Reproductions supplied by EDRS are the best that can be madeJeannie Bosley, Cheryl Milner, and Trudy Schoneman, who provide direct support to our partner districts. Special appreciation

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Jamentz, KateIsolation Is the Enemy of Improvement: Instructional.Leadership To Support Standards-Based Practice.WestEd, San Francisco, CA.Office of Educational Research and Improvement (ED),Washington, DC.ISBN-0-914409-13-12002-00-00109p.

ED-01-00-0012WestEd, 730 Harrison Street, San Francisco, CA 94107-1242.Tel: 415-565-3000; Tel: 877-4-WestEd (Toll Free); Web site:http://www.WestEd.org.Guides Non-Classroom (055)

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Academic Achievement; *Academic Standards; ElementarySecondary Education; Faculty Development; *InstructionalLeadership; *Teacher Collaboration; *Teacher Competencies;*Teaching Skills

ABSTRACT

This book is designed to help, school leaders criticallyexamine what they should expect from students, how they, will know whenstudents have achieved those expectations, and how to design and implementinstruction to ensure that every student achieves agreed-upon goals. Itasserts that leaders are first and foremost teachers. Chapter 1, "Teaching toHigh Standards: Understanding What Teachers Need to Know and Be Able to Do,"reviews the instructional demands of standards based reform, detailingspecific teacher knowledge and skills critical to ensuring that all studentsachieve to high standards. Chapter 2, "Identifying Teacher Skills inPractice," presents two classroom vignettes illustrating the teachingbehaviors described in the previous chapter. Chapter 3, °The Work o.fInstructional Leadership: Supporting Teachers to Build and Sustain CriticalSkills," discusses the kinds of learning opportunities teachers need to buildand sustain critical skills, offering examples of how instructional leaderscan provide such opportunities by creating new structures for teacherlearning and using familiar structures more effectively. Chapter 4, "Leadersas Teachers: Leaders as Learners," identifies potential challenges asinstructional leaders take on greater responsibility for focusing on,exploring, and influencing classroom practice. An appendix presents tools forfostering and assessing instructional skills. (Contains 23 references.) (SM)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

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,elation is the Enemy of Improvement

Instructional Leadershipto Support Standards-Based Practice

Kate Jamentz

Western Assessment Collaborative

West Ed®Improving education through research, development, and service

3

West Ed, a nonprofit research, development, and service agency, works witheducation and other communities to promote excellence, achieve equity, andimprove learning for children, youth, and adults. While West Ed serves the statesof Arizona, California, Nevada, and Utah as one of the nation's Regional Educa-tional Laboratories, our agency's work extends throughout the United States andabroad. It has 16 offices nationwide, from Washington and Boston to Arizona,Southern California, and its headquarters in San Francisco.

The Western Assessment Collaborative (WAC) at WestEd works with districtleaders, principals, and teachers to create effective professional development toolsand strategies that increase the capacity of schools to ensure that every studentachieves to high standards.

For more information about WestEd, visit our Web site: WestEd.org, call415.565.3000 or, toll-free, (1.877) 4-WestEd, or write:

WestEd

730 Harrison StreetSan Francisco, CA 94107-1242.

Library of Congress Card Number: 2002102861

ISBN: 0-914409-13-1

This report was produced in whole or in part with funds from the Office ofEducational Research and Improvement, U.S. Department of Education, undercontract #ED -01 -CO -0012. Its contents do not necessarily reflect the views orpolicies of the Department of Education.

© 2002 WestEd. All rights reserved.

4

Introduction

Chapter One:

able of Contents

1

Teaching to High Standards: Understanding What TeachersNeed to Know and Be Able to Do 6

Planning Backwards From Demonstrationsof Achievement 7

Implications for Establishing Standards forTeacher Performance 17

Implications for Instructional Leaders 20

Chapter Two: Identifying Teacher Skills in Practice 21

Ben Fryer: Teaching Third Graders to Write aReport of Information 23

Meg Tipple: Teaching Seventh Graders to Use Percentages 37

Chapter Three: The Work of Instructional Leadership: Supporting Teachersto Build and Sustain Critical Skills 51

Structures for Teacher Collaboration and Learning 52

Guiding Instructional Planning and Reflection 54

Chapter Four: Leaders as Teachers: Leaders as Learners 59

Resources 62

Appendix: Tools for Fostering and Assessing Instructional Skills 64

Acknowledgments

The author wishes to thank a number of people and organizations for theircontributions to the development of this book. First, thanks to the William andFlora Hewlett Foundation and the Walter S. Johnson Foundation for funding"Instruction at the Core." It is through the Western Assessment Collaborative's

(WAC) work with the district leaders, site administrators, and teachers in thisproject that the ideas and tools presented in this book have been developed.Thanks, too, to all those school and district leaders in San Lorenzo Unified,San Leandro Unified, and San Mateo-Foster City Elementary School Districtsfrom and with whom we have been learning. Of course this book would nothave been written without the commitment and skill of WAC staff membersJeannie Bosley, Cheryl Milner, and Trudy Schoneman, who provide directsupport to our partner districts. Special appreciation goes to Cheryl who wrotethe seventh-grade vignette in Chapter Two and has given invaluable feedback onall other aspects of the book. I am grateful, too, to those who reviewed and gavefeedback on drafts of the tools or text, chief among them Laura Cooper, JulieKoppich, Carol Robertson, Maureen Sanders, Cindy Tucker, and JoyZimmerman.

Joan Baratz-Snowden, Director of the Special Issues Division of theAmerican Federation of Teachers (AFT ), originally commissioned, reviewed,

and published "The Instructional Demands of Standards-based Reform," anarticle that with AFT permission has been revised as Chapter I of this document.Permissions for use of the seventh-grade Mathscapes unit entitled "Being anInformed Consumer" was generously granted by Glencoe/McGraw Hill.

1 ntroduction

the e Holy Grail of educators everywhere. Superintendents and principalsare exhorted to put issues of classroom practice above the bureaucratic opera-tions of their schools and teachers urged to take on new leadership roles tomentor and support other teachers. But clarity about what effective instructionalleaders do on a day-to-day basis has remained elusive.

The call for standards-based reform provides a unique opportunity to definethe work of instructional leadership. The commitment to establish sharedstandards for student performance and to target organizational resources toensure that every student meets or exceeds these standards requires that leadersprovide guidance and direction to the critical issues of what gets taught, thequality of the work students are expected to produce, and how instruction willbe evaluated (Elmore, 2000). Providing such guidance requires administratorsand teacher leaders to work in new ways.

In school systems that assume that some students will succeed academicallyand others will not, instructional leadership is often defined as "hiring goodteachers and getting out of their way." In the name of teacher autonomy or thebelief that good teaching is an "art" not easily taught or learned, school leaders

whether administrators or teacher-colleagues have stayed out of decisionsabout what goes on in individual classrooms on a day-to-day basis. Teacherswork in isolation from one another, seldom knowing what goes on even in the

7 INTRODUCTION

classroom next door. Differences in expectations for student performance fromone classroom to the next are accepted as the inevitable consequence of bringing

together teachers with different backgrounds, experiences, and values. The resultis that those students lucky enough to get teachers with high expectations andstrong teaching skills do high-quality work, while less is expected of andachieved by others.

In contrast, when the success of the education system is defined by everystudent reaching agreed-upon high standards, leaders are called upon to build acommunity ofshared, high expectations to which both students and educatorsare held accountable. In this system educators work together to consider whatstudents should be learning and are learning, question whether what studentsproduce is good enough, and collaborate on ways to ensure that students achieveat higher levels. To accomplish this, school leaders must break down the profes-sional culture that has kept instructional decision-making the private domain ofindividual teachers. They must find ways to replace old norms of isolationismwith new habits of collective action.

Unfortunately, most professional development programs fail to provideadministrators or teacher leaders with the tools or support they need to learn towork in these ways. This book is designed to help school leaders engage theircolleagues in critical questions of what they should expect from students, howthey will know when students have achieved those expectations, and howinstruction must be designed and carried out to ensure that every studentachieves to agreed-upon levels.

For the last six years, the Western Assessment Collaborative (WAC) atWestEd has been working with teacher, school, and district leaders to assistthem in implementing standards-based accountability systems. This work isgrounded in the understanding that commitment to achievement of highstandards by all students requires new ways of thinking about what teachersneed to know and do (Jamentz, 2001). Teachers need more diagnostic andanalytical capacity than ever before: They don't just "deliver" instruction; theyexamine readiness, analyze results, and monitor the effects of their actions onstudent performance. WAC's work has helped leaders identify these criticaldimensions of effective standards-based instruction, incorporate them intoexpectations for teacher performance, and learn the leadership skills needed tosustain this kind of teaching in their schools.

A key premise of this work is that leaders are first and foremost teachers. Theunderstanding that teaching is a key function of leadership underlies the work ofsuccessful corporate leaders such as General Electric's Jack Welch and INTELs

2__ISOLATION IS THE ENEMY OF IMPROVEMENT

Andy Grove (Tichey, 1997). It has also guided the work of effective schooldistrict leaders such as Anthony Alvarado and Elaine Fink who led New YorkDistrict #2's successful literacy reform efforts (Elmore & Burney, 1998; Fink &Resnick, 2001). In elaborating on the work of leaders like these, Noel Tichey, aprofessor at University of Michigan's Business School and former director of the

General Electric Executive Development Center, notes:

"Teaching is at the heart of leading. In fact it is through teaching thatleaders lead others. Leading is not dictating specific behavior. It is notissuing orders and commanding compliance. Leading is getting others tosee a situation as it really is and to understand what responses need to be

taken so that they will act in ways that will move the organizationtoward where it needs to be.... Teaching is how organizational ideas and

values get shared." (Tichey, page 57)

For the leaders in New York District #2, this meant that professional devel-opment was not centered on the occasional opportunity of a workshop, but tookplace in the day-to-day operations of the school. School and district leaders tookthe opportunity of their routine interactions with principals and teachers to askquestions or to give feedback designed to push on critical issues of instruction.

Similarly, WAC's work with school leaders challenges them to seize every

opportunity to focus attention on the essential issues of standards-based prac-tice: the alignment of instruction to agreed-upon content and performancestandards, the rigor of tasks students are given to do, the effectiveness of assess-ments used to monitor and report on student performance, and the appropri-ateness of the criteria used to determine what level of work is "good enough" tomeet a standard. District, site, and teacher leaders in our partner districts have

begun to reconsider what they talk about when they meet with teachers in theirsupervisory interactions; what they look for and give feedback on when theyvisit classrooms; and, even, how they use time at faculty meetings. They arebeginning to use these routine interactions to transmit new expectations forteacher and student performance and to learn together how to achieve

these expectations.

A second premise of WAC's work is that instructional leadership is the job ofadministrators and teachers alike. We expect administrators to understand thedemands of standards-based instruction well enough to foster the conditions thatsupport it. But we recognize that in order to provide for the continuous growthof every teacher, there must be many others at the school site who understandthe complexity of effective instruction and who are willing to question and guideothers through critical instructional issues. Our work supports teachers in

9__3_

INTRODUCTION

designated leadership roles peer coaches or mentors but, at the same time,encourages all teachers to establish norms that promote reflection and criticalreview of their own and their colleagues' instructional practice.

A third premise of WAC's professional development work is that instruc-tional leaders need to have and model the same commitment to highachievement by the adults in their school that they have for students in thestandards-based systems they are trying to create. They must operate on thebelief that the characteristics of effective teaching can be named, taught, andlearned. More importantly, they must operate on the belief that all teachers canand, when appropriately supported, will learn the instructional skills necessary tohelp every student succeed academically. To that end, leaders must be clear aboutexpectations for adult performance, must learn to collect and analyze data aboutadult performance in a variety of ways, and must provide specific and targetedfeedback that teachers can use to improve their teaching skills.

This book is intended to help instructional leaders recognize the characteris-tics of effective standards-based instruction and help their colleagues incorporatethese characteristics into their own practice and, more broadly, the collectivepractice of the school. We include tools that have emerged from WAC's profes-

sional development work. Chapter One opens with an overview of the instruc-tional demands of standards-based reform, detailing the specific teacher knowl-edge and skills critical to ensuring that all students achieve to high standards.That overview is followed by a brief discussion of what these new demandsimply for establishing standards for teacher performance and the work of schoolleaders in helping teachers build and sustain these skills.

Chapter Two presents two classroom vignettes that illustrate many of theteaching behaviors described in the previous chapter. The first vignette is set in athird-grade classroom and involves a unit on writing reports. The second vi-gnette is set in a seventh-grade math class where students are learning aboutpercentages. Each vignette provides a window into a classroom over the course ofseveral days, allowing us to see some of what the teacher says and does, theclassroom materials he or she uses and, occasionally, how students respond as theunit proceeds. In these brief illustrations of practice, the reader is able to identifyspecific indicators of effective standards-based instruction.

Chapter Three begins with a brief discussion of the kinds of learning oppor-tunities teachers need to build and sustain these skills. That discussion is fol-lowed by examples of how instructional leaders can provide for these learningopportunities both by creating new structures for teacher learning and by usingfamiliar structures more effectively. Three instructional planning or reflection

4- 10ISOLATION IS THE ENEMY OF IMPROVEMENT

frameworks are designed for use by instructional leaders and evolved fromWAC's professional development work with administrators and teacher leaders.

Chapter Four identifies some of the challenges that may arise as instructionalleaders take on greater responsibility for focusing on, exploring, and influencingclassroom practice.

The final section of the book contains formatted copies of all of the profes-sional development tools referenced in the previous chapters. Included are thethree instructional planning or reflection frameworks introduced in ChapterThree, as well as unannotated versions of the vignettes from Chapter Two. Theseversions are intended for use as exercises with administrators or teachers to helpthem internalize an understanding of the specific practices common to effectivestandards-based instruction. Readers are encouraged to reproduce and use thesematerials to promote learning in their own districts or schools.

The professional development tools presented in this publication are de-signed to initiate learning about effective standards-based instruction. But theyare only a beginning. While the instructional planning and reflection frame-works, for example, guide teachers and administrators in what questions to ask,they are necessarily limited in their ability to suggest desired answers in specificcontexts or to help leaders know how to respond to what teachers may say.Absent video or other media exemplars to illustrate a range of hypotheticalinteractions, the tools are best used in settings in which a supervisor or peerobserver is available to provide feedback about the rigor and direction of anydiscussion provoked by the use of these tools.

Judging by work in WAC's partner districts, it is fair to say that these toolsshould probably come with a warning label: Use of these tools has been known to

disturb district policy and require leaders to work in new ways. As administrators

and teacher leaders have learned new skills, WAC's partner districts have found

themselves entering unanticipated and sometimes uncharted territory. In

some instances, principals and teachers have called for revision of the standards

and performance indicators that had been adopted for teacher evaluation in theirdistricts. The work has also raised questions about how teacher performance dataare collected and about the professional development needed for those whose job

it is to support and evaluate teachers. Perhaps most dramatically, the work hascalled into question the level of investment made in the system of policies andpractices intended to support teacher quality. As WAC's work with partnerdistricts continues, we offer this book to those who wish to launch similar efforts

in their own district or school.

-SINTRODUCTION

CHAPTER ONE

eaching to High Standards:Understanding What Teachers Need to Knowand Be Able to Do*

...qfMERICANS HAVE LONG PRIDED THEMSELVES ON A PUBLICschool system that welcomes all corners. Since the middle of the 19th

century, children of the immigrant poor and from both working class and well-established families have had access to what Horace Mann envisioned as a systemof "common schools" that "equalized the conditions of men." The currentstandards movement was born of the realization that, despite public schoolsopening their doors to everyone, what students experience once they walkthrough those doors varies greatly. As it has turned out, America's system ofcommon schools provides anything but a common experience for its students.

In the schools most of us attended, as well as in most of today's schools,the teacher's primary job has been to plan engaging instructional experiencesdesigned to help students cover the curricula in a given grade level or contentarea. Teachers have chosen lessons or learning activities from texts or havemade up their own to address key topics from that curriculum. Working inisolation, they have individually determined how long to spend on a given topic,

This chapter is an adaptation of a paper commissioned and published by the Special

Issues division of the American Federation of Teachers (AFT). Titled The Instructional

Demands of Standards-Based Reform, it is available from AFT.

__ 12ISOLATION IS THE ENEMY OF IMPROVEMENT

when and how to test students on what they have learned, and what criteria touse for rating the quality of students' work. What teachers have taught andexpected of students has been a function of what individual teachers know ordon't know about their subject matter, what they like to teach, and what theybelieve their various students are capable of learning.

Thus, what students are exposed to, what they learn, and "what counts" interms of their grade have been determined by which teacher they happen to have

in a particular year or course. Other students in the same grade level or course,but with a different teacher, might be required to do very different work or beexpected to produce work of much greater or lesser quality. For the most part,those students deemed by the system to be "college material" land in the classesof the most demanding teachers, while others experience a range of expectationsfrom challenging to "Mickey Mouse."

Standards-based reform envisions something different: that all students can

achieve to high levels. In this vision, school systems are driven by agreementsabout what every student should know and do, guided by assessment data thatreveal whether students have adequately learned those things, and motivated byaccountability mechanisms designed to ensure that every student has access to

effective learning opportunities.

Unfortunately, the rhetoric of the standards movement has largely ignoredthe subtle but profound shifts in classroom and school practice that must occurif we are to push beyond the platitude of "high standards for all" and see thatgoal come to life in student performance. Missing from the discussion is anyspecificity about how our "wish list" of what students should know and be ableto do gets translated into changes at the classroom and school level. If we are

sincere in the commitment to turn slogan into reality, school leaders need tounderstand the very real demands of standards-based instruction. Equallyimportant, they must understand their own role in ensuring the capacity of every

classroom teacher to meet these demands.

Planning Backwards From Demonstrations of Achievement

In a standards-based education system, expectations for student performance arenot left to individuals, but set by the larger community by a school, a district,

or a state. And those agreed-upon standards apply not just to certain students,

but to every student. The standards describe not only what students shouldknow (content standards), but the quality of the work every student will be

13 TEACHING TO HIGH STANDARDS

expected to do (performance standards). Once standards are set, programmaticresources are allocated to ensure that every student reaches but is not limitedto this high-level education foundation.

If every student is to achieve the given standards, the traditional process bywhich a teacher plans a course and his or her daily instructional activities mustbe turned on its head (see Figure 1). A teacher must start with a solid under-standing of the shared expectations for student performance and then planbackwards to determine what each lesson must look like if every student is to beprepared to meet the standards.

Figure I : The Process of Instructional Planning

Traditional Practice Standards-Based Practice

Select a topic from the Select standard(s) from among those thatcurriculum students need to meet

I 4,Design instructionalactivities

Design an assessment through which studentswill have an opportunity to demonstrate theknowledge to

Jr

and skills meet standard(s)

4,

Design and give an Decide what learning opportunities studentsassessment will need to learn those things

I Jr

Give grade or feedbackPlan instruction to ensure that each studenthas adequate opportunities to learn

/Move onto new topic Use assessment data to give feedback,

reteach, or move to next level

Using Assessment to Guide Instruction

To ensure that every student achieves to high standards, teachers must,themselves, understand the standards and that means having a clear vision ofwhat achievement of each particular standard would look like: What will a

student have to do to demonstrate achievement? And what qualities will have tobe evident in the performance for it to be considered demonstrative of sufficientprogress or mastery? The answers to these questions guide both the design oflessons and decisions about how to plan and pace instruction.

