textbook/curriculum
committees.
• Evaluate textbooks and materials for curricular alignment.
• Utilize ALEX state website aligned to Alabama Course of Study,
as a resource for lesson plans.
36
Next Steps
•
Promote dialogue concerning standards, teaching
and learning
•
Involve all school faculty in the standards-based
planning process
37
Questions to Ask in the Standards
Planning Process
• How do teaching materials align with
the standards?
• How do you use the standards to guide
your instruction?
• How do you use assessment to inform
(improve) your instruction?
38
Sample Textbook Alignment with
the Standards
Sample Textbook Alignment with the Standards
Subject: Reading
Grade: First
Name of Text or Supplemental Materials: XYZ Reading
Standard
#1.1. Demonstrate phonemic
awareness by
isolating,
deleting, and
adding phonemes
by using
onsets and rimes
by identifying sounds in onesyllable words
initial
medial
final
Present
(Yes or No)
Yes
Page Number(s)
51; 54; 63; 103; 117; 227
Additional content to be taught:
Blending phonemes
1.2. Utilize predictable letter-sound
relationships to decode printed
words
words with consonant
blends
o blending of 3-4
phonemes into a
whole word
Yes
65;67;93;152
Yes
87;93; 97; 102
Yes
69; 73; 99; 107
Additional content to be taught:
Blending sounds to form
words
Identifying sound-spelling
relationships of consonants
and vowels
Segmenting printed words
into phonemes
Yes
77; 81; 104; 109
39
Alabama Websites for Standards
For Courses of Study, go to:
• Home Page of the SDE website www.alsde.edu or
– Classroom Improvement
– Publications
– Scroll down to document
For aligned lesson plans, go to:
• www.alex.state.al.us.
For Curriculum Guides, go to:
• www.alsde.edu
– Sections
– Special Education
– Standards
40
Additional Resources
•
•
•
•
•
•
•
www.makingstandardswork.com
www.mcrel.org/standards/index.asp
www.nwrel.org
www.ascd.org
www.nsdc.org
www.teachstream.com
www.ael.org
41