From Standards to Success

1
From Standards to Success

• Book Study Exemplar 3
• Chapter 1

2
First of all.

• Standards are a minimum.
• Many teachers need help achieving the standards
  or minimum.
• We should especially consider new teachers in our
  building as well as teachers who are struggling.
• This is simply a starting place.
• Our goal is to produce instruction that far
  surpasses the minimum.

3
The Problem

• Regulations of NCLB are affecting school
  districts.
• Highly qualified teachers are needed in high
  poverty schools with large numbers of students
  who are English Language Learners.
• Making adequate yearly progress in multiple
  measures (Science, math, and Social Studies)
  particularly on state content standards is a very
  real concern.
• Policy experts continue to focus on national
  standards and schools are basing their AYP on
  state standards. There is a huge disconnect.
• Many states and districts have no clear plan for
  achieving state standards. It is particularly
  important to think in terms of a school level and
  classroom level plans.
• Enabling conditions, resources, assessments and
  numerous policies have been proposed but no
  theory of action or a plan on how to do the work
  has been developed.

4
The missing element

• Explicit directions to teachers and
  administrators that will lead to standards
  achievement at the school level. Some districts
  have benchmark assessments in place, however
  benchmarking should follow with an instructional
  plan.
• In other words a Theory of Action.

5
The Solution

• The Standards Achievement Planning Cycle or a
  Theory of Action is a plausible solution for the
  local level plan.
• This is a first proposal for achieving standards
  and beyond to rigorous instruction-It is a
  beginning.
• SAPC is the first true theory of action for state
  standards implementation. This theory of action
  has been designed and researched by Mark OShea.
• What can we learn from it?

6
SAPCStandards Achievement Planning Cycle

• SAPC starts with inputs to the system and
  describes a process that engages existing
  resources.
• Through a series of explicit actions SAPC changes
  the input resources into intermediate products
  that lead one after the other to standards
  achievement as the goal of daily instruction.
• SAPC brings together reform initiatives that have
  demonstrated improved teaching and learning in
  their own right. The initiatives are the New
  Standards Project, Japanese Lesson Study, and
  Looking at Student Work.

7
NEW STANDARDS PROJECT

• The first reform initiative is the New Standards
  Project. It is a system of performance standards
  and assessments for students at the elementary,
  middle, and high school levels. The performance
  standards are internationally benchmarked and
  indicate the level of performance that students
  should demonstrate in English and language arts,
  mathematics, science, and applied learning. The
  assessments measure student performance against
  the standards through the use of reference
  examinations that include traditional test items
  and performance tasks.

ISBN 188963090XFormat Hardcover, 304ppPub.
Date January 1999Publisher National Center on
Education the Economy
8
New Standards Project

• New Standards is a joint effort of the National
  Center on Education and the Economy in
  Washington, D.C., and the Learning Research and
  Development Center at the University of
  Pittsburgh. It is guided by a governing board
  composed in part of representatives of states and
  school districts that collectively educate nearly
  half the students in the United States. Thousands
  of classroom teachers have participated in the
  development of assessment tasks, scoring rubrics,
  and portfolios.
• For more information, refer to New Standards
  Performance Standards and Assessments for the
  Schools (National Center on Education and the
  Economy, 1998).

9
What is Lesson Study?Lesson Study is a way for
coaches to guide grade levels to best practice.

• The second research based practice is Lesson
  Study. Lesson Study is a professional development
  process that Japanese and American teachers
  engage in to systematically examine their
  practice. The goal of lesson study is to improve
  the effectiveness of the experiences that the
  teachers provide to their students.

10
A Focus on the Examination of Lessons

• The core activity in lesson study is for
  teachers to collaboratively work on a small
  number of study lessons. These lessons are
  called study lessons because they are used to
  examine the teachers practice.

11
The Lesson Plan Format

• You may download a sample study lesson plan
  format directly from the resources section of the
  LSRG website (www.tc.edu/lessonstudy), under
  Tools for Conducting Lesson Study.
• Cornerstone coaches have more information on this
  process. Many Cornerstone coaches have
  participated in a Lesson Study.

12
Looking at Student Work

• The third research based practice is the idea of
  looking collaboratively at student work and the
  ways it can impact a teachers practice is at the
  heart of LASW.
• An important objective is to understand the
  collaborative contexts for looking at student
  work
• The raising of questions about what can be
  learned and who might be involved in the
  collaborative process is a natural outgrowth of
  the process.
• A powerful professional development tool involves
  teachers looking at their own students work.
• This process enables teachers and administrators
  to share and reflect on ways to develop new
  classroom practices and change existing ones to
  support learning.
• An overarching goal of LASW is to broaden the
  examination of student work to include parents
  and community members.