ISOLATION IS THE ENEMY OF IMPROVEMENT

BEST COPY AVAILABLE

14

In traditional instructional planning, teachers generally develop assessmentsonly after they have taught a curriculum unit; the test is designed to checkwhether students know what has been taught. By contrast, in standards-basedsystems, the assessment represents what students need to know, thereby guidingwhat is taught. The teacher begins instructional planning by conceptualizing thetask or tasks students would have to do and how well they would have to

perform those tasks to demonstrate achievement of one or more standards.Only then does the teacher plan a set of lessons designed to ensure that everystudent in the class will be able to perform those tasks.

Good teaching requires a balance between providing students with opportu-nities to learn and practice new skills, and collecting evidence of whether stu-dents can do the same or similar tasks on their own, and, if not, why not. It isthe information yielded by this evidence that, in turn, guides subsequent instruc-tion. Teachers, therefore, must have a means of periodically gathering validevidence at the classroom level of how student learning is progressing. Theymust be well versed in what has been called "assessment literacy" (Stiggins,1994). They must know how to design and/or administer an assessment activitythat is a good match to the kind of learning outcome required by thestandard(s). They must also decide how much support to provide as studentsperform the task, and they must recognize the point at which support confoundsthe data the assessment is designed to provide.

In Figure 2, the math standard asserts that all students should know how tocalculate statistical measures accurately and in what contexts each should beused. Assessment A is aligned only to the first part of the standard. In Assess-ment B, students are required to calculate accurately, consider, and justify avariety of statistical measures while anticipating counterarguments of the childnot chosen for the team. If students were prepared only for Assessment A, theywould not have the opportunity to learn all that is expected by the mathstandard.

Teaching While Thinking About the End

Traditional instructional planning is driven by a text or a curriculum guide.Far too often, however, curriculum guides list only the most general topics towhich students should be exposed, offering no detail about what students shouldknow or about what they should be able to do with the information or skillsthey learn. For example, an eighth-grade curriculum guide might list "thecolonial period in American history" without stating what students should knowabout the American colonies or how they might be expected to apply thatknowledge, for instance, to argue for or against taxes being levied in their own

TEACHING TO HIGH STANDARDS

Figure 2: Sample Assessment Activities

SIXTH GRADE STANDARDS TO BE ASSESSED

MATH: STATISTICS, DATA ANALYSIS, AND PROBABILITY

1.0 Students compute and analyze statisticalmeasurement for data sets including:

compute the range, mean, median, and mode ofdata sets;understand how additional data added to datasets can affect these computations of measuresof central tendency;understand how the inclusion or exclusion ofoutliers affect measures of central tendency; andknow why a specific measure of centraltendency (mean, median, mode) provides themost useful information in a given context.

Assessment A

Calculate the mean, mode, median, and range ofeach of the following sets of numbers:

I) 42, 98, 15, 15, 12, 17

2)

3)

Mean = Median =Mode = Range =

105, 120, 79,

Mean =

108, 105,

Median =

105

Mode = Range =

12, 8, 6, 3, 8, 8, 10

Mean = Median =Mode = Range =

WRITING: COMPOSITION

I .0 Students write persuasive essays or letters that:state a clear position on a proposition orproposal;support the position with organized and relevantevidence; andanticipate and address reader concerns andcounterarguments.

Assessment B The Bowling TaskThe tables below show the season's bowling scoresfor two members of your team. A higher numberindicates a better game.

Dave's Scores: 152; 138; 141; 144; 141; 158Bill's Scores: 210; 105; 118; 131; 105; 215

Both Dave and Bill are hoping for a spot on theteam you will take to the League Championships.As the coach, you must decide which one shouldbe chosen.You have only one spot left on theteam. Examine the data and consider thestatistical procedures that might be used to makeyour decision.

Part I: On one side of your paper, show all thestatistical procedures you considered in makingyour selection.This part of the assessment willbe scored on the appropriateness of the statisticalprocedures you consider and the accuracy ofyour calculations.

Part 2:The person you do not choose will be verydisappointed and will want to understand how youdetermined your choice.Write a letter to the personyou did not choose explaining what statisticalprocedures you considered and used to make yourdecision. Use charts and graphs as necessary toillustrate your findings. The purpose of your letter isto persuade the reader that you made a thoughtfulselection. It should:

state a clear position on a propositionor proposal;support the position with organized andrelevant evidence; andanticipate and address reader concerns andcounterarguments.


BEST COPY AVAILABLE

16

communities. Lesson plans are often sequenced according to the order of the

topics listed, or by the table of contents in a text, with little consideration ofprerequisite knowledge or skills. The activities students are given to do are either

dictated by the text or are devised by the teacher to engage students. Studentsbusily complete textbook-based tasks, do book reports, construct posters ordioramas, or write reports with little knowledge of what is expected of themother than turning the assignment in on time. To a large extent, the success of aclassroom activity is gauged by supervisors and teachers alike on whether stu-

dents completed the task and enjoyed it.

In contrast, standards-based instruction targets the quality of performance

we want from students. It is not enough to have completed an assignment;

students' work must demonstrate progress toward mastery of specific knowledge,skills, or dispositions. With the quality of the performance expected clearly inmind, teachers plan and conduct lessons aimed at teaching students how toachieve these specific characteristics. (An example of an instructional unit planfor assessment B, above, is provided in Figure 3.) In this context, instruction isnot random. Rather, it is planned in relation both to what students already know

and can do information gleaned from assessment and to the qualities of

work they are expected to do.

A high-quality, standards-based unit might begin with the teacher explainingwhat students will be required to do at the end of the unit and what criteria willbe used to judge their performance. At some point, the teacher might introducework samples of varying quality done by other students for a similar task. Byexamining these samples with the students, the teacher can help them discernwhich ones embody the qualities required by the standard. Later, after they haveparticipated in lessons designed to teach to those qualities, students might beasked to practice their new skills by revising and improving upon the weaker

sample responses.

Many Routes to One Standard

In standards-based systems, the end is held constant for all students; eachone is expected to meet the standards. But the means of getting students to thatend may vary greatly within and across classrooms. As is true of all effectiveteaching, in standards-based systems, teachers must develop a repertoire ofdifferentiated strategies for meeting the variety of learning needs representedamong any group of students. Classroom educators must artfully orchestrate

effective lessons and choreograph groupings that allow students to progress attheir own rate while, at the same time, ensuring that no student falls through thecracks. As conductors of standards-based instruction, teachers are not driven by

11TEACHING TO HIGH STANDARDS

Figure 3: Instructional Unit Planning

Standards

Math: Students compute andanalyze statistical measures ofmean, mode, median, and range andknow why a specific measure ofcentral tendency provides the mostuseful information in a givencontext.

Assessment

The Bowling Task

Required Opportunities to Learn

Math

Lessons on calculation of mean,mode, median, and range

Lessons identifying appropriateuse of these statistical proce-dures why/when to use oneover the other

Lessons using charts or graphs toillustrate statistical informationor findings

Opportunities to select andjustify the choice of a statisticalprocedure in a given context

Practice problems that requireconsideration of more than onestatistical procedure

Practice problems that requirestudents to state assumptions

that give context to theirselection of one measure overanother

Practice describing mathematicalconcepts in writing to others

Writing:Writes persuasivecompositions.

Writing

Lessons illustrating the character-istics of persuasive writing

Lessons illustrating how authorsanticipate counterarguments

Practice laying out an argumentin writing and using evidence

(even visuals) to support conclu-sions

Practice with problems andarguments requiring author tostate assumptions beforeproceeding

Practice anticipating

counterarguments

Practice writing letters thatanticipate, acknowledge, and statecounterarguments

BEST COPY AVAILABLE

llISOLATION IS THE ENEMY OF IMPROVEMENT

texts or other instructional materials, yet they know how to draw on theseresources as appropriate to help students learn what they need to know.

Standards-based instruction demands that teachers know both their contentand their students well. Teachers' capacity to pose questions, select tasks, evaluatestudent understanding, and decide what to teach next all depend on how they,themselves, understand their subject matter and what they are able to discernfrom assessment about their students' prior knowledge. Staying one chapterahead of the class will not suffice. Research suggests that to help students learn tohigh levels, teachers must understand how concepts within their discipline arerelated to others within and outside their field. They must understand howknowledge in that field is generated and verified. They must understand theirsubject matter deeply enough to identify how particular phenomena or eventsare commonly interpreted and the fundamental ideas that underlie those inter-pretations (McDiarmid, Ball, & Anderson, 1988).

It is this solid understanding of the content that makes a teacher sensitive tomisconceptions or misunderstandings that students may bring to new learningexperiences in a particular content area. This sound knowledge also helps teachersdetermine the skills that are prerequisite for the achievement of certain standardsand enables them to glean from a student's work what he or she is ready to learn.

Judging Performance and Giving Feedback Based onShared Standards

In most traditional classrooms, judgments about student performance arecommunicated in summary grades, with individual teachers determining theirown grading policy. Grades are generally based on a combination of a teacher'sjudgment about the quality of the student's work and a judgment about thestudent's attitude or level of effort. A student who has not produced high-qualitywork may, nonetheless, get an "A" if he or she is considered to have a positiveattitude and to have worked hard. Similarly, work that is otherwise of highquality may receive only an average grade if the student has failed to meet lengthspecifications or to include all required components of an assignment.

In standards-based instruction, the teacher's judgment about a student'sprogress and the quality of his or her performance reflects hard-won district orschoolwide agreement about the specific intellectual characteristics of acceptableperformance. These performance standards might be reflected in cut scores onan assessment, or in exemplars of the quality of work expected of all students(see Figure 4). While there will always be some grading differences attributableto individual preferences, in a standards-based system, a student can be reason-


ably certain that what is considered good work or acceptable progress by oneteacher, will be considered similarly by the others.

In school systems with shared standards, feedback to students is tied specifi-cally to the shared expectations for that type of assignment, and the feedbackdistinguishes between the quality of the work students produce and the effort orattitude demonstrated while doing it. A teacher's evaluative comments andanalysis of a student's progress are based not on what that one teacher happens tothink a given student can do, but on what evidence has shown every student canreasonably be expected to do when provided with high-quality instruction.Students are also taught to evaluate their own work and progress in respect tospecific characteristics of quality. They learn to say, "This essay needs moreevidence from the text to bolster my argument," rather than, simply, "I didn't dovery well on this essay."

In Figure 4, the papers labeled "H" and "0" illustrate the challenge of deter-mining reasonable expectations for student performance. Both papers werecompleted in response to Assessment B, Part 2, The Bowling Task in Figure 2.Which of these two responses better meets the standards, which call for thestudents to "anticipate counterarguments" and demonstrate understanding ofmore than one statistical measure? Paper "H" does these things. What about paper"O"? Should it be considered good enough for a sixth grader doing this task?

Planning and "Reteaching"

In schools designed to accept that some students will "get it," and others willnot, a unit of instruction ends when the teacher gives the assessment, grades thework, and moves on. In contrast, the success of standards-based instruction isbased on evidence of adequate student learning. No longer can it be sufficient tosay, "I taught a good lesson, but my students didn't get it." Acceptable evidence ofgood teaching is student work or student performance that meets agreed-uponstandards. When the work is inadequate, the teacher or the school as a whole isresponsible for providing additional, refocused opportunities to learn.

In standards-based instruction, teachers use student work to find patterns ofstrengths or weaknesses that point either to the success of a lesson or to the needto revisit a lesson already taught. Teachers also look to the work of individualstudents to see what the student already understands and how it can be builtupon to address those things he or she still needs to learn.

Figure 5 illustrates how student work can be used to diagnose student needsand plan instruction. When analyzed carefully, the work below reveals a good

14_ISOLATION IS THE ENEMY OF IMPROVEMENT

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deal about what this student knows and what may still confuse her. It is obvious,for example, that she knows the concept of consistency, but not the termitself. The phrasing in which she uses the term "average" should also make the

teacher suspicious about her understanding of this statistical procedure. Inplanning for "reteaching" this student, the teacher will want to address boththese issues.

As noted earlier, the obligation to circle back to ensure the success of eachstudent requires that teachers develop a strong repertoire of instructional skills


22BEST COPY AVAILABLE

designed to address a variety of learning needs. It also requires schools to func-tion in such a way that teachers can call on other colleagues when their ownskills don't suffice.

Collaboration to Support Student Learning

Effective standards-based instruction requires not only that teachers workdifferently in their own classrooms, but in their relationships with colleaguesthroughout the school. Schools committed to the achievement of high standardsby all students are organized around shared definitions of what students areexpected to do. That means that even if standards have been established at thestate level, teachers leave the isolation of their classrooms and come together tonegotiate common interpretations of those standards as they would hope to seethem reflected in the work students are given and produce every day.

In these schools, collaboration is not simply a desirable working condition;it is a requisite professional responsibility. Teachers engage in professionaldialogue for the purpose of challenging each other's expectations about whatstudents can and should do, sharing effective instructional strategies, and, asnecessary, adjusting or reallocating resources or expertise to address sharedprogrammatic concerns. Teachers in these schools have the skills and thetime to negotiate common interpretations of quality and to collaborate inplanning collective action.

In schools committed to high achievement by every student, decisions aremade in consideration of "our students," not just "my students." Decision-making and resource allocations are guided by a single criterion: "Will this helpensure that every student will meet the standards?" Teachers are called upon toshare resources and expertise in ways that serve all students well. While teachers'individual content and pedagogical strength are essential to the standards-basedsystem, they do not suffice. Teachers must also be willing and able to share thatexpertise in a manner that contributes to a system whose effectiveness is greaterthan merely the sum of its parts.

Implications for Establishing Standards forTeacher Performance

In aspiring to high performance for every student, standards-based reformnecessarily demands high performance from all teachers. Effective standards-based instruction, like all effective teaching, requires deep content knowledge


and a variety of skills for engaging students and managing instruction. But thespecific commitment to ensuring high levels of achievement by every student alsoputs additional emphasis on teachers' ability to:

...Understand expectations for student performance

Effective standards-based instructional practice requires that teachers:

work with colleagues to develop shared understanding of the specificcharacteristics of work that meets the school/district/state performancestandards;

internalize these quality criteria in order to plan instruction and providefeedback on student work; and

score or grade student work reliably in relation to shared performancestandards.

...Communicate standards for student performance to parents andstudents, and help students assess their own progress in relation to thesestandards


provide students with quality criteria and/or models as part of a lesson;

provide students with timely feedback on their work in relation to thecharacteristics that meet the performance standards;

build self-assessment opportunities into lessons on a regular basis; and

communicate student progress to parents in relation to shared school/district/state performance standards.

...Align instruction to standards


select or design lessons and assignments that are at the appropriate level ofrigor for the standards and will prepare students to demonstrate deepunderstanding of key facts or concepts;

map backwards from expectations for student performance to ensure that

every student has access to lessons required to achieve the performancestandard; and

differentiate instruction as required to address unique learning needs.

ISOLATION IS THE ENEMY OF IMPROVEMENT 24

...Collect accurate data on student performance


understand the various purposes of assessment and the appropriate and

inappropriate uses of different types;

use a variety of assessment data in ways that are appropriate to their

purpose;

design or select classroom assessments appropriate to a given standard or set

of standards;

analyze the quality and comprehensiveness of data available from a given

assessment and determine what additional data might be needed to provide

an accurate picture of what individual students know and can do; and

organize and manage student performance data to keep track of each

student's progress.

...Use data to guide instruction


diagnose students' misunderstandings, confusions, and strengths from the

work they produce;

use analysis of student work to plan instruction on a daily basis; and

design student assignments based on a diagnosis of what students already

know and need to learn.

...Work effectively as part of a team


share resources and expertise to ensure achievement by all students.

School leaders would be wrong to assume that these are advanced skills,required only of veteran classroom teachers. In fact, these are the skills thatdifferentiate what some have called "random acts of teaching" from instructiontargeted to ensure that all students achieve to agreed-upon levels. As districtsestablish standards for teacher performance and devise systems to supportteacher learning, it is critical that these behaviors be expected of all teachers.

25_19

TEACHING TO HIGH STANDARDS

Implications for Instructional Leaders

The norms and practices underlying systems of differentiated standards are

deeply ingrained, in part because they have been supported by school leaders.Teachers have been taught and supported to develop and implement engaginglearning activities, irrespective of whether some students benefit and others donot. The criteria used to judge the quality of instruction have focused primarilyon how a teacher presents a lesson, with little regard for what students produceas a result. Organizational investments in classroom assessment are generallysmall, and they are seldom used for developing or acquiring tools that yielddiagnostic information useful for planning instruction. The practice of indi-vidual teachers determining what their students should achieve and using theirown criteria for judging student performance has been guarded by administra-tors and teacher leaders in the name of teacher autonomy and perpetuated bythe challenge of finding resources to support time for collaborative planning oranalysis of student work.

True instructional leadership obliges administrators and teacher leaders tofully understand the demands of standards-based reform, and then establish theorganizational norms and practices through which teachers learn these skills.Isolation prevents teachers from developing shared standards, from knowing thereal potential of students, and from learning with and from each other in pro-ductive ways. Administrators and teacher leaders bring a unique cross-classroomperspective that can be used to start breaking down this isolation. They canbegin by bringing the work of some teachers to the attention of others andfacilitating the convening of teachers with shared interests, needs, and concerns.Instructional leaders must seek and reallocate resources to provide time forteachers to collaborate and plan collective action. But perhaps most importantly,they must use their leadership skills to focus that collaboration and action on theissues of instruction most likely to make a difference in student performance.

To help instructional leaders and teachers become attuned to identifying theskills of effective standards-based instruction in practice, Chapter Two includestwo classroom vignettes that illustrate teachers using many of the skills listedearlier. "Ben Fryer" illustrates a primary grade language arts lesson, while "MegTipple" illustrates similar teaching skills, but in a secondary classroom. Follow-ing these vignettes, in Chapter Three, is a discussion of some of the ways schoolleaders can provide opportunities for teachers to learn to incorporate these skillsin their own classroom practice.

2D__ISOLATION IS THE ENEMY OF IMPROVEMENT 26

CHAPTER TWO

1identifying Teacher Skillsin Practice

F INSTRUCTIONAL LEADERS ARE TO FOSTER THE TEACHING

skills necessary for effective standards-based instruction, it is not enoughthat they have a list of those skills. They must be able to recognize when teachers

are and are not using them effectively and identify gradations of quality in

teaching performance. What, for example, do we really expect when we say thatteachers should "communicate standards to students?" Is it sufficient that ateacher tells students how many pages their essay should be? If we saw a rubric or

scoring guide posted on the bulletin board, would that be considered evidence ofhaving met expectations? The Western Assessment Collaborative's (WAC) workargues that the only sufficient evidence that the teacher has adequately communi-cated the standards to the students is when students themselves can describe andillustrate what is expected of them. Instructional leaders must internalize exem-plars of effective classroom practice so that they can make accurate judgmentsabout, and give useful feedback to, the teachers with whom they work.

