1 standards-based classrooms ramp-up session 2 georgia will lead the nation in improving student...

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STANDARDS-BASED CLASSROOMSSTANDARDS-BASED CLASSROOMS

RAMP-UP SESSION

2Georgia will lead the nation in improving student achievement.

3Georgia will lead the nation in improving student achievement.

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AT MY SCHOOL

MY TEACHERS ARE

5OK

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Georgia will lead the nation in improving student achievement.

D E P A R T M E N T O F

Four Parts of a Standard

Standard

Task

Student Work

Teacher Commentary

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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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Reads for a variety of purposes in different kinds of texts.

OLD QCC

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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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ELA7W2 The student produces a narrative (fictional, personal) that:

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OLD QCC

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.

Reads for a variety of purposes in different kinds of texts.

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THE NEW STANDARDS-BASED WORLDFOR SCHOOLS IS FULL OF CHANGES.

What Will Students and Teachersdo Differently?

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Textbook-Driven Standards-Driven

Fragmented Interconnected

Basics Skills Higher Order Skills

Is a well-kept secret Shared with Everyone

CHANGES IN CURRICULUM

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Passive Active

Memorization Real World Problems

One Right Answer More Possibilities

Exposure Mastery

Watered-down Rigorous

Lonely Learning Learn in Teams

CHANGES IN LEARNING

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Limited Types Many Types

Static Dynamic

No Revision Allowed Revision Required

For Evaluation For Learning

Compares Students Work Compared to to each other Standards

CHANGES IN ASSESSMENT

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Teacher-Centered Learner-Centered

One Style Fits All Differentiated

Breadth of Coverage Depth of Coverage

Remediation Interventions

Get Them “Out” Get Them Ready

CHANGES IN INSTRUCTION

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Workshops Job-Embedded

Teacher Learning Student Learning

Teachers Implement Teachers Lead

Isolated Collaborative

CHANGES IN PROFESSIONAL LEARNING

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Plan Alone Plan in Teams

Use Old Plans Plan based on Results

Create Worksheets Design Tasks & Units

CHANGES IN TEACHER PLANNING

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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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• 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

WHAT WILL I SEE IN A STANDARDS-BASED

CLASSROOM?

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• 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

WHAT WILL I SEE IN A STANDARDS-BASED

CLASSROOM?

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• 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

WHAT LEADERS CAN DO TO SUPPORT STANDARDS-BASED PRACTICES

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• 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

WHAT LEADERS CAN DO TO SUPPORT STANDARDS-BASED PRACTICES

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• 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

WHAT TEACHERS CAN DO

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• 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

WHAT TEACHERS CAN DO

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In Search of Standards-Based Practices . . .

Use your Checklist to note Standards-Based Practices.

What are other S-B Practices that you did not see?

Work with your elbow partners (2-3).

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Are We Closer Now to Seeing the Same Ice Cream Truck?

Georgia will lead the nation in improving student achievement.

STANDARDS-BASED CLASSROOMS

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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

31GPSGeorgia will lead the nation in improving student achievement.

32GPSGeorgia will lead the nation in improving student achievement.

IF: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

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

33GPSGeorgia will lead the nation in improving student achievement.

AND:

K+N+O+W+L+E+D+G+E 11+14+15+23+12+5+4+7+5

EQUALSONLY

96%

34GPSGeorgia will lead the nation in improving student achievement.

THEN:

H+A+R+D+W+O+R+K 8+1+18+4+23+15+18+11

EQUALSONLY

98%

35GPSGeorgia will lead the nation in improving student achievement.

BUT:

A+T+T+I+T+U+D+E 1+20+20+9+20+21+4+5

EQUALS100%