Standards Based Instruction

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Standards Based Instruction
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Standards- what are they?

• Standards are about
  performance.
• Content standards.
• Performance standards.
• The Blue Book.
• On the web.- http//www.eed.state.ak.us/standards/
  
• GLEs- Grade level Expectations. (PSGLE)
• HSGQE
• High school graduation qualifying exam. Highest
  level of state required standards.
• District standards- Essential skills that
  students need to be successful. Local control.

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Standards Defined

• Content Standards- broad statements of what
  students should know and be able to do.
• Example A student should understand
  mathematical facts, concepts, principles, and
  theories.
• Performance Standards, PSGLE- Grade Level
  Expectations define what all students should
  know and be able to do at the end of a given
  grade level. Measurable statements.
• Example The student demonstrates conceptual
  understanding of whole numbers to one thousand by
  reading, writing, ordering, or counting modeling
  (base ten blocks) or identifying place value
  positions to thousands using appropriate
  representations of ordinal or cardinal numbers

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Standards Defined- Alaska

• Content Standards- broad statements of what
  students should know and be able to do.
• Example A student should understand
  mathematical facts, concepts, principles, and
  theories.
• Performance Standards, PSGLE- Grade Level
  Expectations define what all students should
  know and be able to do at the end of a given
  grade level. Measurable statements.
• Example The student demonstrates conceptual
  understanding of whole numbers to one thousand by
  reading, writing, ordering, or counting modeling
  (base ten blocks) or identifying place value
  positions to thousands using appropriate
  representations of ordinal or cardinal numbers

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Standards Defined

• National Association of School Boards
• Standards Subject matter benchmarks of what
  students should know and be able to do.
• Standards establish the criteria for students
  academic achievement and drive what students
  learn in the classroom.
• Standards-based instruction
• Teaching and curriculum directed towards clearly
  defined standards in each subject and grade
  level.

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Standards Based Instruction

• Traditional- content based
• Exact knowledge dissemination within a
  predetermined timeframe
• Discrete skills with few connections
• Standards Referenced
• Looks like traditional, but refers to standards
• Standards Based
• Success based on performance
• Integration within and between disciplines,
  connectedness
• Teaching and curriculum directed towards clearly
  defined standards in each subject and grade level.

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Standards Based vs. Referenced

• Standards Referenced Instruction
• The same as traditional with standards instead of
  objectives.
• Little or no change in instructional activities
  or school structure.
• Focus is the school structure.
• Standards Based Instruction
• Causes change.
• Instruction
• Assessment
• Focus is on student achievement.

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Traditional vs.
Standards
Standards-Driven Instruction Success based on
performance
Calendar-Driven Instruction School structured by
calendar, e.g., age grouping, scheduling, etc.
Expanded opportunities Teaching time determined
by learning and curriculum needs
Constrained Opportunities Limited instructional
strategies, physical environment, time
Culminating achievement culminating achievement
at the end of a learning cycle
Cumulative achievement Work on discrete skills
in predetermined time frames
Cooperative Learning Cooperative environment
with self-directed challenges
Competitive Learning Individual environment with
competition
Criterion Evaluation Based on set standards of
quality
Comparative Evaluation Based on relative
performance of other students
Instructional Coaching Finding instructional
tools to enable students to demonstrate
standards, give appropriate time
Curriculum Coverage Exact knowledge
dissemination within a predetermined timeframe
.
Connected Content Integration within and between
disciplines, connectedness
Segmented Content Discrete skills with few
connections
Design Down Focus on culminating performances
Curriculum Design Focus on segmented coverage
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Traditional vs.
Standards

• Key terms and values
• Curriculum- learning which is planned and guided
  by the school
• Scope and Sequence- pieces and calendars
• Program based teaching- from the textbook
• Focus is the school structure.

• Standards Based Instruction
• Causes change.
• Instruction
• Assessment
• Focus is on student achievement.

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Standards Based Instruction

• Emancipate- 1. To free from oppression, bondage,
  or authority. 2. To free from restraint.
• Evolutionary- 1. A gradual process in which
  something changes into a significantly different,
  especially more complex or more sophisticated
  form.
• Revolutionary- 2. An momentous change in any
  situation. 3. A sudden political overthrow
  brought about from within a given system.

