Setting Up a Standards-Based Classroom

1. Setting Up a Standards-BasedClassroom Buck Evans Assistant Superintendent for Operations

2. Cognitive Complexity Based on Bloom’s Taxonomy

3. Bloom’s Taxonomy of Learning

4. Phases 1 & 2 Phase 3 Critical Questions for Learning Where is the learner going? What knowledge and skills should every student acquire as a result of this class, course, or grade level and how deeply should they know and/or be able to do? power standards, unpacking, learning targets, essential questions Where is the learner now? How will we know each student has acquired the essential knowledge and skills at the level of rigor standards require? rubrics, checklists, formative assessments, pre- & post-tests How to close the gap? Phase 4 How will we respond when some students do not learn? How will we respond when some students have clearly achieved the intended outcomes? teacher / team analysis of data + lesson/unit (re-)design

5. Webb’s Depth-of-Knowledge Levels

6. 4 3 2 1 *Updated by Lorin Anderson in 2001

11. Depth-of-Knowledge • Discuss the fundamental difference between a frequency rubric and a cognitive demand rubric. • What are the implications to you when moving from a frequency rubric to a cognitive demand rubric?

12. Power Standards • Quintessential knowledge and skills students need to learn at each grade level • Common Core Standards

13. With Power Standards Aim of the Organization Goals & Measures Aim of the Organization Goals & Measures Random Acts of Improvement Without Power Standards Aligned Acts of Improvement

14. Common Core Standards English Language Arts • Grade 3 Reading Standards • Literature – 10 • Informational text – 10 • Foundational skills – 3 • Grade 3 Writing Standards • 1 – has 4 sub-parts • 4 – 10 • Grade 3 Speaking and Listening Standards • 6

15. Common Core Standards English Language Arts • Grade 3 Reading Standards • Conventions -- #1 has 9 sub-parts, #2 has 7 sub-parts, and #3 has 2 • Vocabulary Acquisition -- #4 has 4 sub-parts,#5 has 3 • Grade 3 Math Standards • 25 with numerous sub-components

17. Why DOK? • OSPI uses Depth-of-Knowledge levels to ensure that MSP & HSPE questions include a range of cognitive complexity. • Federal government requires that states include Depth-of-Knowledge as a component in assessment design. • Research tells us that students learn skills and acquire knowledge more readily when they understand concepts more deeply, recognize their relevance, and transfer learning to new or more complex situations. * * National Research Council. (2001). Pelegrino,J., Chudowsky,N., & Glaser,R.(Eds.) Knowing what students know: The science and design of educational assessment.

18. Initial Misconceptions…DOK is • NOT about difficulty: a difficult problem or task does not necessarily involve deep knowledge or complexity of content. • Adding 4,678,895 + 9,578,885 may be more difficult than 4+4, but both are DOK1 • Restating an abstract theory may be more difficult than restating a simple fact, but both are DOK1 • NOT about prescribing according to ability or age: Some wrongly conclude DOK1 is for the “low group” and DOK4 is for the “highly capable” or DOK1 is for elementary while DOK3-4 is for high school.

19. Test Drive the Matrix for “INSTRUCTION TASKS” Place instructional tasks that scaffold learning & guide each student progressively toward deep proficiency of this standard on the Bloom/Webb Matrix.

20. Do your performance levels have meaning?

21. What does each performance level mean in relation to the standard(s) students have to meet?

22. A 4? • 90% - 100% • The student has completed proficient work in all learning objectives and advanced work on some of the learning targets.

23. A - 3 • 80% - 90% • A-3 means the student has completed proficient work on all the learning objectives.

24. Using Averages A grading or performance level system should not be based on the inappropriate use of averages. • Using attendance • Effort • Being a good “kid”

25. What does each performance level or grade indicate in regard to student proficiency to: • the Student • the Parents • the Teachers of later courses in sequence

28. Homework • It is critical that homework have direct correlation to the learning target(s). • Assigned problems, assignments, and activities should be directly linked to learning targets. • Students should be able to ask and answer: • Do I know this? • Can I do this?

29. Assessing Students (Refereeing) • Assessment should take place when you are confident that a reasonable number of your students will score at the proficient level. • Struggling students should have the opportunity to retest.

30. Standards-based performance levels or grading should: • Define quality • Identify the concise set of standards for content/subject • Provide a precise definition of what meeting proficiency looks like

31. Understanding Standards-Based Grading • No teacher can use standards-based grading without clear standards.

32. What is the purpose of the report card? • Motivate students so they will want to do better • Used to ensure compliance • Assign a letter or number to the amount of learning which has occurred • Show progress in relation to identified standards • Quantify what a student has learned and is able to complete • Provide feedback so students will know what they need to do next or do better to be proficient

33. What is the difference between… • Students who earn a 4 (A) • Students who earn a 3 (B) • Students who earn a 2 (C) • Students who earn a 1 (D)

36. Calculate the final grade or level for a student who received the following: Final level/grade would be?

37. Answer is based on? • The teacher’s grading/assessment policy

38. At Minimum Assessment/Grading/Level Standards Should Be Based On • Accuracy • Fairness • Effectiveness

39. Accuracy • The use of Zero or no credit • On a 100 point scale • 90-100 = a 4 a an A • 80- 89 = a 3 or a B • 70-79 = a 2 or a C • 60-69 = a 1 or a D

40. Interval Between the Performance Levels or Grades • 4 to 3 A to B • 3 to 2 B to C • 2 to 1 C to D • 10 points

41. If the Student Receives a Zero or No Credit • The interval is from a Level 1 or D to Zero • Equates to: A Six Fold Penalty • When compared to the other levels or grading intervals

42. Equating the Two A Level 1 or a D is considered sub-standard or unacceptable. The failure of not turning in work at all is considered egregious or appalling. We are then required to defend that egregious or appalling is six timesas bad as unacceptable.

43. Ultimate Impact • Should students lose credit or not matriculate to the next grade level because of Zeros? • Using Zeros would be based on a misplaced mathematically inaccurate grading policy.

44. Fairness • Equating quiet compliance with proficiency • Being a “good kid” • I know she knows this even though the test results do not bear it out • The bless her heart syndrome

45. Effectiveness Do your grading and assessment practices improve student achievement? Or as Richard Stiggins would ask – do your assessment beliefs support “of learning or for learning”?

46. Effectiveness: The Quintessential Question Were my students this year more engaged, responsive, responsible, and successful than in previous years? If so, then… Your grading and assessment policies are adequate

47. Effectiveness: Feedback is… They were either victorious or failed (died) at the end of each game • One of the best ways to improve performance • Familiar to students who are growing up playing video games – They receive feedback that is: • Immediate • Specific • And often brutal...

48. Effectiveness:Feedback From the student’s perspective feedback is not calculating an average or a final score on an assessment. But to inform them on how they can improve on their next attempt to…rule the universe.

49. Assessment and Grading Improvement • Suspend the use of averages • Stop using Zero • Provide regular, relevant, just-in-time feedback

50. Assessment and Grading Improvement In essence educators can be… Accurate Fair Effective