13
Resources for LASW

• Looking at Student Work A Window into the
  Classroom. Annenberg Institute for School Reform
  series on school reformPub Date 1999, 28 min.
  Video 49, ISBN 0807738735
• Hord, S. (1997). "Professional Learning
  Communities Communities of Continuous Inquiry
  and Improvement." Southwest Educational
  Development Laboratory. Available in full on the
  SEDL web site at http//www.sedl.org/pubs/change34
  /.Go to research to read a summary.
• Huff, D. (November 2000). "Teachers Examining
  Student Work To Guide Curriculum, Instruction."
  Education Week on the Web.
• Barnes, Nancy. (2000). Teachers Teaching
  Teachers. In Education Week, January 19, 2000
  (1919, pp. 38, 42). The article is available in
  full on EdWeek's web site. Go to research to read
  a summary.
• http//www.edweek.org/ew/

14
The Real Problem

• Sustaining the use of collaborative lesson
  planning and student work evaluation need
  continuous encouragement and cultivation until
  they become habits of mind.
• The text we are studying describes in detail the
  enabling and sustaining conditions that support
  the work as it moves in the direction of rigorous
  teaching and learning to achieve standards.
• Continued insistence on excessive number of
  standards and the refusal to rank standards by
  significance compounds the problem for most
  schools.

15
Our question should be

• How does a teacher function differently in a
  standards-based classroom?
• How can we define a process for standards-based
  instruction to support teachers work in this
  endeavor of meeting state standards and rigorous
  work?

16
What this book does

• It describes a comprehensive approach to
  implementing standards with a central strategy
  that includes elements of whole school reform
  organized in
• A Recursive Cycle of
• Instructional planning,
• Teaching, and
• Looking at student work
• all focused upon raising learning
• expectations for standards
• achievement.

17
How Does This Look

• Looking closely at one school and the work done
  in the areas of
• Instructional planning
• Teaching
• 3. Looking at student work

18
Instructional Planning
19
TeachingNovember Lesson Study at NMBE with many
Cornerstone Coaches
20
Looking at Student Work
LOOKING AT STUDENT WORK
21
(No Transcript)
22
A Standards-Based Classroom During a Lesson Study

• Standards are used to focus teaching.

23
(No Transcript)
24
(No Transcript)
25

Lesson objectives are written as outcomes to be
demonstrated by the students.

• Lesson Objectives For Habitats and Adaptations-
  NMBE Third Grade

LESSON ONE OBJECTIVES
LESSON OBJECTIVES ARE POSTED IN THE FORMAT FOR
STUDENT USE WILF (WHAT I AM LOOKING FOR..)
LESSON REWRITE OBJECTIVES
26
The outcomes are written from the standards in an
integrative fashion.

• Lesson Study November Lesson Plan NMBE
• Habitats and Adaptations-Third Grade
• I. Plan of the unit
• A. Goals of the Unit
• We want to model how to integrate across the
  curriculum, specifically in the content area of
  science. Our unit of study is habitats and
  adaptations. Children will be able to write a
  synthesis from their nonfiction reading.
• We want children to learn how to investigate
  topics of importance, through a small group
  setting, through observation, research, and
  experimentation.
• We want to increase the number of children that
  are benchmarking on state assessments.
• We want all children, at all different levels, to
  work with rigor.
• The literacy focus will be on questioning. The
  writing will center on how to organize a response
  to a nonfiction text. See pages 285 and 286 in
  Strategies that Work.
• We want the students to text map using the book,
  All Kinds of Habitats (Sally Hewitt)
• We want the students to create a
  Fact/Question/Response chart in small groups.

27
National Standards are included

• National Standards (K-4)
• The Characteristics of Organisms Organisms have
  basic needs. For example, animals need air,
  water, and food plants require air, water,
  nutrients, and light. Organisms can survive only
  in environments in which their needs can be met.
  The world has many different environments, and
  distinct environments support the life of
  different types of organisms.
• Organisms and Their Environment All animals
  depend on plants. Some animals eat plants for
  food. Other animals eat animals that eat the
  plants.

