Decomposing Standards: Rigor not Rigor mortis!

1. Decomposing Standards: Rigor not Rigor mortis! GACIS 2008 Rebecca Johnson, Brenda Schulz and Dawn Souter Forsyth County Schools

2. Adapted from Tom Guskey Standards-Based Classrooms On to the Next Unit! Formative Assessment Observations, conversations, products High Leverage Strategies! Provide Remediation for Those Who Have Misunderstandings Assess Student Understanding Complete the Unit Provide Enrichment/Further Challenge to Those Who Understand Implement Unit of Study Summative Assessment Observation Checklist, Project, Rubric, Product, Test Differentiation: Context, Activity, Requirements, Assessment, Delivery

3. What Do Standards-Based Teachers Do?

4. Not All Standards are Created Equal…. Understand Your Standards

5. Decompose: To decay; putrefy separate (substances) into constituent elements or parts 

6. Today’s Structure • Background on Decomposing Standards • Practice Decomposing Standards • Exemplars • Observations/Conversations/Implications

7. Background on Decomposing Standards

8. Knowledge Standards • Recognize • Describe • Understands • Explains • Knows • Identifies • Comprehends Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

9. Skill Standards • Measures • Reads aloud • Dribbles and passes • Participates • Uses simple equipment • Demonstrates relationships • Pronounces • Collects Data Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

10. Use Analyze Evaluate Make Decisions Formulates questions Make predictions Verifies Compares Contrasts Sets goals Strategize Distinguishes between Examines data and proposes meaningful interpretation Using insights and conclusions from data to generate potential solutions Reasoning and Thinking Standards Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

11. Product/Performance Standards • Constructs graphs • Develops a plan • Creates a product to support a thesis • Constructs models • Creates a scripted scene • Writes simple directions • Generating a viable action plan to address the problem Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

12. Disposition Standards • Likes mathematics • Chooses to read for enjoyment • Plays basketball for fun • Intends to vote in every election • Looks forward to science • Understands the ethics of the scientific method • Wants to participate in community theatre • Enjoys opportunities to converse in Spanish • Commitment to active and sustained learning • Exhibit a passion for learning Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

13. Practice Decomposing Standards

14. Decomposing the Standards 9th Grade Biology 7th Grade ELA Compare the advantages of sexual reproduction and asexual reproduction in different situations. Relates a literary work to information about its setting or historical moment. 1st Grade Math 5th Grade SS Describe the government function in taxation and providing certain goods and services. Interpret tally marks, picture graphs and bar graphs

15. Practice • Decompose Your Standards • Knowledge/Information • Skill • Reasoning/Thinking • Performance • Disposition Do not only use the VERBS to decide. Sometimes, they have to do something rather basic with something really COMPLEX!! For example, students understand the causes of civil war. Understand is low level, but civil war is quite complex. Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

16. Thoughts • Aha’s! • Didn’t Know! • I knew it!!! • I will do differently • I can help

17. Exemplar Posters

18. Exemplar Posters • Take a look at standards already decomposed. • What do you notice?

19. Observations, Conversations, Implications

20. Talk with your Elbow Partner… • Does this activity have implications for: • How we teach • How we assess • How students perform • What students know and are able to do • Vertical Alignment • Do you see this as valuable in your district?

21. Essential Questions for Teachers • What do you notice about the cognitive level of your standards? • What do you notice between grade levels of your subject area? • What do believe are the benefits to decomposing the standards like this?

22. Thinking Ahead • Now, brainstorm ways to assess the standards. • Use sticky notes on your poster to indicate assessment ideas. • Don’t work linearly unless you want to. Jump around and be really specific about how you want to assess individual standards. • A good place to begin is with Reasoning and Thinking!

23. Matching Assessments with Standards Adapted from Student Involved Assessment for Learning, 4th ed. By R. J. Stiggins (2005).

24. Classroom Assessment Strategies Selected Response Constructed Response Performance Assessment Observations/ Conversations • Multiple Choice • True-False • Matching • Fill-in-the-blank (words, phrases) • Essay • Short answer (sentences, paragraphs) • Diagram • Web • Concept Map • Flowchart • Graph • Table • Matrix • Illustration • Presentation • Movement • Science lab • Athletic skill • Dramatization • Enactment • Project • Debate • Model • Exhibition • Recital • Performance Task • Oral questioning • Observation • Interview • Conference • Process description • Checklist • Rating scale • Journal sharing • Thinking aloud a process • Student self-assessment • Peer review Adapted from the work of Dr. Robert Marzano

25. Product Triangulation Observation Conversation Guilty of learning through a preponderance of evidence! Wiggins and McTighe Adapted from Anne Davies, 2005

26. Guilty of Learning! Clear and Compelling Evidence is VITAL!

27. Quarterly Assessment Plan Grade Level _______________________ Subject Area ____________________________ Teacher _____________________ Dawn Souter, 2008

28. Standards Implementation Plan Plan for Standards Implementation Grade Level ________________ Course ______________________ Quarter ________

29. What Do Standards-Based Teachers Do?

30. “If you do what you’ve always done, you’ll get what you’ve always gotten.” The Wizard of Oz

31. Decomposing Standards: Rigor not Rigor mortis • Rebecca Johnson, Assistant Principal of Coal Mountain Elementary • rjohnson@forsyth.k12.ga.us • 770.887-7705 • Dr. Brenda Schulz, Director of Special Programs • bschulz@forsyth.k12.ga.us • 770.887.2461 x 202243 • Dawn Souter, Curriculum Coordinator • dsouter@forsyth.k12.ga.us • 770.887.2461 x 202247