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Rigor/Relevance Framework
KNOWLEDGE
Evaluation 6
Assimilation
Adaptation
Synthesis 5
D
C
Analysis 4
Application 3
Application
Acquisition
A
B
Comprehension 2
Awareness 1
1 Knowledge in one discipline
2 Apply knowledge in one discipline
5 Apply knowledge to real-world unpredictable
situations
4 Apply knowledge to real-world predictable
situations
3 Apply knowledge across disciplines
A P P L I C A T I O N
McNulty- 2005
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Rigor/Relevance Framework
Teacher/Student Roles
KNOWLEDGE
D
C
Student Think
Student Think Work
B
A
Teacher Work
Student Work
A P P L I C A T I O N
McNulty- 2005
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Standards and Curriculum

• No single image of curriculum is ideal or
  appropriate for deciding what should be taught in
  school.
• Questions of which curriculum and which textbook
  to use are trivial unless posed within the
  framework of the lives of children. If children
  in their routinely difficult circumstances are
  lost, they are lost no matter what curriculum
  decisions have been made or what curriculum has
  been planned. In today's complex society,
  awareness of our children's life conditions,
  needs, hopes, and desires is essential before we
  begin to deliberate about what they should be
  taught.
• J. Dziuban  M. Kysilka (1996, pp. 188192.).

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Standards and change
Expected change curve
Reality is- it gets worse before it gets better
Fullen 1990
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Standards and change
Given a choice between changing and proving that
it is not necessary to change, most people get
busy on the proof.
J.K. Galbraith

• Change is non-linear and often unpredictable.
• There is no such thing as problem-free change!
• Key for Board to understand.

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Standards Based Instruction- NWABSD

• Changes instructional practice
• Balanced Instructional Model
• Direct, practical application, simulation,
  real-life
• Differentiated instruction
• Creating instructional units that allow multiple
  levels and avenues of acquiring content.
• Assessment is the key.
• Changes assessment practices
• Authentic assessments- performance
• Assessments used to plan instruction

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Standards Base Assessment

• Assessments drive instruction
• Measuring achievement and planning instruction
• Skills assessments
• Traditional work sheet tests
• Records content mastery
• Performance Assessments
• Indicate ability to do the skill
• Student can apply the content

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Standards Based Instruction

• What does it look like?
• What does it do?
• What is the future?

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Standards Based Instruction

• What does it look like?
• Selawik Fish Camp
• Kivalina
• Noatak

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Selawik Culturally Responsive Schools- What are
they?
Schools that believe a firm grounding in the
heritage, language and culture indigenous to a
particular place is a fundamental
prerequisite for the development of
culturally-healthy students and communities
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Standards Based Instruction

• What does it do?
• Authentic Programs
• Community Action Plans
• Borrowed from the North Slope

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Standards Based Instruction

• What does it do?
• Standards form the foundation for a school
  districts learning system.
• National School Boards Association

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Standards Based- So what?

• The characteristics of high quality learning
  environments are universal
• Physical and psychological safety
• Appropriate structure
• Supportive relationships
• Opportunities to belong
• Positive social norms
• Support for efficacy and mattering
• Opportunities for challenge skill-building
• Integration of family, school and community
  efforts

• National Research Council, 2002

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Standards Based- So what?
Attributes of Good Schools and Classrooms

• Seven Attributes of High Achieving Schools
• Common focus
• High expectations
• Personalized
• Respect and responsibility
• Time to collaborate
• Performance based
• Technology as a tool

• Essential Components of Learning
• In-depth learning
• performance assessment
• active inquiry

Student Achievement


McNulty- 2005
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Standards Based- how?

• What the Board does
• Approves standards
• Ensures that curriculum aligns with standards
• Policy to support standards
• Periodic review of standards
• Jargon free standards
• Ensures community support
• Provides resources
• Ensures instructional programs are evaluated

• What the Superintendent does
• Recommends standards, leads discussion recommends
  changes
• Makes staffing and resource allocation decisions
  based on standards
• Recommends policy
• Provides data
• Develops communication plan
• Advocates for standards publicly
• Makes recommendations for budget, resources,
  materials based on data.
• Collects data on progress and reviews with board.

Team Work!

• National School Boards Association

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Standards Based Instruction

• What is the future?
• Verification of knowledge?
• Freedom?
• Objects of Change vs. Agents of Change?

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Standards Based Instruction

• NWABSD
• OTE- Onward Towards Excellence
• Strategic Plan
• QSM-Quality Schools Model
• RISC- Reinventing Schools Collation
• Guided Learning- our model
• Continuous Improvement- a journey
• Vision- educating our children to lead
  successful lives.

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Standards Based Instruction

• New Board Member questions?
• How do we define student achievement?
• Are there differences in community, Board,
  school, vision of student achievement?
• Does our school board have a shared definition of
  what an educated student or student achievement?
• How well does our school program meet our
  definition?
• Does our school system set standards, acquire
  classroom resources, and judge progress on our
  vision?
• To what extent is our vision ignored or
  compromised by the realities of operating
  school?

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Standards Based Instruction

• Standards Subject matter benchmarks of what
  students should know and be able to do.
• Standards establish the criteria for students
  academic achievement and drive what students
  learn in the classroom.