28
Relationships of Unit to Other Grades

• B. How this unit is related to the curriculum
• 2nd Grade (This will serve as their background
  knowledge.)
• SC Standards 2-II.C. Organisms and Their
  Environments
• 1. All animals depend on plants. Some animals
  eat plants for food. Other animals eat
  animals that eat the plants.
• a. Investigate and describe ways in which
  animals interact with each other and with
  the environment.
• 3rd Grade
• SC Standards 3-II.C. Organisms and Their
  Environments
• 1. All animals depend on plants.
• a. Investigate and predict ways living things
  will interact with each other and the
  environment.
• b. Interpret the interdependency of plants and
  animals within a food chain by
• defining the following,
  producer, consumer, decomposer, herbivore,
  
• carnivore, omnivore,
  predator, and prey.
• 4th Grade (This will be the knowledge that will
  be developed next year pertaining to this
  concept.)
• SC Standards 4-II.B. Organisms and Their
  Environments
• 1. An organisms patterns of behavior are
  related to the nature of that organisms
  environment, including the kinds and the numbers
  of other organisms present, the availability
  of food and resources, and the physical
  characteristics of the environment.

29
Use of academic vocabulary is evident in the
classroom.
30
More Vocabulary Work

• Conversation in the classroom includes the
  academic vocabulary of the standard selected for
  the lesson plan.

Students express their thinking in large group as
well as in partnerships.
31
Conceptual understanding is held at a high
premium in a standards based classroom.

• Building an Understanding of Food Chains

Students dissected owl pellets and then wrote
about the experience to build rich conceptual
understanding of food chains.
Prior to the Lesson Study Students Built
Conceptual Knowledge of the Topic
32
The teacher questions thoughtfully in a standards
based classroom.
Teacher conferences create on the go assessment
of student understanding. Records of these
conferences show student progress.
The teacher questions for student understanding
of the lessons objectives.
33
Students are engaged in meaningful academic work
in this classroom.
Student thinking is valued by recording it and
keeping the ideas on anchor charts.
Every student records important vocabulary in
their notebook.
34
Activities relate to objectives in a standards
based classroom.

• Classroom activities are clearly aimed toward the
  achievement of planned outcomes that appear in
  the lesson plan objectives.

35
And

• Standards assessments are a part of classroom
  routines.
• Work is collected and scrutinized as a measure of
  achievement of lesson objectives.
• This process causes a teacher using a
  standards-based lesson plan to reflect on her
  teaching in relation to the goals set for
  students.
• Teachers are fully aware of the characteristics
  of accurate standards-meeting responses and what
  work is substandard.
• Benchmark papers such as those available from the
  New Standards Project, Six Traits Writing, and
  various state departments are a good starting for
  writing. The best benchmark papers for writing
  are derived as teachers work over a period of
  time to collect papers from their own classrooms.

36
Lesson Design with Standards Assessment

• Objectives are written in outcomes language.
• Work is examined to discern student attainment of
  standards.
• Lesson objectives are clearly written from state
  standards and frameworks using the explicit
  vocabulary.
• If students achieve the objectives of the lesson,
  then they also achieve selected standards.

37
From Standards to Success

• Chapter 2
• Study Group

38
Standards Achievement Planning Cycle

• A protocol to link state standards to improved
  student achievement that delineates the teachers
  role in implementing the standards.
• A curriculum management system is essential for
  effective schools.

39
A NMBE Curriculum Management System
40
(No Transcript)
41
(No Transcript)
42
NMBE

• These photos show school wide design maps that
  determine specific units of study by grade level.
  
• NMBE is a second and third grade school.
• These charts are visible daily as teams of
  teachers meet in the staff development room. The
  effect of this map is powerful as teachers, at a
  glance, can see where they are and where they are
  going in their planning cycles.

43
Common Strategies for Implementing Standards
44
The Typical Strategies

• Are usually ineffective as shown in the chart
  Figure 2.1.
• By careful study of the chart, it is easy to
  discern that as the strategy moves further away
  from the role of teaching it is less effective.
• In the next slide, we see the problem points to
  the box in the middle which is also identified as
  the position that contains teacher planning.
• OShea postulates that the missing component is a
  protocol for standards-based instructional
  planning.
• Nave, Miech, and Mosteller (2000) address the
  need for a theory of action for standards
  implementation.
• The authors state in Phi Delta Kappan

45

• What mechanisms actually link the act of raising
  standards with improved student achievement?...if
  we had a sufficiently detailed theory of action
  that explained how standards could influence
  student achievement, then evaluation could focus
  closely on this causal chain, with its particular
  expectations and assumptions, to see what happens
  when new standards are put into practice.

46
Standards-Based Teaching as a Black Box Problem
47
Promising initiatives that set foundation for SAPC

• Functional Standards of New Standards Project
• Japanese Lesson Study
• Looking at Student Work

48
Standards-Based Lesson Plan
49
(No Transcript)
50
(No Transcript)
51
(No Transcript)
52
(No Transcript)