To help instructional leaders begin the process of internalizing pictures ofeffective standards-based teaching, this chapter provides two vignettes of class-room practice. The first vignette illustrates the teacher's skills as they play out in

a primary grade language arts unit; the second illustrates similar teaching skills in

a secondary school setting. Each one illustrates how the teacher conducts a unit

of instruction that has been planned backwards from the performance standards

27_21

IDENTIFYING TEACHER SKILLS IN PRACTICE

to which students will be held accountable. We see these two teachers over thecourse of several days, getting a chance to hear what they say to students andwhat work they ask students to do. In each vignette, we will see how the teachercommunicates specific performance expectations to students; plans the lessons inthe unit so students learn and practice the skills required of them; assesses

student learning in advance of, during, and at the conclusion of the unit; anduses data from those assessments to guide his or her instruction.

In the column to the right of the narrative, under the heading "Theteacher...," we have identified the specific skills and practices the teacher is usingthat exemplify powerful standards-based teaching strategies. We have not at-tempted to identify everything the teacher does well. Rather, we have focused onidentifying examples of the pedagogical knowledge and skills described in theprevious chapter. Neither vignette is offered as a model lesson. Because thesestories do not capture everything the teacher does, or the work the studentsproduce, it is impossible to judge the effectiveness of the units as a whole. (TheAppendix includes versions of these same vignettes that can be used as profes-sional development activities to help teachers and administrators practice identi-fying and naming these skills.)


INSTRUCTIONAL VIGNETTE: BEN FRYER

XacAin7 hird graders &V.& a leporl informalion

Ben Fryer teaches third grade. His class of 22 studentsincludes 10 native English speakers and 12 whose homelanguage is Spanish. Of those 12 students, 5 are consideredfluent in English while the others range from moderately tonearly fluent. All students do their writing in English. Stu-dents are assigned seats so that each working group includessome English-only students and others that represent the

range of fluency.

Ben's students have just returned from early morning recessand have gone directly to their seats. They know the routinewell; it's Writing Time. Today, Ben has asked for the

class's attention.

Today, we are going to begin a new unit in writing. For thelast two weeks, during our reading time we have been learn-ing to recognize fiction and nonfiction. As he speaks, Benpoints to the words he has written on the board fiction

and nonfiction and, in Spanish, ficcion and no ficcion. Hementions how much the Spanish words sound and look likethe English words.

We learned that not all writing tells a story. Sometimesauthors write to share information. We learned that infiction, the author tells a story about a set of characters.In nonfiction, the author writes about a subject so that thereader can learn the facts about that topic. We learned thatCharlotte's Web is fiction. It tells a story about a pig namedWilber. We also looked at All About Pigs. It is nonfiction.It is about pigs, too. But instead of telling a story about oneparticular pig, it gives information about many kinds of pigs:where they live, what they eat, how they are alike anddifferent from each other.

Sometimes the title of a story or book gives us a clue about

whether it is fiction or nonfiction. Look at the question I have

written on the board and tell me which answer is correct:

29

The teacher...

establishes standards of

behavior by establishing

routines

connects the new lesson to

previous learning

supports English language

learners by providing key

vocabulary in their first language

anticipates typical

misconceptions

checks understanding of

prerequisite knowledge

_23.IDENTIFYING TEACHER SKILLS IN PRACTICE

Which of the following books is likely to be an example ofnonfiction?

A. Black Beauty

B. My Friend, FlickaC. The Facts About Horses

As Ben reads the question aloud, he holds up the cover foreach of the books. The cover illustrations provide his English

learners with additional clues about the nature of each book.

Today we are going to begin to learn about writing our ownnonfiction. One kind of nonfiction is "a report." Ben writesthe word "report" next to the word "nonfiction," first inEnglish and then in Spanish, as he says the words aloud.

To write a report, the author collects lots of information abouta subject and writes it so that others can learn about thatsubject by reading his report. Writing a report is a good wayto tell others what you know or have learned about something.

When we are finished, each of you will be able to write areport about an animal you are interested in. (An example ofBen Fryer's Unit Plan is included at the end of this vignette.)

To get started, I brought us some examples of animal reports

done by other students. We are going to look at them andthink about how they can help us learn about good reports ornonfiction writing. Let's read Paper A together. As we read it,think about how the paper helps you learn about dolphins.(A copy of the two exemplars Ben will use are included at theend of this vignette.)

Ben reads the paper aloud while projecting it on the overheadand asks students to follow along on the copies he has handedout to them. On the handout, under key nouns and verbs inthe report, he has written each word in Spanish. I'd like eachof you to think of at least one way that the author of Paper Ahelps us learn about dolphins. After pausing, Ben asks Jeff toshare the one thing he thought about.

"The author tells what dolphins eat."

24ISOLATION IS THE ENEMY OF IMPROVEMENT

introduces students to the

ways skills may be assessed on

large-scale assessments

supports English learners with

visual clues

repeats key ideas

communicates belief that all

students can and will meet

expectations

provides both aural and visual

access to the content

supports English learners by

providing key vocabulary in

their first language

Ben writes, "tells what the dolphin eats" on a wall charttitled, "What makes a good animal report?"

Ben then gives students two minutes to underline two otherfacts in the report they have read and to share those with apartner. This work in pairs allows time for his Englishlearners to practice what Jeff has modeled. Ben then calls onstudents who want to add to the chart. When possible, asBen writes on the chart, he draws an icon over a key verb ornoun to illustrate its meaning for those students less familiarwith English vocabulary.

OK, so there are a couple of things we think make this papera good report. Now let's look at Paper B. It is a report abouthorses. I will read this to you as you follow along. As you readthe paper, think about what makes this a good report.

After reviewing the second paper, the children offer thefollowing additional criteria:

The sentences are facts.

The author shows that he knows a lot about theanimal.

The author uses good words to help the reader

understand.The ideas in the report are not all mixed up.The writing is neat and the paragraphs are indented.

Most of the words are spelled correctly.

As these criteria are offered, Ben stops to show the studentsspecific examples of each characteristic in the sample papers.Sometimes he contrasts the characteristic with a specificexample from the weaker paper.

When Caleb says that the "ideas in the report are not allmixed up," Ben stops to show the class what Caleb means.Look at Paper B. Can you see that the author tells threethings about what horses eat and puts those three ideastogether in the same paragraph?As he points out these threesentences, he draws the icon for eating next to each to showthey are about the same thing. He has another whole para-graph about where horses live. As he says this, Ben points tothis paragraph on the overhead and reads the sentences

31

draws quality criteria from

students

after providing model,

allows students to generate

own language, in this case,

facts about animals in their

own words

provides visuals to support

English learners

provides both aural and visual

access to the content

records criteria in language

students can understand

contrasts exemplars to

illustrate when quality criteria

have been met and when they

have not

illustrates ideas with specific

examples from student work


aloud. Now, let's look again at Paper A. This author also tellsmore than one fact about his animal, but notice that he saysone thing about where dolphins live. Then he tells somethingabout what dolphins eat. Then he has another sentence abouthow they can get sick. His ideas are all mixed up instead ofbeing grouped into paragraphs.

When the students have exhausted their list of qualitycriteria, Ben points to one or two of his own. I also liked thefact that the author who wrote Paper B wrote a topicsentence to tell what the paragraph was about. Look at thethird paragraph. The first sentence tells us that this will beabout what horses eat.

When we are finished with the unit on writing nonfictionreports, you are going to be able to write your own reportthat does all of these things. I will leave this chart on the wallso that when you write your own report, you can check to seethat it does all these things.

Today, we are going to take the first step in preparing towrite our report. Reports can be about anything an authorwants to write about, but the report we are going to write forpractice in this unit is a report about an animal. So, today,we want to spend some time thinking about what animal wewill write about.

Ben has the students work in trios at their table groups tocome up with a list of animals about which they may wantto write reports. Students are encouraged to offer their ideasin either Spanish or English.

After five minutes, Ben brings the students together and eachgroup shares its ideas. As they do, he writes the name of theanimal, first in English and then in Spanish, under the letterthe word begins with. The list of animals is duplicated foreach student and the children are assigned to take the listhome and talk with their parents about what animal theymight want to write about. Ben sends the note below homein both Spanish and English, describing the assignment tothe parents or guardians. He also leaves the same message inboth languages on his homework voicemail.


ensures that all quality criteria

are shared

stretches expectations for

students beyond what they

already know

creates resources that help

students assess their own

learning and develop

independence

has students generate

language and brainstorm

topics as part of prewriting

"evens the playing field" by

offering all students a

selection of topics

facilitates parent support by

providing messages in home

language

32

Dear Parents and Guardians,

Today, we started a unit on writing reports. When wefinish the unit, every student will be able to write areport about an animal showing that he or she:

knows the difference between reports and stories;

can organize his or her writing into paragraphs;

can help the reader understand interesting facts about

the topic; andcan use correct punctuation and spelling so the reader

can understand what is written.

We will also get to practice finding information or factsby talking with others and by using books, magazines,

and the Internet.

Tonight, I would like you to help your child choose ananimal to write about. I've attached the list of animalswe thought of today in class. Help your child choose ananimal that he or she is interested in, knows about, orwants to know more about. You might also want toguide your child to write about an animal you knowsomething about so you can help him or her. Pleasehave your child write the name of the animal he or shewill be writing about on the line below.

Thank you for helping your child,

Mr. Fryer

The second day....

Ben begins the writing period by asking the class to brain-storm in small groups what they might like to find out in areport about an animal. He reminds the class that reportsshould help the reader answer questions he or she might haveabout the topic. After allowing five minutes for the studentsto generate their own ideas, he calls on various students andrecords their thoughts on a wall chart that will hang in theclassroom for the duration of the unit. The chart includesquestions such as:

BEST COPY AVAILABLE

33

communicates expectations

to parents

invites parents to support

student learning

facilitates students' access to

information but does notmake students' success

dependent on parent support

helps students imagine an

audience and generate ideas

about what would interestthat audience

provides resources students

will need to workindependently

_17IDENTIFYING TEACHER SKILLS IN PRACTICE

What does the animal eat?

Where does it live?

When Carlos offers, "I want to know about los colores ysize," Ben says, Carlos wants to know what the animal lookslike, and writes, "What color is it?" and "How big is it?" onthe chart.

Ben then introduces a book on kangaroos and says that thisbook is a report about kangaroos. He shows everyone thepages that address the various questions they have just asked,with pictures of the kangaroo showing its size and color,what it eats, and where it lives. Having introduced the bookwith this brief picture walk so that his English learners knowwhat to expect, he then asks the students to listen as he readsaloud so they can identify any other questions aboutkangaroos the book might help them answer. After hearingthe book aloud, students add the following questions to thelist of topics to address in their reports:

How does the animal move?

What does it look like when it is born?Do people use this animal for a pet or for work?

Ben then asks his students what other kinds of informationthey might want to know about kangaroos. All questions areadded to the wall chart.

After each student has selected a topic for his or her animalreport, Ben provides lessons on finding information. Heinvites the students to collect facts by interviewing theirparents or other adults. He also introduces various textsources, such as encyclopedias, nonfiction text, andmagazines at all reading levels, as well as introducing hisstudents to the Internet. Students are told to use thesevarious sources to find facts for their reports. They arereminded to look for information that will help them answerthe kinds of questions listed on the wall chart. With each ofthese sources, Ben demonstrates how to use titles, tables ofcontents, chapter headings, and indexes to locate informa-tional text.

2-13_ISOLATION IS THE ENEMY OF IMPROVEMENT

repeats students' questions in

the form of a correct Englishmodel

uses a text model of the

genre students will be writing

helps students establish their

own purpose for writing

models actions expected of

students

models reading strategies

appropriate to the genre:

nonfiction

34

Ben knows that mastering use of these structural features oftext is a third-grade standard. He also understands that,because students will be doing their research both in classand outside of class, the report-writing activity will notprovide adequate opportunity for him to assess whether allstudents have mastered this standard. However, he recognizesthat the activity offers students an important opportunity topractice using these materials. He makes note that he willneed to develop specific assessments of this third-gradestandard at another time.

Ben explains that each time students find out a fact abouttheir animal, they are to write it on a sentence strip. Benmodels this by drawing from the earlier read-aloud session tomake two sentence strips that tell facts about kangaroos. Ashe writes the model sentences, he reminds students aboutpast lessons on sentence writing.

Remember that we said a sentence needs to be a completethought. So when we write a fact about the kangaroo, wedon't write "moves fast." Instead, we want to write,"Kangaroos move very fast."

Ben uses sentence strips so that when his students are readyto organize their writing into paragraphs later in the unit,they will understand that writers often "move ideas around"to make their writing more comprehensible. Students will beasked to physically group the sentences to form paragraphs.

Students are told that they will be collecting facts for the nextfour or five days. Ben suggests that students set a goal offinding two facts a day, from any source they can. He makessure the classroom contains many resources, in both Spanishand English, about different animals. He lets students knowthat he will be available before and after school to help themuse the classroom resources.

Ben expects that most of his students will draw on materialsin the classroom library or interview a parent to get informa-tion for their reports. But he suspects that some studentsmay be ready to explore a variety of other sources. Althoughhe does not plan to hold all students accountable for using

35

models actions expected

of students

recalls prerequisite skills

previously taught

has strong pedagogical

content knowledge that

facilitates the teaching of

critical skills

sets goals to help students

monitor their own progress

provides resources that give

all students the opportunityto perform

has a system for recording

and tracking student progress


multiple sources at this time, he makes note of those stu-dents already able to do it. In preparation for learning tobuild a bibliography, he has those students write the type ofsource used on the back of their sentence strip.

The next several days....

Throughout the week, Ben sets up a number of opportuni-ties for students to share some of what they are finding out.For example, when dismissing students to lunch he asks forvolunteers to tell one fact about "what your animal eats" or"where your animal lives." Students are dismissed when theyoffer an example. When taking roll, he asks students to holdup the sentence strips they made the day before. It is a quickand easy way to see which students are having difficultyfinding and recording facts.

Writing time on each of the following days is used to teach amini lesson on one of the characteristics required in the finalreport. Ben plans and conducts lessons on:

organizing sentences dealing with the same topic intoparagraphs, writing a topic sentence, and indenting thefirst line; and

using descriptive language or the strategy of "showing,

not telling" to help the reader better understand.

Each of Ben's mini lessons starts with a reminder of thequality criteria and a look at the original exemplars for areminder of what that skill or characteristic looks like whendone correctly and/or how the weaker example might bemade better. Students are then given several practice exercisesto work on alone or in small groups. Ben models completingone or more of the practice exercises before asking studentsto work. As they complete the exercises, Ben circulatesaround the room to clarify instructions, coach individualstudents, and look at the work they are producing to ensurethat each student is being successful.

As homework, students are given a few practice exercisessimilar to those done in class. To prepare students for howthese same skills might be addressed on large-scale assess-

ments, Ben also gives them some multiple-choice problems

an_ISOLATION IS THE ENEMY OF IMPROVEMENT

provides opportunities forstudents to perform beyond

what is expected of all

uses routines to reinforce

skills

monitors students' workefficiently

plans lessons to address all

skills required in final

assessment

connects lesson to the

expectations for student

performance, using exemplars

provides guided practice

before asking students to try

independently

38

addressing the skills. (Classroom practice exercises andhomework for the two mini lessons are included at the endof this vignette.)

Ben uses his observations of student work both classwork

and homework to decide whether students are ready to usea new skill on their own in their reports and, if not, to diag-nose what they do not understand. When necessary, he pullsstudents having similar difficulties into a small ad hoc groupto clear up misconceptions and/or reteach the new skill.

While watching students complete exercises on organizingsentences into paragraphs, Ben notes that although most ofhis English learners and even some students who are fluent inEnglish understand the concept of organizing around a singletopic, they do not include transition phrases between sen-tences or between paragraphs. He makes a note to pull thesestudents aside for a special lesson on transition phrases.

The classroom assessment....

Ben has completed his unit and feels his students are ready totry their hand at writing their animal reports. He gives theclass a prompt (see below), reads it over with them, answersquestions, and then tells them they will have two classperiods to write their first draft.

Assignment

Write a report on the animal you have been learningabout. Your report should have at least three para-graphs. You do not need to use all the facts that youfound. Pick the ones you think are most interesting toshare. Your grade will depend on how well you:

provide information about your animal and organize it

into paragraphs;

help your reader understand information about youranimal by showing, not just telling; andhelp your reader understand what you have to say by

using correct spelling, punctuation, and indentation ofparagraphs.

BEST COPY AVAILABLE

=

37

gives students opportunities

to practice various forms of

the assessment

uses student work todiagnose needs

circles back to students who

need additional support

gives clear directions about

what will be expected on the

assessment

shares in advance the criteria

on which student work willbe judged

holds students accountable

only for what they have been

taught

_31IDENTIFYING TEACHER SKILLS IN PRACTICE

The students are told that they should work by themselves as

much as possible, but that they can ask for help from a

friend or from the teacher if necessary. They are free to use

any resources in the room for assistance, including thedictionary or their initial research materials. Ben plans tonote the type of assistance requested by students. In eachcase, he will ask himself whether the request indicates a lackof understanding or confidence, or whether it simplyindicates interest in gathering ideas from others.

At the close of the second day, Ben collects the papers fromthe entire class.

assesses the degree to which

students can work

independently, but scaffolds so

that every student can

participate in the assessment

The student work, worksheets, and plans on the following pages illustrate that the teacher also:

creates long-range and short-range plans that are appropriately sequenced;

plans unit to address all skills needed in final assessment;

develops homework tasks that can be done independently;

makes sure homework exposes students to ways in which the skill will be assessedon tests;

creates class worksheets that provide models of good responses; and

ensures that both classwork and homework provide a variety of ways for students todemonstrate the same skill.


33

Tea

chin

g E

xem

plar

s

Pap

er A

- B

ottle

nose

Dol

phin

s

Its h

abita

t is

salt

wat

er. D

olph

ins

are

foun

d in

coas

tal w

ater

s ar

ound

the

wor

ld. T

hey

eat i

nsho

refis

h lik

e ca

pelin

, anc

hovy

, sal

mon

, and

shr

imp.

Dol

-ph

ins

can

eat 6

feet

und

er w

ater

and

can

sta

y do

wn

for

15 m

inut

es. S

omet

imes

dol

phin

s ge

t sic

k fr

ompo

llutio

n.

Dol

phin

s ca

n liv

e up

to 5

0 ye

ars.

Its

coat

issm

ooth

and

like

rub

ber.

A d

olph

in is

a m

amm

al. D

ol-

phin

s ea

t up

to fo

ur p

ound

of f

ish

a da

y.

Whe

n do

lphi

ns s

leep

, the

fem

ale

slee

ps o

n to

p of

the

wat

er a

nd th

e m

ale

slee

ps o

n th

e bo

ttom

. Whe

nth

e m

ale

need

s ai

r, it

goe

s up

to th

e to

p th

e w

ater

toge

t it a

nd th

en it

goe

s ba

ck d

own.

