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Jones County High School

Jones County High School.

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Jones County High School

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  1. Jones County High School The mission of the JCSS is to establish a school setting where highly qualified and dedicated staff maximizes the academic performance of all students by promoting innovative instructional practices and providing a nurturing and safe environment. Students will graduate from the Jones County School System (JCSS) with the necessary tools of empowerment for confident, self-directed, life long learning.

  2. Warm-up Activity • Complete this writing stem: “ I believe my job as a teacher is to …”

  3. Group Norms • Honest Communication • Ask questions • Parking Lot • Phone calls • Breaks • Lunch

  4. Where are we? Essential Questions: • Where are we now? • Where do we want to be? • What do we need to do? • How do we get there?

  5. Where do we want to be? Essential Questions: Are our current practices in sync with our mission of producing confident, self-directed, life long learners? • How do we measure growth for individual students? • If “Good is the Enemy of Great” (Collins 2001), how do we get to the next level?

  6. Change is a prerequisite for Improvement Think Big, but Start Small

  7. The Charles Darwin School The Pontius Pilate School “We believe all kids can learn . . . based on their ability.” “We believe all kids can learn . . . if they take advantage of their opportunity we give them to learn.” The Henry Higgins School The Chicago Cub Fan School “We believe all kids can learn . . . something, and we will help all students experience academic growth in a warm and nurturing environment.” “We believe all kids can learn . . . and we will work to help all students achieve high standards of learning.”

  8. Individually – Using a notecard on the table, define your understanding of a standards-based classroom. • Share out with the whole group. Mini Lesson Define a Standards-Based Classroom

  9. Are there differing definitions? • How many definitions would administrators or others provide? • To be a standards-based system/school, we MUST have a common understanding among all stakeholders (staff, students, parents, and community). Why this activity?

  10. Standards-based classroom A standards-based classroom is a classroom where teachers and students have a clear understanding of the expectations (standards). They know what they are teaching/learning each day, why the day’s learning is an important thing to know or know how to do, or how to do it. They also know that they are working toward meeting standards throughout the year…that standards-based learning is a process not an event.

  11. TICKET OUT THE DOOR (before lunch)

  12. SCHOOL KEYS: Unlocking Excellence Through the Georgia School Standards Performance-based school standards with rubrics describing stages of implementation

  13. The school’s curriculum is sequenced and organized to ensure students know, do, and understand the GPS. • Teachers engage in a process of collaborative planning for curriculum implementation to ensure that they agree on core content and required student performance(s) • Teachers and administrators use a systematic process for monitoring and evaluating implementation of the curriculum Curriculum A system for managing and facilitating student achievement and learning based upon consensus-driven content and performance standards.

  14. Instructional design and implementation are clearly and consistently aligned with the GPS and district expectations for learning. • Research-based instruction is standard practice. • High expectations for all learners are consistently evident, with students playing an active role in setting personal learning goals and monitoring their own progress based upon clear evaluation criteria. Instruction Designing and implementing teaching – learning – assessment tasks and activities to ensure that all students achieve proficiency relative to the GPS.

  15. A cohesive and comprehensive system is in place to ensure that all administrators and instructional personnel use assessment data to design and adjust instruction to maximize student achievement. • A variety of effective and balanced assessment techniques is routinely and systematically implemented by all instructional personnel as part of a comprehensive school-based assessment and evaluation system. • Assessment and evaluation data are analyzed to plan for continuous improvement for each student, subgroup of students, and the school as a whole. Assessment The collecting and analyzing of student performance data to identify patterns of achievement and underachievement in order to design and implement appropriate instructional interventions.

  16. Instructional Cycle plan Academic Content Standards teach Assessing Academic Content Standards Assessing Assessing Assessing corrective revise

  17. Utilizing the standards-based classroom implementation rubric, discuss how each column builds on the previous column. • What curriculum documents are you using to plan for instruction? (key ideas: curriculum maps, units) • Describe how teachers work together on curriculum design and implementation. (key ideas: collaboration, consensus driven, vertical and horizontal alignment) • How is curriculum implementation monitored? The Georgia Performance Standards are utilized as the curriculum in the school (based on the phase-in plan), and there is a shared understanding of the standards.

