standards-based classroom

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standards-based classroom

• Clear Expectations

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Standards-Based Classroom
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• Why are standards so important and effective as a
  tool for good learning?

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Clear Expectations
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• If we expect all students to achieve at high
  levels, then we need to define explicitly what we
  expect students to learn.
• These expectations need to be communicated
  clearly to students, to parents, to school
  professionals, and to the community.
• With visible accomplishment targets to aim toward
  at each stage of learning, students can
  participate in evaluating their own work and
  setting goals for their own effort.
  (2001 University of
  Pittsburgh/Institute for Learning)

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Feature 1.
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• Standards that include models of student work are
  available to and discussed with students.

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Feature 1.
Standards that include models of student work are
available to and discussed with students.

• Indicators
• Standards and rubrics are posted in the classroom
  and discussed with students.

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Feature 1.
Standards that include models of student work are
available to and discussed with students.

• Indicators
• Standards and rubrics are posted in the classroom
  and discussed with students.
• Students work with portfolios that contain the
  standard and rubrics.

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Feature 1.
Standards that include models of student work are
available to and discussed with students.

• Indicators
• Standards and rubrics are posted in the classroom
  and discussed with students.
• Students work with portfolios that contain the
  standard and rubrics.
• Students in the class can describe the substance
  of what they are trying to learn.

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Feature 1.
Standards that include models of student work are
available to and discussed with students.

• Indicators
• Standards and rubrics are posted in the classroom
  and discussed with students.
• Students work with portfolios that contain the
  standard and rubrics.
• Students in the class can describe the substance
  of what they are trying to learn.
• Students can show you examples of their work that
  meets the accomplishment standard (e.g., charts
  or rubrics are stated in student terms).

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Feature 2.
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• Students judge their own work with respect to the
  standards.

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Feature 2.
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Students judge their own work with respect to the
standards.

• Indicators
• Students use rubrics to judge their work
  products.

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Feature 2.
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Students judge their own work with respect to the
standards.

• Indicators
• Students use rubrics to judge their work
  products.
• Students engage in peer conferences in which
  clear criteria are used to evaluate and revise
  work.

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Feature 2.
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Students judge their own work with respect to the
standards.

• Indicators
• Students use rubrics to judge their work
  products.
• Students engage in peer conferences in which
  clear criteria are used to evaluate and revise
  work.
• Students engage in teacher conferences in which
  clear criteria are used to evaluate and revise
  work.

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Feature 2.
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Students judge their own work with respect to the
standards.

• Indicators
• Students use rubrics to judge their work
  products.
• Students engage in peer conferences in which
  clear criteria are used to evaluate and revise
  work.
• Students engage in teacher conferences in which
  clear criteria are used to evaluate and revise
  work.
• Students select work for portfolio submissions
  based on explicit criteria.

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Feature 2.
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Students judge their own work with respect to the
standards.

• Indicators
• Students use rubrics to judge their work
  products.
• Students engage in peer conferences in which
  clear criteria are used to evaluate and revise
  work.
• Students engage in teacher conferences in which
  clear criteria are used to evaluate and revise
  work.
• Students select work for portfolio submissions
  based on explicit criteria.
• Students know clearly when they have and have not
  met the intermediate expectations and standards.

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Feature 3.
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• Intermediate expectations leading to the formally
  measured standards are specified.

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Feature 3.
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Intermediate expectations leading to the formally
measured standards are specified.

• Indicators
• For every grade level, a sequence of expected
  concepts and skills is specified that leads
  explicitly to the formally measured standards.

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Feature 3.
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Intermediate expectations leading to the formally
measured standards are specified.

• Indicators
• For every grade level, a sequence of expected
  concepts and skills is specified that leads
  explicitly to the formally measured standards.
• For each element in the sequence, there are
  rubrics and models of student work.

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Feature 3.
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Intermediate expectations leading to the formally
measured standards are specified.

• Indicators
• For every grade level, a sequence of expected
  concepts and skills is specified that leads
  explicitly to the formally measured standards.
• For each element in the sequence, there are
  rubrics and models of student work.
• Teaching is conducted in a way that highlights
  the important concepts and skills that students
  are expected to learn.

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Feature 4.
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• Families and community are informed about the
  accomplishment standards that children are
  expected to achieve.

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Feature 4.
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Families and community are informed about the
accomplishment standards that children are
expected to achieve.

• Indicators
• Good work displays, for families and community,
  take place regularly and are well attended.

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Feature 4.
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Families and community are informed about the
accomplishment standards that children are
expected to achieve.

• Indicators
• Good work displays, for families and community,
  take place regularly and are well attended.
• There are occasions when students explain to
  family and community their work and the criteria
  for judging it.

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Feature 4.
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Families and community are informed about the
accomplishment standards that children are
expected to achieve.

• Indicators
• Good work displays, for families and community,
  take place regularly and are well attended.
• There are occasions when students explain to
  family and community their work and the criteria
  for judging it.
• Parents know the standards and intermediate
  expectations toward which their children are
  working.

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Feature 4.
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Families and community are informed about the
accomplishment standards that children are
expected to achieve.

• Indicators
• Good work displays, for families and community,
  take place regularly and are well attended.
• There are occasions when students explain to
  family and community their work and the criteria
  for judging it.
• Parents know the standards and intermediate
  expectations toward which their children are
  working.
• A reporting system exists that explains how
  students are doing in relation to the standards
  and intermediate expectations.

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ArtifactsWhy are we learning this? (standard,
essential question)
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Essential Questions When do I use capital
letters? How does a rubric help me become a
better writer? How does understanding words help
me improve my writing? How does your point of
view - as the writer -affect the narrative? What
do your characters conversations (dialogue) say
about them? What information in your narrative
would encourage someone to meet you?
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ArtifactsCriteria chart describing standards
based work (what good work looks like)
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• My story contains dialogue that helps the
  reader better understand the characters, moves
  the story along, and gives readers important
  understandings.
• I found at least two places where I made the
  story better by showing not telling about
  strong feelings the writer was experiencing.
• My final draft is neat.

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ArtifactsRubric showing process toward
standards w/ appropriate models
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• The Criteria Listed in a Criteria Chart shows
  proficient (a 3) it meets the standard.
• In order for a student to get a 4, their work
  must go beyond this criteria.
• For a student to get a two, they have met much of
  the criteria, but not all of it.
• A student who gets a 1 missed most of the
  criteria.
• No work is a 0 (zero).

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ArtifactsWhat good student work looks like
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ArtifactsProgress over time
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• In writing.you could
• Create a baseline such as having students write
  on a prompt, i.e. Write about a special day in
  your summer. You would use this piece to
  determine your students needs.
• As the year continues, you collect pieces of
  writing from the various genres students are
  working on, and compare to their prior work. This
  way the student and you will see what they are
  learning as writers.
• Share this progress with the student on a
  regular basis.
• Use this process with different types of writing
  throughout the year.
• Writing is a critical component of all curricula.
  
• Student writing in math notebooks, including
  tasks such as writing a number sentence, showing
  work.
• Student writing in science notebooks, including
  tasks such as developing a scientific question,
  collection / representation of data.

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Effort Creates Ability
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If we believe that students can become smart by
working at the right kind of learning tasks, then
we need to expect all students to achieve at high
levels. We must first define explicitly what we
expect students to learn. With visible
accomplishment targets to aim toward at each
stage of learning, students can participate in
setting goals for their own effort.
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standards-based classroom

• Clear Expectations