Som

e pe

ople

let b

allo

on g

o an

d th

ey g

o in

to th

eoc

ean.

Dol

phin

s th

ink

it is

food

and

eat

it a

nd c

an d

ie.

Oth

er p

ollu

tion

like

gas

and

soda

can

s ca

n hu

rt d

ol-

phin

s. W

hen

a do

lphi

n is

sic

k it

crie

s to

get

hel

p fr

omot

her

dolp

hins

who

try

to h

elp

it to

the

top

so it

can

brea

the.

We

can

help

dol

phin

s by

not

pol

lutin

g th

eoc

ean.

Pap

er B

- H

orse

s

I cho

se h

orse

s be

caus

e I l

ike

to r

ide

them

. Ial

so li

ke to

pet

them

. Hor

ses

are

very

nic

e an

d th

eylik

e to

be

pette

d to

o. T

hey

have

long

hai

r on

thei

rne

ck a

nd ta

il. T

he h

air

dow

n th

eir

neck

is c

alle

d a

man

e. It

is fu

n to

bru

sh th

eir

man

e an

d ta

il.

Hor

ses

are

very

fun

to r

ide.

At t

he c

amp

I go

toev

eryb

ody

gets

to h

ave

hors

e ba

ck r

idin

g le

sson

s.W

hen

you

ride

a ho

rse

you

need

to p

ut a

sad

dle

on it

sba

ck. S

ome

peop

le r

ide

bare

bac

k bu

t onl

y if

they

are

real

ly g

ood.

Hor

ses

also

wea

r sh

oes

on th

eir

feet

.P

eopl

e pu

t sho

es o

n th

eir

feet

so

thei

r fe

et w

ont g

etso

re w

hen

they

wal

k an

d ru

n.

Hor

ses

eat m

any

diffe

rent

thin

gs. H

orse

s ea

tha

y, g

rass

, bar

ley

and

oats

. Oat

mea

l is

thei

r fa

vorit

efo

od b

ecau

se it

giv

es th

em a

lot o

f ene

rgy.

The

y al

solo

ve c

arro

ts, a

pple

s, m

olas

ses

and

suga

r cu

bes.

Som

e-tim

es th

eir

owne

rs w

ill g

ive

them

a b

lock

of s

alt t

om

ake

them

thirs

ty s

o th

ey w

ill d

rink

enou

gh w

ater

.

Mos

t hor

ses

live

on fa

rms

or r

anch

es, b

ut s

ome

hors

es a

re w

ild. W

ild h

orse

s liv

e on

flat

gra

ssla

nds

whe

re th

ey g

raze

and

they

are

abl

e to

sur

vive

har

dw

eath

er. T

here

are

not

ver

y m

any

wild

hor

ses

any-

mor

e be

caus

e m

ost o

f the

m h

ave

been

trai

ned

bype

ople

.

Prerequisite LearningExperiences

Distinguish fiction andnonfictionRead several examples

of nonfiction/reports

V'Standards to be Assessed

Create a single paragraph

Develop a topic sentenceInclude simple facts and

supporting details

Write descriptions that useconcrete sensory details topresent and supportunified impressions ofpeople, places, or things

Indent paragraphs, use

appropriate punctuationand capitalization of simplesentences

Standards to be PracticedDistinguish common formsof literature (e.g., fiction,nonfiction)Use titles, tables ofcontents, chapter headings,

glossaries, and indexes to

locate information in textDemonstrate comprehensionby answering questions fromtext

Unit Plan Report of Information

AssessmentStudents will independently

write a multi-paragraph reporton animals using information

gathered from various text andother resources

Criteria for Success

Gather facts from at leastone source

Organize writing inparagraphs/topic sentences

Use sensory details

to describe

Use appropriate conventions

3_4_ISOLATION IS THE ENEMY OF IMPROVEMENT

IIINIMMO

4-

1-I-

ft,

Requisite Opportunitiesto Learn

Lessons and Practice:

Identifying sources of information

Using structural features of text,titles, subtitles, index, etc.

Identifying relevant types of

information about animals

Concept of paragraph/

Purpose for reader

Identifying topic sentences

Grouping sentences on same

topicOrdering sentences and

paragraphs

Composing topic sentences to

indicate main idea and transitions

for reader

Identifying descriptive words

Writing "showing" not "telling"sentences

Norms for indentation

Punctuation/capitalization of

simple sentences

Sentence construction

4 0

Cla

ssro

om P

ract

ice

Exe

rcis

e an

d H

omew

ork

Org

aniz

ing

Sen

tenc

es In

to P

arag

raph

s

Cla

ssro

om P

ract

ice

Org

aniz

ing

Sen

tenc

es in

to P

arag

raph

s an

d W

ritin

ga

Top

ic S

ente

nce

1. R

ead

each

of y

our

sent

ence

str

ips

and

lay

them

out

so

that

you

can

see

them

all

at o

ne ti

me.

2. P

ut y

our

sent

ence

str

ips

into

gro

ups

by to

pic.

All

fact

sab

out w

hat y

our

anim

al e

ats,

for

exam

ple,

sho

uld

be in

one

grou

p. A

ll fa

cts

abou

t wha

t you

r an

imal

look

s lik

e sh

ould

be

in a

noth

er g

roup

.

3. R

ead

the

sent

ence

s in

one

gro

up. W

hat i

s th

e m

ain

idea

of

thes

e se

nten

ces?

Wha

t sen

tenc

e ca

n yo

u pu

t in

fron

t of

thes

e se

nten

ces

to te

ll w

hat t

hey

are

all a

bout

? W

rite

your

mai

n id

ea s

ente

nce

on a

sen

tenc

e st

rip u

sing

a r

ed m

arke

r.C

lip a

ll th

e se

nten

ces

on th

at to

pic

toge

ther

with

the

mai

nid

ea o

n to

p or

at t

he e

nd o

f you

r se

t.

4. If

you

hav

e fa

cts

that

don

't fit

in a

ny g

roup

, you

hav

e a

choi

ce to

mak

e.M

aybe

they

sta

nd a

lone

as

thei

r ow

n pa

ragr

aph.

May

be y

ou w

ill w

ant t

o w

rite

one

or tw

o m

ore

fact

s on

that

topi

c to

go

with

them

.Y

ou m

ight

dec

ide

not t

o us

e th

em in

you

r re

port

.

5. T

ake

one

of th

e pa

ragr

aphs

you

will

use

in y

our

repo

rt a

ndw

rite

it on

a s

epar

ate

piec

e of

pap

er. T

urn

the

pape

r in

at

the

end

of th

e w

ritin

g pe

riod.

Hom

ewor

kO

rgan

izin

g S

ente

nces

into

Par

agra

phs

and

Writ

ing

a T

opic

Sen

tenc

e

1. W

hich

of t

he s

ente

nces

bel

ow te

lls th

e m

ain

idea

of t

hepa

ragr

aph?

Hou

ses

can

be b

uilt

with

man

y di

ffere

nt ty

pes

of m

ater

ials

.S

ome

hous

es a

re b

uilt

with

bric

ks a

nd s

ome

are

built

with

cem

ent.

In th

e ol

den

days

, hou

ses

wer

e bu

ilt w

ith lo

gs.

The

se w

ere

calle

d lo

g ca

bins

. Hou

ses

can

be b

uilt

with

man

ydi

ffere

nt ty

pes

of m

ater

ials

. In

som

e co

untr

ies,

peo

ple

use

mud

to m

ake

thei

r ho

mes

. Igl

oos,

whi

ch a

re o

nly

in v

ery

cold

pla

ces,

are

hou

ses

that

are

mad

e of

ice.

A. I

n th

e ol

den

days

, hou

ses

wer

e bu

ilt w

ith lo

gs.

B. H

ouse

s ca

n be

bui

lt w

ith m

any

diffe

rent

type

s of

mat

eria

ls.

C. S

ome

hous

es a

re b

uilt

with

bric

ks a

nd s

ome

are

built

with

cem

ent.

2. W

hich

of t

he s

ente

nces

bel

ow d

oes

not s

eem

to b

elon

g in

the

para

grap

h? W

hy?

The

Wrig

ht b

roth

ers

inve

nted

the

airp

lane

in 1

903.

Bac

kth

en, a

irpla

nes

used

pro

pelle

rs. T

oday

, airp

lane

s us

e je

ten

gine

s. A

irpla

nes

are

also

muc

h fa

ster

toda

y th

an th

ey u

sed

to b

e. T

he fi

rst t

hing

you

may

not

ice

abou

t a p

lane

is th

ew

ings

that

stic

k ou

t on

eith

er s

ide

of it

s lo

ng b

ody.

Peo

ple

can

trav

el a

roun

d th

e w

orld

in o

nly

a fe

w h

ours

. Airp

lane

sha

ve im

prov

ed a

lot s

ince

they

wer

e fir

st in

vent

ed.

A. A

irpla

nes

have

impr

oved

a lo

t sin

ce th

ey w

ere

first

inve

nted

.B

. The

Wrig

ht b

roth

ers

inve

nted

the

airp

lane

in 1

903.

C. T

he fi

rst t

hing

you

may

not

ice

abou

t a p

lane

is th

ew

ings

that

stic

k ou

t on

eith

er s

ide

of it

s lo

ng b

ody.

0 r; H 0 z -I m m z m 0 3 0 m m z

Cla

ssro

om P

ract

ice

Exe

rcis

e an

d H

omew

ork

Sho

win

g, N

ot T

ellin

g

Cla

ssro

om P

ract

ice

Sho

win

g, N

ot T

ellin

g

Bel

ow y

ou a

re g

iven

thre

e ex

ampl

es o

f sen

tenc

es th

at "

show

,no

t jus

t tel

l" ab

out a

topi

c. P

ract

ice

writ

ing

"sho

w, n

ot ju

stte

ll" s

ente

nces

for

each

of t

he s

ente

nces

bel

ow. S

omet

imes

whe

n yo

u ex

plai

n so

met

hing

by

"sho

win

g" it

in w

ords

, you

will

wan

t to

writ

e m

ore

than

one

sen

tenc

e.

Exa

mpl

e A

:T

ell:

Bird

s ca

n be

ver

y no

isy.

Sho

w: S

omet

imes

a b

ird w

ill s

quaw

k fo

r ho

urs

with

out t

akin

g a

brea

k.

Exa

mpl

e B

:T

ell:

The

tree

was

tall.

Sho

w: T

he to

p of

the

tree

rea

ched

the

four

th s

tory

win

dow

on th

e bu

ildin

g ne

xt d

oor.

Exa

mpl

e C

:T

ell:

The

witc

h w

as u

gly.

Sho

w: T

he w

itch'

s fa

ce w

as w

rinkl

ed. H

e ha

d on

e re

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INSTRUCTIONAL VIGNETTE: MEG TIPPLE

XacAin7 Cievend graciers folise .Ircenfars

As the students in Meg Tipple's seventh-grade math classenter the classroom, they note the "sponge" assignmentwritten on the board, get out their math notebooks, andbegin writing to the prompt: "Write down everything youcan say about 30%." After quickly taking roll, Meg circulatesaround the room, noting the terminology students use intheir quick-writes, and then she calls for students' attention.

As part of our focus this quarter on being informed consum-ers, you have compared rates and unit prices to investigateadvertising claims, and you have used ratios and proportionsto plan a main course and an appetizer for a large dinnercelebration. Today, we are beginning a unit on percentages.(A copy of Meg's unit plan is included at the end of thisvignette. The vignette covers section 3 of the unit plan.) Megmoves to a chart on the wall labeled, "What math is involvedin being an educated consumer?" and adds the word "per-cents" to the chart.

At the end of this part of the unit, you will show what youhave learned by planning an athletic banquet within a setbudget. You will have to make decisions about planning amenu, selecting entertainment, and purchasing awards,decorations, and gifts for the coaches. During the unit, youwill have lots of opportunities to work together, but each ofyou will need to plan the awards banquet on your own. So itis important for you to take responsibility for your ownlearning by asking questions as we go along when there issomething you don't understand.

She shows students a chart listing the criteria on which theirathletic awards banquet project will be judged. You will need to:

correctly use fractional benchmarks to estimatepercents;use counting and rounding to estimate percents;accurately analyze data represented in a circle graph;correctly calculate savings in a percent-off sale;make a plan that is within your budget; andprecisely construct a circle graph to representpercents.

43

The teacher....

establishes routines and

standards for behavior

uses quick-write routine tobegin assessing students'

prior knowledge

connects new learning to

real-world skills and previous

lessons

shares up-front how students

will be assessed


students will meet

expectations

encourages students to take

responsibility for their own

learning

shares criteria on whichstudent work will be judged

-31IDENTIFYING TEACHER SKILLS IN PRACTICE

Next, she begins a class discussion about percents asking:What is a percent?

Where have you seen percents used in everyday situations?How do percents relate to fractions? Decimals?

How many students would make up 100% of your mathclass? 50%? 25%?

Students share their ideas aloud in the large group and,though many of them struggle to make their ideas clear, Megis confident that they are familiar with the basic conceptsthey need to proceed with the unit.

She gives the students a worksheet and has students work inpairs to estimate which answer best completes each state-ment. After giving them time to work together on the sevenworksheet problems, she has them answer questions A and Bindependently.

Select one of the estimates on the right to fill in each of thesesentences: In our math class

1. of thestudents are left-handed.

2. of thestudents have brown hair.

3. of thestudents like pizza.

4. of thestudents are wearingsneakers today.

5. of thestudents are 12 years old.

6. of thestudents have summerbirthdays.

7. of thestudents like football.

-fewer than 10%-fewer than 50%-more than 50%-at least 90%about 25%

-about 50%-about 75%100%

A. How did you decide whichpercentage to use with eachstatement?

B. How could you check your

estimates?

While students work in pairs, Meg circulates, asking studentsquestions about their estimates and the strategies they usedto come up with those estimates. During this time, shemakes notes on a class list about students' understanding ofthe meaning of percents, their familiarity with estimating

BEST COPY AVAILABLE3.13_ISOLATION IS THE ENEMY OF IMPROVEMENT

checks for understanding of

prerequisite skills

uses a variety of grouping

strategies as well as some

individual accountability

continues to assess prior

knowledge

4.4

percents, and their understanding of the relationship amongdecimals, fractions, and percents.

Meg notices that as students try to select the percent thatmakes each statement true, some students make commentslike "not very many so let's pick 10%," or "most students sowhat's the largest percent," or "about half and half" as theyestimate the number of students and match it to a percentagestatement. Others guess with no apparent strategy.

As a result of these observations, Meg decides to spend a fewminutes reviewing with the class the relationship of fractionalparts to percents and helping them see how to use familiarbenchmarks like 25%, 50%, and 75% to make estimates.She tells students that estimating a percent is much the sameas estimating a fractional part of something. She holds upfraction circles representing 1/5, 1/3, 3/8, etc. and asksstudents to name the fraction and then determine whetherthe fraction represents a percent nearer to 25%, 50%, 75%,or 100% of the whole. As students offer correct responses,she asks them to explain how they made their estimate andthen repeats their explanation in her own words to providethe class with models of good problem solving. In each case,she points out how the students used the familiar bench-marks of 25%, 50%, or 75% to make their estimate.

Next, Meg gives each student a few pieces of graph paper.She asks them to outline a 10 x 10 box and shows them howto demonstrate 1/4 = 25 squares or 25% of the 100 squares.She then points to the homework assignment on the boardand tells students to copy it into their notebooks.

Homework:

On the graph paper you have been given, fill in the percent-

ages and illustrate the following fraction and percentequivalents: 1/2 = 50%, 3/4 = %, 1 whole = %, and2/5 = %.

Estimate the percentage that would be equivalent to:7/8, 2/3, and 1/6 and write an explanation of how youmade your estimate for each.

BEST COPY AVAILABLE

45

systematically tracks needs of

individual students

adjusts instruction based on

observations of student

understandings and

misconceptions

designs homework to provide

independent practice of skills

taught in class


The second day....

Students enter the classroom and begin writing a response tothe question written on the board: A store advertised, "BestSale Ever! 10% discount on all items!" Is this a good sale?Why or why not? While students are writing, Meg looksthrough the homework that students placed in the basket bythe door, quickly eyeballing them to check on the work ofa

few students who seemed to have had difficulty in yesterday'sclass.

Meg has students quickly share their answers to the writingprompt with a partner. She then randomly picks two namesfrom the class name container (names written on Popsiclesticks) and asks those two students to share their discussionaloud with the class. She asks the rest of the class to agree,disagree, or add to the comments shared.

Meg begins today's lesson by telling the class that later in theperiod they will be given some information about a footballteam and what percent of its $20,000 budget it has spent oncertain items. From that information, students will be askedto estimate approximately how much money the team spenton each item. She reminds them that in this case they willnot be calculating to get an exact figure, but instead, estimat-ing in their heads.

Today we will continue our work with fractional benchmarksfamiliar fractions like 1/2 or 50% and 1/4 or 25% to

estimate percentages that are close to those benchmarks. Asshe says this, she points to the chart listing the criteria thatwill be used to judge the final project. This is one of the skillsyou will need to know in order to plan your banquet.

As we do this, you can think about fractional parts and use

25%, 50%, and 75% as benchmarks for checking whetheryour estimate is reasonable. In your homework, you demon-strated percents using a box divided into 100 squares. Eachsquare represented 1/100 or 1% of the whole. Look at thenumber line on the board. Let's estimate 23% of 400.


presents familiar and authentic

problems

designs procedures and

routines for students that

facilitate ongoing assessment of

student progress

uses procedures that require all

students to be prepared to

share their thinking and justify

their answers

makes connections between

lessons and what students will

be expected to do

46

Meg demonstrates thinking aloud. In this case, 400 is the whole.

Which benchmark percent is 23% closest to? (25%) We can use

that benchmark, 25% or 1/4, to mentally figure out the amount.What is 1/4 or 25% of 400? One quarter of 400 is 100, so 23%

of 400 is a little less than 100. When we estimate, we don't need

to say exactly how much less.

After demonstrating how she solved this problem for thewhole class, Meg passes out a worksheet that includes thefollowing problems: What is 25% of 200? What is 55% of400? What is 76% of 400? What is 75% of 200? She encour-ages the students to work in pairs to figure out the answers.After giving them time to work, she calls on pairs to sharetheir responses with the whole class.

As answers are shared, a few students seem to be confused orto forget the size of the "whole." For instance, Bill says that25% of 200 is 25. Meg responds that 25 would be correct ifthe number or the whole set was 100 as it was when theyfound 25% of the 100-square graph paper box, but that nowthe whole set was 200. She prompted with the followingquestions: How many in the whole? (200) Twenty-five percent

is closest to what fraction? (1/4) What is 1/4 of 200? (50)What is 25% of 200? (50) She asks if anyone else thoughtabout this a different way, and one student says she figuredthat if 25% of 100 is 25, then 2 times 100 is 200, and so2 times 25 would make 50. Meg has students do a few moreexamples until confusions like Bill's seem to be cleared up.