  18. If you were visiting a classroom, what would you need to see and hear to know that you were in a standards-based classroom? • What are the barriers to implementing the practice of posting of standards? Standards are accessible to all students. Grade level groups Word Wall

  19. Teachers sequence the lesson or their instruction in a logical, predictable manner referencing standards throughout. • The unit planning process is cyclical (pre-test, planning for differentiation, instruction, assessment, and corrective instruction). • Unit / lesson planning starts with determination of what students should know and be able to do. • Content vocabulary is previewed, integrated into the context of the lesson, and becomes part of the classroom dialogue. • Lesson Framework is of the highest quality and occurs in a seamless manner in order to maximize instructional time. • Warm-up • mini-lesson • Instructional lesson • Work or activity period • Summarizing • Rigor is pervasive – Higher order questioning, thinking skills, assignments, activities. • Assignments are authentic and connect to real life Grade level groups

  20. Essential Questions • How can the standards be referenced throughout the lesson? • Why is it important for the lesson to be sequenced in a logical and predictable manner?

  21. A variety of delivery modes are incorporated into instruction to ensure that all students have access to and meet standards. • Analyze the implementation rubric for concept # 4. Each column builds on the previous column. When a school is fully operational, they will continue to implement criteria addressed in the emergent and operational columns of the rubric. Implementation of standards-based classrooms is a process. Each stage on the rubric is a part of the process of growth. • What would your next steps be to move your school to the next level on the implementation rubric?

  22. Students are expected to meet the same standards and instruction is differentiated by content, process, and/or product. Formative Assessment • The group will show mastery of the standards-based classroom concept in a variety of ways.

  23. How do I use Formative Assessments in my class? • Time vs. Coverage? • Motivation • After the 2nd Assessment? • Grading?

  24. Assessments are aligned to the GPS and used frequently to adjust instruction and provide students with feedback Traditional Assessments • True / False • Matching • Multiple-Choice • Completion • Essay / Short Answer Alternative Assessments • Skill Demonstrations • Oral Presentations • Task Performances & Complex Problems • Compositions & Writing Samples • Laboratory Experiments • Projects & Reports • Group Tasks or Activities • Portfolios

  25. Developing a Balanced Assessment Plan • Assessments help focus student learning. • Assessments should be on-going throughout unit, not just at the end. • Assessments should be varied • Informal and formal assessments. • Formative and summative assessments.

  26. Importance of “Balanced” Assessment • Formative (assessment FOR learning) • Important to assess as you teach • Assessment “for” learning • Remember, trying to uncover misconceptions and prior knowledge • Summative (assessment OF learning) • Testing skills/factual knowledge • End product • Need to use both and use data to guide teaching/planning

  27. Balanced Assessment Plan

  28. Examples of student work are displayed for student use. Benchmarks are provided to gauge progress over time. Exemplars are provided to exemplify the standards.

  29. Student Performance tasks require students to show progress toward meeting the standard(s)/ element(s). Essential Question: How do teachers analyze performance tasks to ensure that the task shows rigor and demonstrates mastery of the standard?

  30. Teacher Commentary • Feedback to students that tells the student how to improve. • Opens communication between teacher and student • Teacher Commentary provides opportunities to: • Correct knowledge gaps or skills deficits • Provide specific and helpful information for improvement • Encourage the student to keep trying

  31. Teacher Commentary • Usually includes: • A positive statement about the student work and the student’s progress toward meeting the standard(s) • An identified area for improvement • Specific information on how to “grow” toward meeting the standard. • Opportunities for the student to revise the work

  32. Teacher Commentary • Example: “ Maria, You did a great job on drawing the right triangle, labeling the hypotenuse, and remembering the Pythagorean theorem. However, the answer was incorrect because you forgot to correctly complete the formula. Remember that to ‘square a number’ you multiple the number by itself, not by 2. “

  33. Student work reflects understanding of theGeorgia Performance Standards. Grading Adapted Pyramids of Intervention • Product Criteria • Process Criteria • Progress Criteria • Why is it important for teachers to collaboratively analyze student work? • Why is it important for students to analyze the quality of their work?

  34. REFLECTING ON CURRENT PRACTICES Which current practices are getting in the way? • Do we believe in dynamic or static assessment? • Is the ZERO a cop out for students or teachers? • Is TIME our constant or is LEARNING our constant? • Do we focus on QUALITY or QUANTITY with homework? • Have we taken the PERFORMANCE out of the GPS? • Are we heavy into Formative or Summative Assessment? • Do we compare students to each other? • Is it a teacher’s job to motivate? • Are we still in “Private Practice”?

  35. 93 93 97 97 90 90 88 88 82 82 450 450 72 90 5 360 5 450 THE TERRIBLE POWER OF A ZERO 00 360 A C

  36. What is our role in making it happen?

  37. Take Aways • Analyze your data • Use your school improvement plan to help you move forward • Focus on individual students • Focus on instructional delivery and student response • Identify priorities. Move in increments. Think big, start small. • Plan, teach, revise, corrective instructional cycle • Talk with the students • Monitor what you expect • Stay the course…….

  38. Closing the Knowing – Doing Gap If not YOU…then who? If not NOW…then when?

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