Next, Meg distributes Worksheet A (included at the end ofthis vignette), and students independently begin work on it.Meg works with two students who seem to have troublegetting started, prompting them with questions to get themgoing (e.g., what benchmark percent is that closest to: 25%,50%...?). After students complete the worksheet, Meg hasthem process what they have learned by asking them to shareideas about these questions:

What methods did you use to estimate the percentage

increase in dollar amounts?

How did you decide if your estimates are reasonable?

4 7

anticipates a common

misunderstanding, making sure

students are given problems

where "a whole" is not"100"

models math strategy and

thinking process

encourages students to work

together so they will have toexplain their thinking as they

work

checks for understanding and

reteaches

encourages multiple

strategies to solve the

problems

provides students

opportunities to process

what they have learned


At the end of the class period, Meg collects the worksheetand students copy the homework assignment.

Homework:

There is a picture of an American Flag on page 114 in yourmath book. Estimate the percentage of the flag that is madeof stripes and the percentage that has stars in the blue area.Plan a way to verify your estimates. Be prepared to discuss

your answers at the beginning of the period tomorrow.

The third day....

Pairs share homework solutions and strategies with eachother.

Quick-Write: How would you estimate 3% of 445?

After students share ideas, Meg begins: Sometimes, like inthe problem we just worked on, the percentage we are tryingto estimate is not very close to any of the benchmarks weworked on yesterday. To estimate these, you will want to usecounting and rounding. As she says this, she again points tothe chart of criteria for the final project. Meg presents a minilesson on counting and rounding, and then reviews thisstrategy by sharing aloud a strategy for solving the problemshe gave in the quick-write. As she shares her thinking aloud,she writes these key phrases on the board:

3% means $3 for every $100

And, therefore, $1.50 for every $50

To find 3% of $445, count the number of $100s thatyou need: 4

Then you have $45 left over, which can be rounded to$50

So 3% of $445 is about 4($3) + $1.50, which equals$13.50

Meg asks students to estimate and discuss their strategies forfiguring 6% of 625 and then 8% of 650. She has them sharetheir thinking aloud, and, as they do, she writes out the stepson the board so students have a model of how to record theirmental math.

BEST COPY AVAILABLE

42_ISOLATION IS THE ENEMY OF IMPROVEMENT ..

uses quick-write routine to

foreshadow skills to be taught

that day

teaches additional problem-

solving strategies

illustrates how thinking is

portrayed in written form

repeatedly models what

students will be expected

to do

4$

Next, she distributes Worksheet B (included at the end ofthis vignette), and students independently complete theactivity. As they do that, Meg circulates, prompting students,asking questions to push their thinking, asking them todescribe the strategy they used, clearing up misunderstand-ings, and looking at the work they are producing to makesure that each student is being successful. As she circulates,she makes notes for use in planning the next day's lesson.

Students who have finished their worksheet copy the home-work assignment into their notebooks and begin theirhomework.

When the rest of the class is finished with the worksheet,Meg has the students share their estimates for expenses, theamount the district will pay, and the amount for which fundsmust be raised. As students share, Meg asks for alternativeresponses and then helps students understand why there arediscrepancies by asking them to describe the mental mathstrategies they used for estimating.

Minutes before the dismissal bell rings, Meg says, Thehomework you have tonight will give you a chance to practicethe skill of counting and rounding on your own. Don't forgetto get the assignment down! (The homework is included at

the end of this vignette. )

Over the next several days....

Meg teaches lessons on the skills students will need tocomplete their final project, including (see Meg's unit plan at

the end of this vignette):converting among fractions, decimals, and percents;

interpreting data in a circle graph;

constructing a circle graph;

finding discounts and resulting sale prices;

using calculators to find sale prices;

calculating savings in a percent-off sale;

determining savings with discount coupons; and

planning a budget.

uses student work to plan

subsequent lessons

requires individual

demonstration of skills after

much guided practice

provides opportunities tolearn all prerequisite skills


4 9

Each day Meg begins with a reminder of how the lesson andfollow-up work will help students plan the athletic banquetwithin a set budget, referring to the criteria chart she sharedon the first day of the unit. Whenever possible, she pointsout models of the quality work she will be looking for.

After each lesson, students are given practice exercises to workon alone or in small groups. Before asking students to startwork, Meg models similar problems by showing examples orthinking aloud as she works through an exercise. As studentswork, Meg circulates around the room to clarify instructions,coach individual students, clear up misunderstandings, andlook at the work they are producing to make sure that eachstudent is being successful. When needed, she stops to reteacha concept or makes notes for use in planning the next day'slesson. As necessary, she pulls together small groups of

students having similar difficulties to clear up misconceptions.

Unit review and self-assessment....

Meg has completed the unit and believes that her studentsare just about ready for the assessment. She summarizes themajor areas of study over the past two to three weeks andtells students that they are now going to get ready to plan theathletic banquet.

When you plan your athletic banquet tomorrow, you aregoing to be given $2,500 to spend. You will know the num-ber of students and coaches who will attend and the costs for

food, entertainment, trophies, and decorations. You are goingto have to choose from among lots of different foods, types of

awards, decorations, entertainment, and gifts and staywithin your budget. When you have decided what you willbuy and how much you will spend on each, then you willmake a circle graph to illustrate how your money was spent.*As Meg explains the final project, she shows the prompt onan overhead and explains that students will each get a copyat the start of class the next day. (See Final Unit Assessmentat the end of the vignette.)

* Based on the curriculum unit, Buyer Beware, Math Scape Seeing

and Thinking Mathematically, Glencoe/McGraw Hill, 1998.


relates skills being learned to

larger learning task

shares models of expected

quality

monitors the progress of all

students and reteaches as

necessary

illustrates exactly what

students will be required to

do so that students can focus

their last-minute review

50

She points out the criteria chart for a high-level response tothis assignment and, again, reviews the criteria. For eachcriterion, she offers an example or shows a model from aprevious lesson (e.g., a good budget plan, circle graph).As she shares the model, she reminds the students of thespecific characteristics that she will be looking for in theirwork. For example, she explains: When you write up yourbudget plan, you will need to be sure that you purchaseeverything required for the banquet and that your purchasesadd up to a figure close to, but not a penny over, yourallotted budget.

So, now before you get the assignment for your final project,I want to give you some time to think about whether you areready, and if not, what other help you may need. I want youto look back over your portfolio of work from this unit andthink about the skills and criteria I have just reviewed. Canyou do all these? If not, this is your chance to get yourselfready for the final project.

You guys know the procedure for convening a study group,how to sign up for a conference with me if you need my helpwith something, and what is expected if you plan to work on

your own.

She gives students a few minutes to review their portfolioand then does a rapid roll call, asking each student to reportout how he will be using this unit review period.

The final project begins....

Meg starts the class by reviewing for the last time the criteriaon which the students' work will be judged, and then givesstudents the assignment, saying, This project puts togetherall of the skills we have been working on for the last two

weeks.

repeats criteria on which

student work will bejudged

illustrates the performance

standard by pointing out

specific characteristics in

exemplars

encourages students to

develop independence and to

take responsibility for theirown learning

establishes routines and

procedures that make it

possible for students to get

the kind of help they need

provides opportunities forstudents to assess their own

work

allows for student choice and

different learning styles as they

review unit skills

chooses to assess multiple

related standards applied in a

complex task

ASIDENTIFYING TEACHER SKILLS IN PRACTICE

You will have two class periods to finish this task. When youare finished, I want you to take some time before you turnin your work to complete the self-assessment sheet andattach it to your project. It will ask you to commenton how you think you did in relation to each of the criteriaI just went over. Before you go home tonight, I will collectyour work in progress. I'll return it to you tomorrow, so thatyou can continue your work.

When you get your papers back, I will return them with the"Teacher Comments" page attached. (The teacher commentsare included at the end of this vignette.) It will explain howyou did on each of these criteria. Then, you will have adecision to make about whether you want to revise yourproject for additional credit.

Your work this last couple of weeks has shown me you areready for this project. I know you'll do great work!

requires that students apply the

established criteria to their own

work through self-assessment

offers a realistic time frame to

complete the assessment, but

makes sure all work is done

independently in class

provides feedback specific to

the established criteria so that

students know what is needed

to improve their work

gives students an opportunity to

revise and improve their work


students will meet expectations

The assessment, plans, and worksheets on the following pages illustrate that the teacher also:

creates long-range and short-term plans that demonstrate knowledge of content andappropriate sequencing;

plans instructional units based on content standards;

breaks down standards and articulates instructional goals in terms of what students willbe required to know and do;

designs homework and classwork sheets to provide independent practice of skillspracticed in class; and

designs assessment to provide appropriate evidence of the standards.

6_ISOLATION IS THE ENEMY OF IMPROVEMENT 5

Final Unit AssessmentThe Informed Consumer: Percentages Unit*

Planning an Athletic Banquet on a BudgetYou have been given $2,500 to plan the athletic banquet. The money was donated for the banquet and that's all itcan be used for, so you need to spend close to $2,500. You can't spend more than this.

Athletic Banquet Attendance

Sport Students Coaches

Field Hockey 20 2

Football 50 3

Soccer 30 2

Tennis 16 2

Basketball 20 2

Volleyball 12 1

Cross-country 12 1

Swimming 8 1

Lacrosse 18 2

I. Use the Athletic Banquet Price List to help you plan your choices for food, entertainment, awards, decora-tions, and gifts for the coaches.

2. When you have figured out how much you will spend for each category, write your plan for what you willbe doing for each of the following: food, entertainment, awards, decorations, and gifts for the coaches.

3. Make a chart to record your total expenses in each category.4. Write down the total amount you will spend on the banquet. Tell how much money, if any, you will have

left over from the $2,500 you were given to spend.

Display Your Budget Data in a Circle GraphYou need to present the information in your banquet plan to the athletic advisory committee. Make a circle graphfor the presentation.

Use the circle on the handout, How To Construct a Circle Graph.Use percentages to label each sector of your circle graph.Make sure your sectors are clearly labeled and that the graph has a title.

Athletic Banquet Price ListGlordanno's by the Bay

Catering MenuBroiled tenderloin $5.75

Hot turkey sandwichSpaghetti with meatballs

Fried fantail shrimp

Baked vegetable lasagna

Enchiladas nortenas

Guadalajara burritoVegetable burrito

$5.25

$5.10$6.25

$5.50$6.50

$5.40$6.10

EntertainmentThe Rocksters $200 per hour

25% surcharge over 2 hours

Sammy the DJ $100 per hour50% surcharge per hour for music

of your choice

Alan's Awards ShopTrophies $5.95

25% discount on all ordersover 50

Plaques $4351/3 off on all orders over 10

Party DecorationsOutlet

$1.99 per package$2.99 per package

$3.49 per package

Streamers

Balloons

Confetti

15% off on orders over 10 packages

The Coaches' AthleticGift Shop

Award Plaques $19.95 each10% off on orders over $100

Desk Plates $24.95 each

25% off on orders over 10

BEST COPY AVAILABLE

* Based on the curriculum unit, Buyer Beware, Math Scape Seeing and Thinking Mathematically, Glencoe/McGraw Hill, 1998.


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3.2

Not

e th

e m

etho

d of

der

ivin

g th

e so

lutio

n an

d de

mon

stra

te a

con

cept

ual u

nder

stan

ding

of

the

deri

vatio

n by

sol

ving

sim

ilar

prob

lem

s.3.

3D

evel

op g

ener

aliz

atio

ns o

f th

e re

sults

obt

aine

d an

d th

e st

rate

gies

use

d an

d ap

ply

them

to n

ew p

robl

em s

ituat

ions

.

Ass

essm

ent:

Stud

ents

use

wha

t the

y ha

ve le

arne

d ab

out u

nit p

rice

to ta

keon

the

role

of

inve

stig

ativ

e re

port

er to

res

earc

h cl

aim

s m

ade

bya

sand

wic

h ba

r ab

out t

he u

nit p

rice

s of

thei

r sa

ndw

iche

s.

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essm

ent:

Stud

ents

use

wha

t the

y ha

ve le

arne

d ab

out r

atio

and

prop

ortio

n to

pla

n fo

r an

inte

rnat

iona

l din

ner.

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y se

t up

and

solv

e pr

opor

tions

usi

ng e

qual

rat

ios

or c

ross

pro

duct

s to

incr

ease

a d

inne

r re

cipe

, and

they

use

pro

port

ions

to d

ecid

e th

eco

sts

of a

ppet

izer

s fo

r th

e bu

ffet

.

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essm

ent:

Stud

ents

use

wha

t the

y ha

ve le

arne

d to

pla

n an

ath

letic

banq

uet.T

hey

are

give

n a

set a

mou

nt o

f m

oney

and

mus

t kee

pa

budg

et to

kee

p tr

ack

of m

onet

ary

expe

nditu

res.

The

y m

ake

deci

sion

s on

pla

nnin

g a

men

u, s

elec

ting

ente

rtai

nmen

t, an

dpu

rcha

sing

aw

ards

, dec

orat

ions

, and

gif

ts f

or th

e co

ache

s.T

hey

mus

t als

o di

spla

y th

eir

budg

et in

a c

ircl

e gr

aph.

SEC

TIO

N O

NE

: RA

TE

SSE

CT

ION

TW

O: R

AT

IOS

AN

D P

RO

POR

TIO

NS

SEC

TIO

N T

HR

EE

: PE

RC

EN

TS

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son

Con

tent

and

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llsL

esso

n C

onte

nt a

nd S

kills

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son

Con

tent

and

Ski

llsC

alcu

late

the

unit

pric

e of

an

item

.Se

t up

ratio

s to

com

pare

item

s.U

se b

ench

mar

ks to

est

imat

e pe

rcen

ts.

Det

erm

ine

whi

ch p

acka

ge s

ize

is th

e be

tter

buy.

Use

rat

io ta

bles

to f

ind

equa

l rat

ios.

Est

imat

e pe

rcen

ts u

sing

men

tal m

ath.

Use

wei

ght u

nits

to c

ompa

re th

e pr

ice

of d

iffe

rent

item

s.W

rite

rat

ios

as s

impl

ifie

d fr

actio

ns.

Use

cou

ntin

g an

d ro

undi

ng to

est

imat

e pe

rcen

ts.

Com

pare

pri

ce p

er o

unce

to d

ecid

e th

e be

tter

buy.

Dec

ide

if tw

o ra

tios

are

equi

vale

nt.

Con

vert

am

ong

frac

tions

, dec

imal

s, a

nd p

erce

nts.

Vis

ualiz

e an

d ca

lcul

ate

unit

pric

es w

ith a

pri

ce g

raph

.U

se r

atio

s to

com

pare

dif

fere

nt p

rodu

cts.

Inte

rpre

t dat

a in

a c

ircl

e gr

aph.

Con

stru

ct a

pri

ce g

raph

fro

m a

list

of

prod

ucts

.U

se c

ross

pro

duct

s an

d eq

uiva

lent

fra

ctio

ns to

com

pare

rat

ios.

Con

stru

ct a

cir

cle

grap

h.U

se a

pri

ce g

raph

to c

heck

uni

t pri

ce c

alcu

latio

ns.

Use

equ

al r

atio

s to

sol

ve a

pro

port

ion.

Find

dis

coun

ts a

nd r

esul

ting

sale

pri

ces.

Use

a c

alcu

lato

r to

fin

d th

e pr

ice

per

poun

d.U

se c

ross

pro

duct

s to

sol

ve a

pro

port

ion.

Use

cal

cula

tors

to f

ind

sale

pri

ces.

Est

imat

e to

fin

d th

e be

tter

buy.

Dec

ide

if it

is e

asie

r to

use

cro

ss p

rodu

cts

or e

qual

rat

ios

CO

Cal

cula

te s

avin

gs in

a p

erce

nt-o

ff s

ale.

Com

pare

uni

t pri

ces

to f

ind

the

bette

r bu

y.so

lve

a pr

opor

tion.

Det

erm

ine

savi

ngs

with

dis

coun

t cou

pons

.So

lve

unit

pric

e pr

oble

ms

usin

g a

calc

ulat

or.

Set u

p an

d so

lve

a pr

opor

tion.

Plan

a b

udge

t.Fi

nd a

nd c

ompa

re u

nit p

rice

s.U

se c

ross

pro

duct

s an

d/or

equ

al r

atio

s to

sol

ve a

pro

port

ion.

Dis

play

a b

udge

t in

a ci

rcle

gra

ph.

Cal

cula

te lo

ng-t

erm

sav

ings

with

the

less

exp

ensi

ve p

rodu

ct.

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pro

port

ions

to in

crea

se a

rec

ipe.

Con

stru

ct a

cir

cle

grap

h.U

se p

ropo

rtio

ns to

dec

ide

cost

s.So

lve

prob

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ts.

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ased

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expe

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stim

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the

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ount

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expe

nses

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imat

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e to

tal a

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nt o

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ount

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ple.

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uch

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Sat

urda

y?

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ing

Con

nect

ions

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ook

thro

ugh

new

spap

ers

and

mag

azin

es to

fin

d ar

ticle

s in

volv

ing

perc

ents

.D

esig

n a

colla

ge w

ith th

e ar

ticle

s. W

rite

out

per

cent

s fr

om 1

thro

ugh

100

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thei

req

uiva

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fra

ctio

nal b

ench

mar

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cher

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orm

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mer

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t

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ent

Peri

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ate

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s th

is w

ork

dem

onst

rate

:

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rect

use

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l ben

chm

arks

and

cou

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ng to

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ate

perc

ents

?

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urat

e an

alys

is o

f da

ta r

epre

sent

ed in

a c

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e gr

aph?

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rect

cal

cula

tion

of s

avin

gs in

a p

erce

nt-o

ff s

ale?

Eff

ectiv

e us

e of

a b

udge

t to

plan

exp

endi

ture

s?

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ise

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truc

tion

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cle

grap

h to

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rese

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nts?

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ased

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icul

um u

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ath

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athe

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ical

ly, G

lenc

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w H

ill, 1

998.

CHAPTER THREE

he Work of Instructional LeadershipSupporting Teachers to Build and SustainCritical Skills

TANDARDS, ULTIMATELY, ARE AN EXPRESSION OF A

school's or a district's values. Student standards reflect what the organiza-tion believes students can and should learn and do. Performance standards forteaching reflect what teachers are expected to do, and how well, in order toensure student success. Typically, schools think of standards as lists of desired

knowledge or skills, embodied for students in content standards and assessments,and for teachers in the criteria and processes used for teacher evaluation. But,irrespective of what might be printed in any documents, the real standards in aschool or district are evident in the quality of work expected and/or tolerated ofstudents and of teachers in their day-to-day work. Instructional leadership entailsengaging the school community in processes of identifying and examining thesede facto standards, raising hard questions about their rigor and efficacy, and, ifneed be, negotiating new, more appropriate expectations. By doing so, leaderscreate opportunities for teachers to learn and build their capacity to provideeffective instruction to all students.

To build and sustain the skills necessary for effective standards-based instruc-tion, teachers need opportunities to internalize the standards for student perfor-mance and to get feedback on whether their own instructional skills and prac-

5?_5_1

THE WORK OF INSTRUCTIONAL LEADERSHIP

tices are calibrated to the expectations for teacher performance. In particular, inorder to build the skills defined in Chapter One (page 18), teachers need practice:

identifying exemplars of student work that meet the performance standardsfor their students;

identifying the types of assignments and learning experiences that provide

students appropriate intellectual challenge in relation to the standard(s);

identifying and naming the quality criteria for adequate performance on agiven task;

creating or selecting high-quality classroom assessments;

making reliable judgments of student work in relation to the school's sharedperformance standards;

accurately analyzing student strengths and weaknesses as revealed in theirwork; and

identifying effective strategies for circling back to those students who needadditional assistance.

Traditional professional development hit-and-run workshops will notsuffice. If the skills required for effective instruction are to become sharedorganizational expectations, leaders must foster ongoing opportunities for thecollaboration, practice, and feedback that teachers need in order to arrive atcommon understandings of what they should expect of students and of them-selves. This requires that leaders create new structures that facilitate and newexpectations that require teachers to come together to examine expectationsand share expertise. But even as they do that, they must learn to more effectivelyuse time that has already been allocated for staff interactions around instruction.

Structures for Teacher Collaboration and Learning

One way instructional leaders can help staff develop and understand sharedstandards for student performance is by facilitating group analysis of studentwork. When structured as examinations of cross-classroom student worksamples, these conversations can help teachers negotiate shared performance

standards; internalize the qualities of high-quality work; and look for perfor-mance patterns that may point to strengths or areas of concern in the instruc-tional program. In this collaborative effort, they begin to identify, understand,and embrace higher expectations for both teaching and learning.


Teachers convene around a set of sample student papers to ask questions, such

as: Which of these papers should we consider good enough (at or above standard) for

students at this level? What are the specific characteristics we see in work that is good

enough? What is missing in work that is not yet to standard? Taking into consideration

the entire sample, what do these papers tell us about patterns of pelformance among

our students? What specific skills are they good at? With which ones are they having

trouble? Critical to the success of these dialogues is a leader who has deep knowl-

edge of the content represented in the work being discussed or an adequate

number of participants who have that knowledge and who are willing to questionand challenge their colleagues about the quality of the work under consideration.

Under skilled leadership, collaborative analysis of student work progresses

from sorting and analyzing patterns in the work to examining "next-step" ques-tions, such as: What can we do about those patterns that worry us? What went on in

the classrooms of teachers whose student work met or exceeded the standard? How can

we share expertise or resources to ensure that all students get those learning experiences?

In collaborating on answers to these questions, teachers deepen their understand-ing of the relationship between their instructional practices and the quality of thework that students produce. Research suggests that collective reviews of studentwork play a key role in enabling schools to break the too familiar pattern of lowacademic performance in high-poverty communities (Reeves, 1997; EducationTrust, 1998).

Another promising new collaborative structure through which teachers focus

on key issues of instruction is Lesson Study. Patterned on the practices of teach-

ers in Japan, and brought to the attention of teachers in the United Statesthrough the work of James Stigler in his book, The Teaching Gap (Stigler &Hiebert, 1999), Lesson Study convenes groups of teachers to plan lessons,observe each other teach, and then share feedback on what worked and how a

lesson might be revised.

Both collaborative analysis of student work and Lesson Study require leaders

to ensure that teachers have adequate time to interact in new ways. While these

collaborations provide valuable opportunities for teachers to learn together, they

are not the only means of fostering the instructional skills necessary to teach

effectively to standards. Administrators and teacher leaders should also look to

existing structures within induction programs and the teacher supervision-and-evaluation process as opportunities to stretch teachers' thinking about what getstaught, how it is taught, and how it should be evaluated. The one-on-one plan-ning-and-reflection conferences usually required as part of these processes provideknowledgeable instructional leaders opportunities to model, teach, and give

feedback on essential aspects of standards-based instruction.

59 THE WORK OF INSTRUCTIONAL LEADERSHIP

LOOKING AT STUDENT WORK:RESOURCES FORINSTRUCTIONAL LEADERS

The following resources may be useful to instructional

leaders learning to facilitate analysis of student work in

relation to standards:

Collaborating for High Standards: AnalyzingStudent Work

Produced by the Western Assessment Collaborative at

West Ed (2002), this video captures a faculty group

using student work to establish performance standards,

plan reteaching, and identify student performance

patterns that will guide their programmatic planning.

Supplemental materials provide student work samples

used in the video, along with protocols instructional

leaders can use to guide their own faculty through

similar analysis.

Standards in Practice

Sponsored by the Education Trust, this project provides

professional development to teacher groups, helping

them look at student work and assess whether their

assignments are rigorously aligned with standards; what

instruction their students need to reach standards; and

how to change their practice so that all students are

successful. More information about the project is

available at www.edtrust.org.

Exemplars

Exemplars is an online resource that provides

classroom-tested, standards-based assessment and

instructional materials tied to national standards.

Classroom activities include rubrics and annotated

benchmark papers. The project also offers professional

development support and products covering

Mathematics, Science, and Reading/Writing/Research.

More information is available at

www.exemplars.com.

Web Sites of Interest:Looking At Student Work: A project of the Annenberg

Institute for School Reform www.lasw.org

Coalition of Essential Schools

www.essentialschools.org.

Guiding Instructional Planningand Reflection

Included in the Appendix of this publication areseveral tools that can be used by individualteachers or groups of teachers who are involved incollaborative lesson development, as well as by

administrators or teacher leaders as they mentor,coach or supervise individual teachers. Each tool isbriefly described below and is included in itsentirety in the Appendix.

The first tool, "Teacher's Instructional

Lesson/Unit Planning Guide," walks a teacher or agroup of teachers through the instructionalplanning process and provides a list of questionsto be considered at each step. The questions aredesigned to cause teachers, first, to clearly articu-late their expectations for student performance interms of what students will do, then, to definehow achievement of those expectations will beassessed, and to anticipate common misunder-standings that may impede student learning. Aftercarefully considering these key issues, the teacheris then guided to develop lessons that will addresscommon misunderstandings and provide studentsopportunities to learn and practice each of theskills required in a successful performance.

The sequence of key questions in the planningprocess consists of:

1. What do you want students to know and beable to do as the result ofthis lesson/unit?

2. What will students need to do todemonstrate that they know these

things? What specific characteristics do you

expect to see in that work?

3. How do you know these expectations areappropriate?


BEST COPY AVAILABI. r

60

4. How do these expectations fit into longer range expectations for student

learning?

5. How do you need to prepare yourself to teach this lesson/unit?

6. What misconceptions do you anticipate that students will bring to this

lesson/unit and how will you address these?

7. What lessons will you plan in order to ensure that every student has

access to the requisite knowledge and chances for guided and independent

practice and feedback on the skills required to succeed?

8. What instructional materials do you have or need to ensure that all

students have access to the content?

Each question in the planning guide is followed by a set of more-detailedprompts that teachers should consider in preparing a response to the mainquestion. The guide also provides space for writing planning notes. An excerptfrom the guide Question 1 and its prompts is included below. This toolcan be used simply to guide teachers' thinking, or it can be adapted as a lesson/unit planning form that a teacher might submit to a coach or evaluator inadvance of a classroom visitation or reflective interview.

Excerpt from Teacher's Instructional Lesson/Unit Planning Guide

Key Question Teacher notes:

1. What standard(s) are you addressing in this lesson/unit?What do you want students to know and be able to doas the result of this lesson/unit?

A. How large a "chunk" of instruction do you want totake on in this lesson/unit? Do you want to cover onenarrow standard, a standard and all of its relatedelements, or several standards at once?

B. Have you considered not only the topic of thestandard, but what students will actually be expectedto do to demonstrate achievement of this standard?

C. What level of "understanding" is required by thestandard? Will it be enough for students simply torecall information, or will they be expected to showdeeper understanding by using higher level skills?

The second tool, the "Lesson/Unit Planning Conference Interview Proto-col," is organized by a similar set of key questions, but is designed for use byinstructional leaders to guide teachers through the instructional planning process

_5_5THE WORK OF INSTRUCTIONAL LEADERSHIP

Ui

and/or as a diagnostic assessment of the teacher's lesson planning skills. Next toeach of the questions in the planning sequence is a list of the knowledge and/orskills the coach or evaluator would listen for in the teacher's response. An excerptfrom the Interview Protocol follows.

Excerpt from Lesson/Unit Planning Conference Interview Protocol

Interviewer's Question Listen for whether the teacher knows and/or doesthese things:

How do you plan to assess Uses tasks/questions that are fair and actually assessstudent learning in this lesson? what they are meant to assessDescribe the task(s) and thecriteria you will use.

Assures that data will be available for each student

Plans to conduct both formative and summativeassessments

Gathers evidence of student learning efficiently andeffectively

Understands the quality of the evidence the assessmentwill provide and whether more or different evidencewill be needed

Articulates criteria for success in terms of specificcharacteristics of the work, not just its length, itsappearance, or the student's level of effort

Establishes performance grading criteria that areappropriately benchmarked to district standards

Focusing on lesson/unit planning gives instructional leaders a unique oppor-tunity to both foster and assess the skills of targeted, standards-based instruction.

Some leaders have found the planning conference more valuable than the typical"pre- observation conference," which generally focuses on a lesson the teacher hasalready planned. The questions in the conference protocol are sequenced in such away that the leader models effective instructional planning: he or she asks firstabout the standards for successful student performance and how they will beassessed, and only then about the lessons that are planned to ensure that studentsachieve the standards. The planning conference yields critical information about a

teacher's expectations for student achievement, how those expectations are likelyto play out in practice, and how the teacher intends to judge student work.Equally important, the conference yields this information before the teacherintroduces students to activities that might not align to appropriate standards.

The third tool, "Framework for Guiding Lesson/Unit Reflections," is a

menu of questions instructional leaders can use in helping teachers reflect on theeffectiveness of a lesson/unit they recently taught and on the factors that

5_6_ISOLATION IS THE ENEMY OF IMPROVEMENT 62

contributed to or inhibited its success. Post-lesson reflective interviews areanother opportunity both to foster and to assess the skills teachers need foreffective standards-based instruction. The framework provides a variety ofquestions that might be explored in a post-lesson conference and indicates theteaching skills that the interviewer would be looking for in the teacher's response.An excerpt from this tool follows.

Excerpt from Framework for Guiding Lesson/Unit Reflections

Reflective questions to be framed byinterviewer:

What might we hope to hear in theteacher's response?

Related to the teacher's skills in analyzing The teacher offers evidence of student

results: learning from student work.

1. Given the work the students produced, was The teacher does a careful analysis of studentyour lesson/unit successful? work and uses this information to assess:

2. Given the evidence from student work, what his or her assumptions about what iswill you need to reteach? How will yourinstruction differ when you reteach thisskill(s)?

needed or still needs to be taught;

_ the effectiveness of his or her ownteaching;

3. Did your analysis of student work indicatethat you were right about what skills you the specific concepts or skills that may

needed to teach in order to prepare students need to be retaught and to which

for the assessment you gave? students; and

4. Where are you going next with students who whether to proceed according to his or

did well on this assessment? Why? her long-range course plans or to adjustthese in some way to better meetstudents' needs.

Related to the teacher's content knowledge: The teacher has chosen a reasonable slice of

1. How did you decide whether to teach/ instruction based on an understanding of the

assess all of the sub-skills included in the content and of students' needs. When

standard(s) or to focus on a narrower set? narrow skills were selected, the teacher isable to put them in context and relate them

2. How, if at all, did you need to prepare to larger, more complex skills or concepts toyourself to teach the content described in be learned later. If the lesson/unit addressedthis standard(s)? several related standards, the teacher can

3. What prior knowledge did your students describe how they fit together and the

have that convinced you that this was rationale for sequencing them in this

appropriate standard(s) to teach to at thistime?

particular way.

The teacher's knowledge of the content4. How did you draw on that prior allows him or her to make connections

knowledge in planning or conducting your between the planned lesson and priorlesson? knowledge in this discipline and to related

5. What connections did you make for your concepts in other disciplines.

students between the knowledge or skills When the teacher is unsure of key conceptsrequired by this standard and other or skills to be addressed in the lesson, he orconcepts within this content area or in she seeks deeper understanding inother content areas? preparation for the lesson.

BEST COPY AVAILABLE

THE WORK OF INSTRUCTIONAL LEADERSHIP

The questions in this framework define the success of a lesson in terms ofthe quality of what students are able to do or produce as a result of it. Modelingthe characteristics of effective standards-based instruction, conference plannersshould sequence this conference by first asking the teacher to reflect on thelesson's effectiveness as evidenced by the quality of the work students produced.Typically, post-observation conferences held as part of the teacher supervision-and-evaluation process begin with the interviewer asking some form of thequestion, "So, how do you think the lesson went?" Using this framework, theinterviewer begins, instead, with a question that models the definition of effec-tive teaching: "Given the work that the students produced, what evidence doyou have about the effectiveness of this lesson?" The teacher would then be askedto consider some of the other questions in relation to that initial analysis.

The framework is designed for use when planning or conducting a reflectivelesson study dialogue or when conducting a conference with an individualteacher at the conclusion of a lesson/unit. A fruitful, although limited, interviewcan be conducted even when the interviewer has not had the opportunity toobserve the teacher conducting the lesson/unit. Student work and other artifactsof instruction provide many clues to the effectiveness of the teacher's skills. Theframework includes many more questions than can reasonably be explored inone conference. In choosing which questions to use to focus the conference, theinterviewer will want to consider either the specific skills an individual teacherneeds to work on or those skills that have been identified as necessary forschoolwide instructional improvement.

All three of these tools are designed for use by instructional leaders to focusinstructional planning and professional reflections on the relationship betweenteacher actions and student learning. Each suggests that the effectiveness ofinstruction can be ascertained not by what teachers do, but by what studentsunderstand and can do as the result of what the teacher does. They emphasizethe need for teachers to be clear about what is expected of students and to targettheir teaching accordingly. Used regularly to focus conversations among teachersand between teachers and administrators, these tools help raise issues critical tothe quality of teaching and learning in the school and serve as catalysts toteachers' professional growth.

5_8_ISOLATION IS THE ENEMY OF IMPROVEMENT: 64

CHAPTER FOUR

cfeaders as TeachersLeaders as Learners

....qS INSTRUCTIONAL LEADERS DEVELOP AN UNDERSTANDINGof the teaching skills required for effective standards-based instruction

and begin to foster their use among teachers, they are likely to learn somethingabout what they, too, need to learn. It is likely they will discover the need tobecome more familiar with appropriate expectations for student performanceand with the kinds of instructional strategies necessary to ensure that all stu-

dents will meet them.

It is not enough that instructional leaders ask good questions about theappropriateness of standards and the alignment and efficacy of instruction.The real leadership challenge comes in learning to recognize appropriateanswers and learning to respond in productive ways to those answers that raise

concerns. School leaders must find ways to confront the low expectations thatmay be revealed in conversations with and among teachers, and they must have

a ready repertoire of tools and strategies to offer to teachers whose own work

may need improvement.

It almost goes without saying that instructional leaders, themselves, needpreparation and-support in order to contribute to teacher learning. For example,leaders will need to be prepared with a set of criteria upon which they can judgethe alignment and rigor of classroom assessments, as well as with models of

65 LEADERS AS TEACHERS

classroom assessments that can be used to illustrate key issues and help teachersbetter design or select their own. They will need the ability to analyze studentwork themselves in order to detect when the teacher's lesson or unit has notadequately addressed the skills required of students, and they need to haveexemplars of student work that illustrate what students can be expected to dowhen prepared well. They must have the ability to facilitate groups of teachers touse collaborative time productively. Above all, they will need the mettle toconfront unproductive practice.

Districts committed to the achievement of high standards by all students willneed to invest in building the knowledge and skills of their leaders, and cannotexpect that the occasional workshop or professional conference will be sufficient.Administrators and teacher leaders must have regular opportunities to workcollaboratively with others to strengthen their instructional leadership skills.

Most likely, as leaders work with others to foster improved instruction, theywill uncover missing elements or the need for revision of the district-level systemof policies and practices that support high-quality, standards-based instruction.For example, in several of the districts with which WAC works, exercises making

use of the classroom vignettes in this book have led to dissatisfaction with thedistrict's standards for teacher performance. Leaders in these districts concludedthat the adopted standards for teacher performance do not adequately emphasizeassessment skills or the teacher's responsibility for instructional planning inrelation to shared performance standards.

Use of the planning-and-reflection conference frameworks are likely togenerate awareness of:

an absence of shared performance standards for students and the lack ofopportunity for teachers to negotiate shared understanding of what shouldbe considered "good enough" at a given grade level;

a lack of resources for conducting high-quality classroom assessments of

district or state standards; and

a mismatch between how teachers and administrators currently use their

time and how it needs to be spent to effectively plan, implement, andsupport high-quality instruction.

The potential of these discoveries argues for, not against, the use of theprofessional development tools included in this book. Used well, they willfunction as a catalyst for taking up these issues. In the districts with which WACworks, the discussions prompted by these tools have sometimes led to the

6_0_ISOLATION IS THE ENEMY OF IMPROVEMENT 66

development of common grade-level classroom assessments and performancestandards; revisions in the procedures used to evaluate teachers and supportteacher learning; or the development of standards for administrators.

Perhaps most importantly, in coming to better understand the skills requiredfor effective standards-based instruction, leaders in WAC partner districts arerethinking what it means to commit to the achievement of high standards by allstudents, and what it means to be an instructional leader. They are beginning totake up the challenge of providing for the ongoing, job-embedded professionaldevelopment that both administrators and teachers need if all students are toachieve to high standards. They are learning to focus that professional develop-ment on the critical issues of what students are learning, how it is evaluated, andwhat effective instruction entails. Moreover, they are breaking down the wallsbetween classrooms that have kept teachers isolated and unable to learn fromand with each other in ways that can result in improved student performance.

6 7111

LEADERS AS TEACHERS

esources

Blythe, T., Allen, D., & Scheiffelin Powell, B. (1999). Looking together at student work:

A companion guide to assessing student learning. New York: Teachers College Press.

Danielson, C. (1996). Enhancing professional practice: A framework for teaching.

Alexandria, VA: Association for Supervision and Curriculum Development.

Danielson, C., & McGreal, T. C. (2000). Teacher evaluation to enhance professional

practice. Alexandria, VA: Association for Supervision and Curriculum Development.

Education Trust. (1998). Education watch: 1998 state and national data book(Vol. 2). Washington, DC: Education Trust.

Elmore, R. F (2000, Winter). Building a new structure for school leadership. (Avail-

able from The Albert Shanker Institute, 555 New Jersey Avenue, NW, Washington,DC, 20208.)

Elmore, R. F, with the assistance of Burney, D. (1996, March). Staff development

and instructional improvement in Community School District #2. Philadelphia:

Consortium for Policy and Research in Education and National Commission onTeaching & America's Future.

Elmore, R. F, & Burney, D. (1998). Continuous improvement in Community District

#2, New York City. Pittsburgh, PA: University of Pittsburgh, Learning Research and

Development Center, High Performance Learning Community Projects.

Fink, E., & Resnick, L. B. (2001). Developing principals as instructional leaders.

Phi Delta Kappan, 82 (8), 598-606.


Jamentz, K. (1998). Standards: From document to dialogue. San Francisco: West Ed.

Jamentz, K. (2001). Teaching to quality: The instructional demands of standards-based

reform. (Item No. 39-0186). Washington, DC: American Federation of Teachers.

Maloy, K. (1998, May). Building a learning community: The story of New York City

Community School District #2. Pittsburgh, PA: University of Pittsburgh, High

Performance Learning Communities Project at the Learning Research and Develop-

ment Center.

McDiarmid, G. W., Ball, D. L., & Anderson, C. W. (1988). Why staying one chapter

ahead doesn't really work: Subject-specific pedagogy. East Lansing, MI: National

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Platt, A. D., Tripp, C. E., Ogden, W. R., & Fraser, R. G. (2000). The skillful leader:

Confronting mediocre teaching. Acton, MA: Ready About Press.

Reeves, D. B. (2000). Accountability in action: A blueprint for learning organizations.

Denver, CO: Advanced Learning Centers.

Reeves, D. B. (1997). Making standards work: How to implement standards-based

assessments in the classroom, school, and district. Denver, CO: Advanced Learning

Centers.

Spillane, J. P. (2000, February). District leaders' perceptions of teacher learning.

(CPRE Occasional Paper Series, OP-05). Philadelphia: University of Pennsylvania,

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6._63

RESOURCES

APPENDIX

ools for Fostering and AssessingInstructional Skills

Each of the professional development tools referenced in previous chapters isincluded here in its entirety. Readers are invited to copy and use these tools as wehave formatted them or to request online versions that they can customize foruse in their own district or school. Requests for online versions should bedirected to the Western Assessment Collaborative at West Ed (email: [email protected]). Brief descriptions of each tool with suggestions for use arepresented below:

Teacher's Instructional Lesson/Unit Planning Guide designed for useby individual or groups of teachers in planning lessons or units ofinstruction. The left-hand column takes the teacher through criticalplanning steps. There is space for notes in the right-hand column. Theguide could be modified for use as a lesson/unit planning form that wouldbe prepared by a teacher and submitted to a coach or supervisor for review.

Lesson/Unit Planning Conference Interview Protocol designed for useby an administrator or teacher leader in planning and conducting a lesson/unit planning conference with a teacher. The protocol takes the teacherthrough critical steps in planning a short lesson or a unit of instruction thatcontinues over several days. The right-hand column details the knowledgeand skills that the interviewer might hope to see evident in the teacher'sresponse to each question. Teachers might be encouraged to use the

"Teacher's Instructional Lesson/Unit Planning Guide" before theconference.

Framework for Guiding Lesson/Unit Reflections designed for use by aninstructional leader in conducting a conference with a teacher after

ISOLATION IS THE ENEMY OF IMPROVEMENT 7 0

completion of a lesson or unit; or by groups of teachers involved in lesson

study. The document provides a menu of questions from which the

interviewer can select to guide the conversation. The right-hand columnprovides the interviewer with indicators of what to look for in the teacher's

response. The indicators are intended to help the leader assess teacher skills

and make recommendations for improvement.

Ben Fryer: Teaching Third Graders to Write a Report of Information

Meg Tipple: Teaching Seventh Graders to Use Percentages

The vignettes in Chapter Two were annotated, with teacher skills identifiedin the right-hand column. Included in this Appendix are unannotatedversions, designed to use with administrators and/or teachers in helping

them identify some of the teacher skills essential to standards-based

instructional practice and to help them "see" these skills in action. Activities

designed to use the vignettes in this fashion are detailed below.

A. Provide each member of the group with a copy of the vignette (the version

in this section, with the right-hand column left blank) that relates most

closely to the grade level or subject they teach or support.

B. Have participants read the vignette once through without interruption.

C. Pair participants and ask them to identify the skills that the teacher in the

vignette is using to ensure that all students achieve the student performancestandards addressed in the unit. Have them name the skill as specifically as

possible and write it in the right-hand column near the point in thenarrative where it occurs.

D. Have two or more pairs meet to compare their responses. If your districthas adopted a set of teaching standards on which your teacher evaluationsystem is based, you might ask the groups at this point to share their

thoughts about the strengths and weaknesses of the teaching demonstratedin the vignette in relation to these specific standards. What evidence do

they have that the teacher has the required knowledge and skills? What

more might they want to know or find out in a conference with the teacher

or from future lessons?

E. A version of each vignette with the right-hand column already filled in isincluded in Chapter Two. This version can be used to help participants

check their initial responses and to see things they might not have noticed.

F. The version in Chapter Two can also be used to help participants betterunderstand the indicators of effective standards-based instruction detailed

on pages 18-19. This can be done by asking them to sort the responses in

716_5

APPENDIX

the right-hand column under each of the questions below. In what ways

does the teacher in this vignette:

Show that he or she understands the school's expectations for studentperformance?

Communicate standards for student performance to parents andstudents and help students assess their own progress in relation tothese?

Show that he or she knows how to align instruction to standards?

Show that he or she collects accurate data on student performance?

Uses data to guide instruction?

G. As an extension of the activities described above, participants can be askedto suggest ways that the lessons in the vignette could be strengthened.

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3. Is

this

sta

ndar

d(s)

app

ropr

iate

for

the

stud

ents

with

who

m y

ou w

illbe

wor

king

?

A. W

hat a

re s

tude

nts

at th

is g

rade

leve

l exp

ecte

d to

kno

w a

nd b

e ab

le to

do?

B. H

ow d

oes

your

pla

n re

late

to s

tate

or

dist

rict c

onte

nt a

nd p

erfo

rman

ce

stan

dard

s?

C. W

hat d

o st

uden

ts a

lread

y kn

ow th

at m

akes

them

rea

dy fo

r th

is le

sson

/uni

t?D

. How

will

you

mak

e co

nnec

tions

to th

is p

rior

know

ledg

e fo

r yo

ur s

tude

nts?

E. D

o al

l stu

dent

s ha

ve p

rere

quis

ite k

now

ledg

e an

d sk

ills?

F.

Is th

is le

sson

/uni

t app

ropr

iate

for

all s

tude

nts

at th

is ti

me?

G. I

f not

, wha

t pla

ns d

o yo

u ha

ve to

pre

pare

thos

e st

uden

ts fo

r w

hom

this

is n

ot

an a

ppro

pria

te le

sson

/uni

t at t

his

time?

4. If

this

is a

less

on p

lan,

how

will

this

less

on r

elat

e to

long

er-t

erm

goa

ls fo

rst

uden

t per

form

ance

?

A. H

ow d

oes

this

less

on fi

t int

o lo

nger

ran

ge g

oals

for

stud

ent l

earn

ing?

Is it

par

t

of a

larg

er u

nit?

B. H

ow is

it p

rere

quis

ite to

oth

er k

now

ledg

e an

d sk

ills?

C. H

ow d

oes

it fo

llow

from

pre

viou

s le

arni

ng?

D. H

ow w

ill it

con

trib

ute

to a

sses

smen

ts s

tude

nts

will

be

requ

ired

to d

o in

the

futu

re?

Des

crib

e or

atta

ch a

less

on/u

nit p

lan

to th

is p

lann

ing

guid

e.

5. H

ow c

omfo

rtab

le d

o yo

u fe

el w

ith th

e co

nten

t inv

olve

d in

this

less

on/

unit?

Wha

t, if

anyt

hing

, will

you

nee

d to

do

to p

repa

re y

ours

elf t

o te

ach

this

less

on?

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re th

ere

aspe

cts

of th

e co

nten

t of t

his

less

on/u

nit w

ith w

hich

you

are

less

conf

iden

t or

unsu

re?

B. W

hat s

trat

egie

s m

ight

you

use

to b

e su

re y

ou u

nder

stan

d th

e co

nten

t wel

l

enou

gh to

teac

h an

d as

sess

this

sta

ndar

d?

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hat a

re th

e co

mm

on m

isco

ncep

tions

stu

dent

s ha

ve w

hen

deal

ing

with

this

con

tent

?

A. W

hat s

tude

nt m

isun

ders

tand

ings

or

mis

conc

eptio

ns d

o yo

u an

ticip

ate

inre

latio

n to

this

sta

ndar

d or

you

r as

sess

men

t?B

. How

will

you

pla

n to

add

ress

thes

e w

ithin

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less

on/u

nit?

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men

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plan

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gui

de.

Wha

t will

you

do

to e

nsur

e th

at th

ey h

ave

adeq

uate

info

rmat

ion,

as

wel

l as

oppo

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ities

for

both

gui

ded

and

inde

pend

ent p

ract

ice?

Wha

t will

the

stud

ents

do?

How

do

thes

e pl

ans

refle

ct w

hat y

ou k

now

abo

ut th

e va

rious

stud

ents

in th

is c

lass

or

grou

p?

A. W

hat l

esso

ns w

ill y

ou d

evel

op to

ens

ure

that

all

stud

ents

are

pre

pare

d to

dem

onst

rate

all

of th

e qu

ality

crit

eria

est

ablis

hed

for

your

ass

essm

ent?

B. H

ow w

ill y

ou d

iffer

entia

te le

sson

s to

mee

t the

nee

ds o

f ind

ivid

ual l

earn

ers

in

your

gro

up?

C. H

ave

you

plan

ned

to p

rovi

de a

dequ

ate

guid

ed p

ract

ice

of n

ew s

kills

bef

ore

requ

iring

stu

dent

s to

wor

k on

thei

r ow

n?

8. W

hat i

nstr

uctio

nal m

ater

ials

do

you

plan

to u

se?

How

mig

ht th

ese

need

to b

e m

odifi

ed to

ens

ure

stud

ent l

earn

ing?

A. W

hat t

ext o

r m

ultim

edia

mat

eria

ls w

ill y

ou d

raw

upo

n fo

r th

is le

sson

?B

. How

do

they

alig

n w

ith th

e st

anda

rd?

C.

In w

hat w

ays

mig

ht th

ey n

eed

to b

e ad

apte

d to

bet

ter

alig

n w

ith y

our

goal

s

for

stud

ent a

chie

vem

ent?

D. W

hat m

ater

ials

mig

ht y

ou n

eed

to d

evis

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ord

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sup

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you

alre

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teac

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riefly

des

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uden

ts fo

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hom

this

less

on/u

nit i

s pl

anne

d.H

as c

onsi

dere

d w

hich

stu

dent

s ha

ve p

rere

quis

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now

ledg

e an

d sk

ills

Kno

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indi

vidu

al s

tude

nts

and

thei

r le

arni

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eeds

Gro

ups

stud

ents

in r

elat

ion

to th

eir

lear

ning

nee

ds

2. W

hat s

tand

ard(

s) a

re b

eing

add

ress

ed in

this

less

on/u

nit?

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t do

you

wan

t stu

dent

s to

kno

w a

nd b

e ab

le to

do

as th

e re

sult

of th

is le

sson

/uni

t?C

lear

ly a

rtic

ulat

es g

oals

in te

rms

of w

hat s

tude

nts

will

be

requ

ired

to k

now

and

do

Beg

ins

to a

rtic

ulat

e th

e cr

iteria

on

whi

ch s

tude

nt p

erfo

rman

ce w

ill b

e ju

dged

3. H

ow d

o yo

u kn

ow th

at th

ese

goal

s ar

e su

itabl

e fo

r th

is g

roup

of s

tude

nts

at th

is ti

me?

Has

con

side

red/

asse

ssed

prio

r kn

owle

dge

Pla

ns a

nd s

eque

nces

less

ons

appr

opria

te to

con

tent

Kno

ws

dist

rict/s

choo

l exp

ecta

tions

for

stud

ent p

erfo

rman

ce

4. H

ow d

o yo

u pl

an to

ass

ess

stud

ent l

earn

ing

in th

is le

sson

/uni

t? D

escr

ibe

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task

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sks/

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tions

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wha

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s

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ures

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a w

ill b

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aila

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stu

dent

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duct

bot

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and

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mat

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asse

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ents

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evi

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stu

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effi

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ffect

ivel

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qual

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men

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pro

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mor

e or

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eren

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eded

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icul

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crit

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ess

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rms

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peci

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hara

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this

is a

less

on p

lan,

how

doe

s th

is le

sson

rel

ate

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road

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rman

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mpl

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hat w

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heun

it? H

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ill y

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sses

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e th

ings

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orm

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ndar

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7. H

ow c

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o yo

u fe

el w

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nten

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olve

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t, if

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hing

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nee

d to

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elf t

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ach

this

less

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war

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stre

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str

ateg

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tions

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e w

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e m

ater

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cont

ent o

f thi

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sson

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?W

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abili

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our

anal

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tude

nt w

ork

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wha

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ills

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need

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pare

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dent

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r th

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sess

men

t you

gav

e?

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here

are

you

goi

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tude

nts

who

did

wel

l on

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ass

essm

ent?

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teac

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taug

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ts; a

nd

whe

ther

to p

roce

ed a

ccor

ding

to h

is o

r he

r lo

ng-r

ange

cou

rse

plan

s or

toad

just

thes

e in

som

e w

ay to

bet

ter

mee

t stu

dent

s' n

eeds

.

Rel

ated

to th

e te

ache

r's c

onte

nt k

now

ledg

e:

I. H

ow d

id y

ou d

ecid

e w

heth

er to

teac

h/as

sess

all

of th

e su

bski

lls in

clud

ed in

the

stan

dard

(s)

or to

focu

s on

a n

arro

wer

set

?

2. H

ow, i

f at a

ll, d

id y

ou n

eed

to p

repa

re y

ours

elf t

o te

ach

the

cont

ent d

escr

ibed

inth

is s

tand

ard(

s)?

3. W

hat p

rior

know

ledg

e di

d yo

ur s

tude

nts

have

that

con

vinc

ed y

ou th

is w

as a

nap

prop

riate

sta

ndar

d or

gro

up o

f sta

ndar

ds to

teac

h to

at t

his

time?

4. H

ow d

id y

ou d

raw

on

that

prio

r kn

owle

dge

in p

lann

ing

or c

ondu

ctin

g yo

urle

sson

?

5. W

hat c

onne

ctio

ns d

id y

ou m

ake

for

your

stu

dent

s be

twee

n th

e kn

owle

dge

orsk

ills

requ

ired

by th

is s

tand

ard

and

othe

r co

ncep

ts w

ithin

this

con

tent

are

a or

in o

ther

con

tent

are

as?

The

teac

her

chos

e a

reas

onab

le s

lice

of in

stru

ctio

n ba

sed

on a

n un

ders

tand

ing

ofth

e co

nten

t and

of s

tude

nts'

nee

ds. W

hen

narr

ow s

kills

wer

e se

lect

ed, t

he te

ache

ris

abl

e to

put

them

in c

onte

xt a

nd r

elat

e th

em to

larg

er, m

ore

com

plex

ski

lls o

rco

ncep

ts to

be

lear

ned

late

r. If

the

less

on/u

nit a

ddre

ssed

sev

eral

rel

ated

sta

ndar

ds,

the

teac

her

can

desc

ribe

how

they

fit t

oget

her

and

the

ratio

nale

for

sequ

enci

ngth

em in

this

par

ticul

ar w

ay.

The

teac

her's

kno

wle

dge

of th

e co

nten

t allo

ws

him

or

her

to m

ake

conn

ectio

nsbe

twee

n th

e pl

anne

d le

sson

/uni

t and

prio

r kn

owle

dge

in th

is d

isci

plin

e an

d to

rela

ted

conc

epts

in o

ther

dis

cipl

ines

.

Whe

n th

e te

ache

r is

uns

ure

of k

ey c

once

pts

or s

kills

to b

e ad

dres

sed

in th

e le

sson

,

he o

r sh

e se

eks

deep

er u

nder

stan

ding

in p

repa

ratio

n fo

r th

e le

sson

/uni

t.

Rel

ated

to th

e te

ache

r's a

bilit

y to

des

ign

or s

elec

t app

ropr

iate

asse

ssm

ents

:

I. A

t wha

t poi

nts

in th

e le

sson

/uni

t did

you

col

lect

dat

a on

wha

t stu

dent

s w

ere

lear

ning

and

wha

t the

y m

ay n

ot h

ave

unde

rsto

od?

Wha

t str

ateg

ies

did

you

use

to c

olle

ct d

ata

at th

ese

vario

us p

oint

s?

2. H

ow d

id y

ou fe

el a

bout

the

cong

ruen

ce o

f you

r as

sess

men

t tas

k an

d th

est

anda

rds

you

had

chos

en to

teac

h?

The

teac

her

plan

ned

and

used

bot

h fo

rmat

ive

and

sum

mat

ive

asse

ssm

ents

.F

orm

ativ

e as

sess

men

ts w

ere

desi

gned

and

tim

ed s

o th

ey c

ould

be

used

to a

djus

t

inst

ruct

ion

appr

opria

tely

to s

tude

nts'

nee

ds.

© 2

002

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tEd®

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right

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ved.

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mis

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to r

epro

duce

with

Wes

t Ed

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right

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ice

is h

ereb

y gr

ante

d.W

este

rn A

sses

smen

t Col

labo

rativ

eat

Wes

tEd

FR

AM

EW

OR

K F

OR

GU

IDIN

G L

ES

SO

N/U

NIT

RE

FLE

CT

ION

S

3. W

hat t

rade

-offs

did

you

con

side

r in

des

igni

ng th

is a

sses

smen

t and

why

did

you

mak

e th

e de

cisi

ons

you

did?

For

exa

mpl

e:to

allo

w s

tude

nts

to u

se c

erta

in r

esou

rces

or

requ

ire th

em to

wor

k w

ithou

tus

ing

reso

urce

s;

to a

llow

gro

up w

ork

or to

req

uire

inde

pend

ent e

ffort

s so

that

you

cou

ld g

et"c

lean

" da

ta o

n ea

ch s

tude

nt;

to d

esig

n an

aut

hent

ic r

eal-w

orld

task

, or

to c

ontr

ol th

e in

form

atio

n al

lst

uden

ts r

ecei

ved

so th

at y

ou c

ould

be

sure

all

stud

ents

exp

erie

nced

asi

mila

r ch

alle

nge;

or

to g

ive

one

over

all s

core

, or

to g

ive

anal

ytic

al fe

edba

ck o

n se

vera

l diff

eren

t

impo

rtan

t crit

eria

.

4. L

ooki

ng b

ack

on th

e as

sess

men

t now

that

you

hav

e gi

ven

it, c

ould

you

hav

ede

sign

ed it

in a

ny o

ther

way

to:

impr

ove

the

qual

ity o

f the

dat

a it

prov

ided

to y

ou o

r yo

ur s

tude

nts,

impr

ove

its a

lignm

ent t

o th

e st

anda

rds,

impr

ove

the

auth

entic

ity o

f the

task

or

leve

l of e

ngag

emen

t of y

our

stud

ents

,im

prov

e th

e cl

arity

of t

he in

stru

ctio

ns, o

rim

prov

e on

the

num

ber

of o

ptio

ns s

tude

nts

had

for

show

ing

wha

t the

y kn

ow?

5. W

hat c

riter

ia d

id y

ou u

se to

judg

e st

uden

t wor

k? H

ow d

id y

ou a

rriv

e at

thos

ecr

iteria

?

6. H

ow a

re th

ese

stan

dard

(s)

asse

ssed

on

high

-sta

kes

asse

ssm

ents

? H

ow u

sefu

l

was

this

less

on in

pre

parin

g st

uden

ts to

dem

onst

rate

wha

t the

y've

lear

ned

in

that

form

at?

The

teac

her

desi

gned

or

sele

cted

ass

essm

ents

that

pro

vide

app

ropr

iate

evi

denc

eof

the

stan

dard

(s)

and

can

desc

ribe

the

stre

ngth

s an

d lim

itatio

ns o

f the

cho

sen

asse

ssm

ent s

trat

egy.

The

teac

her

accu

rate

ly d

escr

ibes

wha

t can

be

lear

ned

from

the

asse

ssm

ent h

e or

she

gave

and

wha

t oth

er k

inds

of a

sses

smen

t inf

orm

atio

n m

ay n

eed

to b

e

colle

cted

to g

et o

ther

crit

ical

info

rmat

ion

abou

t stu

dent

ach

ieve

men

t of t

hese

stan

dard

s.

The

teac

her

uses

the

resu

lts fr

om th

is a

sses

smen

t to

eval

uate

his

or

her

own

asse

ssm

ent s

trat

egie

s.

The

crit

eria

use

d to

ass

ess

stud

ent w

ork

are

rigor

ous

and

adeq

uate

ly a

ligne

d to

the

scho

ol's

/dis

tric

t's e

xpec

tatio

ns fo

r st

uden

t per

form

ance

.

The

teac

her

is a

war

e of

the

rela

tions

hip

of th

is le

sson

/uni

t to

high

-sta

kes

asse

ssm

ents

and

may

hav

e in

trod

uced

stu

dent

s to

that

form

at; b

ut, t

he te

ache

r

has

not l

imite

d cl

assr

oom

ass

essm

ent s

trat

egie

s to

mul

tiple

-cho

ice

or s

hort

-an

swer

form

ats

if th

ey a

re n

ot a

ppro

pria

te fo

r as

sess

ing

deep

und

erst

andi

ng o

fth

e co

nten

t.

Rel

ated

to th

e te

ache

r's s

kill

in p

lann

ing

effe

ctiv

e in

stru

ctio

n:

I. W

hat e

vide

nce

did

you

use

to d

eter

min

e w

hich

of y

our

stud

ents

wer

e re

ady

for

this

less

on/u

nit?

Now

that

the

less

on/u

nit i

s co

mpl

ete,

wer

e yo

u rig

ht?

2. H

ow d

id y

ou h

elp

stud

ents

und

erst

and

wha

t the

y w

ould

be

expe

cted

to k

now

and

do a

s a

resu

lt of

this

less

on/u

nit?

3. W

hat c

omm

on m

isco

ncep

tions

or

mis

unde

rsta

ndin

gs o

n th

e pa

rt o

f stu

dent

sgu

ided

you

r in

stru

ctio

nal p

lann

ing

in r

elat

ion

to th

is s

tand

ard(

s)?

4. W

hat o

ppor

tuni

ties

to le

arn

and

perf

orm

/pra

ctic

e di

d yo

u pl

an to

hel

p yo

urst

uden

ts p

repa

re fo

r th

is a

sses

smen

t?

The

teac

her

can

prod

uce

or c

ite e

vide

nce

of s

tude

nts

havi

ng p

rere

quis

itekn

owle

dge

or s

kills

and

/or

had

a pl

an fo

r ad

dres

sing

crit

ical

mis

sing

pie

ces

with

inth

e le

sson

/uni

t.

The

teac

her

taug

ht s

tude

nts

the

crite

ria o

n w

hich

thei

r w

ork

wou

ld b

e ju

dged

,pr

efer

ably

by

usin

g m

odel

s or

exe

mpl

ars

of s

tude

nt w

ork.

The

teac

her

used

his

or

her

know

ledg

e of

the

cont

ent t

o an

ticip

ate

mis

unde

rsta

ndin

gs s

tude

nts

wou

ld h

ave

and

to a

ddre

ss th

em in

the

less

on/u

nit.

© 2

002

Wes

t Ed9

All

right

s R

eser

ved.

Per

mis

sion

to r

epro

duce

with

Wes

t Ed

copy

right

not

ice

is h

ereb

y gr

ante

d.W

este

rn A

sses

smen

t Col

labo

rativ

eat

Wes

tEd

FR

AM

EW

OR

K F

OR

GU

IDIN

G L

ES

SO

N/U

NIT

RE

FLE

CT

ION

S

5. C

an y

ou g

ive

exam

ples

of t

he w

ays

in w

hich

you

diff

eren

tiate

d in

stru

ctio

n to

ensu

re th

at e

very

stu

dent

was

pre

pare

d to

do

wel

l on

the

asse

ssm

ent?

6.In

wha

t way

s di

d yo

u en

cour

age

and

supp

ort s

tude

nts

to a

sses

s th

eir

own

wor

k-in

-pro

gres

s?

7. W

hat e

vide

nce

did

you

use

to d

eter

min

e w

hen

stud

ents

wer

e re

ady

to ta

keth

e as

sess

men

t? D

id y

ou a

llow

for

any

exce

ptio

ns o

r sp

ecia

l circ

umst

ance

s fo

rst

uden

ts w

ho w

ere

not r

eady

?

The

teac

her

thor

ough

ly a

naly

zed

wha

t stu

dent

s w

ould

nee

d to

lear

n to

be

prep

ared

to a

chie

ve th

e pe

rfor

man

ce s

tand

ard,

and

he

or s

he p

lann

ed a

nd ta

ught

alig

ned

less

ons.

(H

ere

the

teac

her

will

wan

t to

offe

r ev

iden

ce o

f les

son/

unit

plan

ning

. If t

he p

lans

see

med

app

ropr

iate

, but

the

resu

lts o

f the

ass

essm

ent w

ere

not a

dequ

ate,

it m

ay b

e im

port

ant t

o ob

serv

e th

e te

ache

r's d

eliv

ery

of th

ese

less

ons

to s

ee w

hat m

ay b

e ge

tting

in th

e w

ay o

f stu

dent

lear

ning

.)

The

teac

her

prov

ides

evi

denc

e of

hav

ing

antic

ipat

ed th

e ne

ed to

diff

eren

tiate

inst

ruct

ion

for

diffe

rent

sub

grou

ps o

f stu

dent

s w

ith s

peci

al n

eeds

, as

wel

l as

prov

idin

g le

sson

pla

ns th

at s

how

a d

iffer

ent a

ppro

ach

for

stud

ents

who

did

not

"get

it"

the

first

tim

e.

The

teac

her

gave

stu

dent

s pe

riodi

c op

port

uniti

es to

ass

ess

thei

r ow

n pr

ogre

ssag

ains

t the

crit

eria

in th

e pe

rfor

man

ce s

tand

ard

and

gave

them

feed

back

on

the

accu

racy

of t

heir

own

self-

asse

ssm

ents

.

The

teac

her

prov

ides

evi

denc

e of

hav

ing

give

n bo

th g

uide

d an

d in

depe

nden

tpr

actic

e op

port

uniti

es to

stu

dent

s in

pre

para

tion

for

sum

mat

ive

asse

ssm

ent t

asks

.

Rel

ated

to th

e te

ache

r's s

kills

in e

stab

lishi

ng s

tand

ards

and

giv

ing

The

teac

her

know

s th

ere

are

a va

riety

of f

orm

ats

for

scor

ing

stud

ent w

ork

and

feed

back

to s

tude

nts:

uses

hol

istic

and

mor

e an

alyt

ical

form

ats

as a

ppro

pria

te.

I. W

hat f

orm

at d

id y

ou u

se to

sco

re th

e as

sess

men

t and

why

?T

he te

ache

r ch

ose

a fo

rmat

for

scor

ing

the

asse

ssm

ent t

hat i

s ef

ficie

nt a

nd, a

s

2. W

hat d

o yo

u kn

ow a

bout

how

you

r pe

rfor

man

ce e

xpec

tatio

ns a

lign

with

muc

h as

pos

sibl

e, p

rovi

des

stud

ents

with

info

rmat

ion

on w

hich

crit

eria

they

met

thos

e of

oth

er te

ache

rs w

ho a

re te

achi

ng to

the

sam

e co

nten

t sta

ndar

d(s)

?an

d w

hich

they

did

not

.

3. W

ere

all o

f the

"cr

iteria

for

succ

ess"

you

iden

tifie

d eq

ually

wei

ghte

d in

you

rT

he te

ache

r ha

s pa

rtic

ipat

ed in

col

legi

al s

tand

ard-

setti

ng p

roce

sses

, dra

wn

on

scor

ing?

Why

or

why

not

?co

mm

on s

corin

g cr

iteria

or

exem

plar

s, a

nd/o

r va

lidat

ed h

is o

r he

r ju

dgm

ents

of

stud

ent w

ork

in s

ome

othe

r w

ay.

4. H

ow w

ere

stud

ents

pro

vide

d fe

edba

ck o

n th

e qu

ality

of t

heir

perf

orm

ance

?Lo

okin

g ba

ck o

n th

at d

ecis

ion,

was

the

feed

back

you

pro

vide

d us

eful

in h

elpi

ngT

he te

ache

r ha

s a

ratio

nale

for

the

emph

asis

giv

en to

var

ious

crit

eria

, and

it a

ligns

stud

ents

impr

ove

thei

r w

ork

in r

elat

ion

to th

is s

tand

ard(

s)?

with

dis

tric

t or

scho

ol p

erfo

rman

ce s

tand

ards

.

5. L

ooki

ng b

ack

on w

hat y

ou d

id, w

ould

you

hav

e ch

ange

d th

ese

crite

ria in

any

The

teac

her

prov

ides

evi

denc

e th

at h

is o

r he

r fe

edba

ck to

stu

dent

s is

spe

cific

and

way

?re

late

d to

agr

eed-

upon

dis

tric

t or

scho

ol p

erfo

rman

ce s

tand

ards

.

6. W

ill s

tude

nts

have

an

oppo

rtun

ity to

rev

ise

or im

prov

e th

eir

wor

k? W

hy o

rT

he te

ache

r pr

ovid

es o

ppor

tuni

ties

for

stud

ents

to im

prov

e th

eir

wor

k ba

sed

on

why

not

?th

e fe

edba

ck th

ey a

re g

iven

.

The

teac

her

does

not

low

er s

tand

ards

bas

ed o

n st

uden

t wor

k pr

oduc

ed, b

ut m

ayha

ve m

ade

plan

s to

circ

le b

ack

to a

ddre

ss th

e ne

eds

of s

ome

stud

ents

.

2002

Wes

tE&

All

right

s R

eser

ved.

Per

mis

sion

to r

epro

duce

with

Wes

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INSTRUCTIONAL VIGNETTE: BEN FRYER

lizchin7 Ykay graders 10 rife a leporl otilormalion

Ben Fryer teaches third grade. His class of 22 studentsincludes 10 native English speakers and 12 whose homelanguage is Spanish. Of those 12 students, 5 are consideredfluent in English while the others range from moderately tonearly fluent. All students do their writing in English.Students are assigned seats so that each working groupincludes some English-only students and others that represent

the range of fluency.

Ben's students have just returned from early morning recessand have gone directly to their seats. They know the routinewell; it's Writing Time. Today, Ben has asked for the

class's attention.

Today, we are going to begin a new unit in writing. For thelast two weeks, during our reading time we have beenlearning to recognize fiction and nonfiction. As he speaks,Ben points to the words he has written on the boardfiction and nonfiction and, in Spanish, ficcion and no ficcion.He mentions how much the Spanish words sound and looklike the English words.

We learned that not all writing tells a story. Sometimesauthors write to share information. We learned that infiction, the author tells a story about a set of characters.In nonfiction, the author writes about a subject so that thereader can learn the facts about that topic. We learned thatCharlotte's Web is fiction. It tells a story about a pig namedWilber. We also looked at All About Pigs. It is nonfiction.It is about pigs, too. But instead of telling a story about oneparticular pig, it gives information about many kinds of pigs:where they live, what they eat, how they are alike and

different from each other.

Sometimes the title of a story or book gives us a clue about

whether it is fiction or nonfiction. Look at the question I havewritten on the board and tell me which answer is correct:

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81

Which of the following books is likely to be an example ofnonfiction?

A. Black Beauty

B. My Friend, FlickaC. The Facts About Horses

As Ben reads the question aloud, he holds up the cover foreach of the books. The cover illustrations provide his Englishlearners with additional clues about the nature of each book.

Today we are going to begin to learn about writing our ownnonfiction. One kind of nonfiction is "a report." Ben writesthe word "report" next to the word "nonfiction," first inEnglish and then in Spanish, as he says the words aloud.

To write a report, the author collects lots of information abouta subject and writes it so that others can learn about thatsubject by reading his report. Writing a report is a good wayto tell others what you know or have learned about something.When we are finished, each of you will be able to write areport about an animal you are interested in. (An example ofBen Fryer's Unit Plan is included at the end of this vignette.)

To get started, I brought us some examples of animal reportsdone by other students. We are going to look at them andthink about how they can help us learn about good reports ornonfiction writing. Let's read Paper A together. As we read it,

think about how the paper helps you learn about dolphins.(A copy of the two exemplars Ben will use are included at theend of this vignette.)

Ben reads the paper aloud while projecting it on the overheadand asks students to follow along on the copies he has handedout to them. On the handout, under key nouns and verbs inthe report, he has written each word in Spanish. I'd like eachof you to think of at least one way that the author of Paper Ahelps us learn about dolphins. After pausing, Ben asks Jeff toshare the one thing he thought about.

"The author tells what dolphins eat."


82

Ben writes, "tells what the dolphin eats" on a wall chart titled,

"What makes a good animal report?"

Ben then gives students two minutes to underline two otherfacts in the report they have read and to share those with apartner. This work in pairs allows time for his Englishlearners to practice what Jeff has modeled. Ben then calls onstudents who want to add to the chart. When possible, asBen writes on the chart, he draws an icon over a key verb ornoun to illustrate its meaning for those students less familiarwith English vocabulary.

OK, so there are a couple of things we think make this paper agood report. Now let's look at Paper B. It is a report abouthorses. I will read this to you as you follow along. As you read

the paper, think about what makes this a good report.

After reviewing the second paper, the children offer the

following additional criteria:The sentences are facts.

The author shows that he knows a lot about the

animal.

The author uses good words to help the reader

understand.The ideas in the report are not all mixed up.The writing is neat and the paragraphs are indented.

Most of the words are spelled correctly.

As these criteria are offered, Ben stops to show the studentsspecific examples of each characteristic in the sample papers.Sometimes he contrasts the characteristic with a specificexample from the weaker paper.

When Caleb says that the "ideas in the report are not allmixed up," Ben stops to show the class what Caleb means.Look at Paper B. Can you see that the author tells threethings about what horses eat and puts those three ideastogether in the same paragraph? As he points out these threesentences, he draws the icon for eating next to each to showthey are about the same thing. He has another whole para-graph about where horses live. As he says this, Ben points tothis paragraph on the overhead and reads the sentences

© 2002 WestEd °All rights reserved. Permission to reproduce with WestEd copyright notice included is hereby granted.

A

aloud. Now, let's look again at Paper A. This author also tellsmore than one fact about his animal but notice that he saysone thing about where dolphins live. Then he tells somethingabout what dolphins eat. Then he has another sentence abouthow they can get sick. His ideas are all mixed up instead ofbeing grouped into paragraphs.

When the students have exhausted their list of qualitycriteria, Ben points to one or two of his own. I also liked thefact that the author who wrote Paper B wrote a topicsentence to tell what the paragraph was about. Look at thethird paragraph. The first sentence tells us that this will beabout what horses eat.

When we are finished with the unit on writing nonfictionreports, you are going to be able to write your own reportthat does all of these things. I will leave this chart on the wallso that when you write your own report, you can check to seethat it does all these things.

Today, we are going to take the first step in preparing towrite our report. Reports can be about anything an authorwants to write about, but the report we are going to write forpractice in this unit is a report about an animal. So, today,we want to spend some time thinking about what animal wewill write about.

Ben has the students work in trios at their table groups tocome up with a list of animals about which they may wantto write reports. Students are encouraged to offer their ideas

in either Spanish or English.

After five minutes, Ben brings the students together and eachgroup shares its ideas. As they do, he writes the name of theanimal, first in English and then in Spanish under the letterthe word begins with. The list of animals is duplicated foreach student and the children are assigned to take the listhome and talk with their parents about what animal theymight want to write about. Ben sends the note below homein both Spanish, and English, describing the assignment tothe parents or guardians. He also leaves the same message inboth languages on his homework voicemail.


8 4

Dear Parents and Guardians,

Today, we started a unit on writing reports. When wefinish the unit, every student will be able to write areport about an animal showing that he or she:

knows the difference between reports and stories;

can organize his or her writing into paragraphs;

can help the reader understand interesting facts about

the topic; andcan use correct punctuation and spelling so the reader

can understand what is written.

We will also get to practice finding information or factsby talking with others and by using books, magazines,

and the Internet.

Tonight, I would like you to help your child choose ananimal to write about. I've attached the list of animalswe thought of today in class. Help your child choose ananimal that he or she is interested in, knows about, orwants to know more about. You might also want toguide your child to write about an animal you knowsomething about so you can help him or her. Pleasehave your child write the name of the animal he or shewill be writing about on the line below.

Thank you for helping your child,

Mr. Fryer

The second day....

Ben begins the writing period by asking the class to brain-storm in small groups what they might like to find out in areport about an animal. He reminds the class that reportsshould help the reader answer questions he or she might haveabout the topic. After allowing five minutes for the studentsto generate their own ideas, he calls on various students andrecords their thoughts on a wall chart that will hang in theclassroom for the duration of the unit. The chart includesquestions such as:

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ti

What does the animal eat?

Where does it live?

When Carlos offers, "I want to know about los colorer ysize," Ben says, Carlos wants to know what the animal lookslike, and writes, "What color is it?" and "How big is it?" onthe chart.

Ben then introduces a book on kangaroos and says that thisbook is a report about kangaroos. He shows everyone thepages that address the various questions they have just asked,with pictures of the kangaroo showing its size and color,what it eats, and where it lives. Having introduced the bookwith this brief picture walk so that his English learners knowwhat to expect, he then asks the students to listen as he readsaloud so they can identify any other questions aboutkangaroos the book might help them answer. After hearingthe book aloud, students add the following questions to thelist of topics to address in their reports:

How does the animal move?

What does it look like when it is born?

Do people use this animal for a pet or for work?

Ben then asks his students what other kinds of informationthey might want to know about kangaroos. All questions areadded to the wall chart.

After each student has selected a topic for his or her animalreport, Ben provides lessons on finding information. Heinvites the students to collect facts by interviewing theirparents or other adults. He also introduces various textsources, such as encyclopedias, nonfiction text, andmagazines at all reading levels, as well as introducing hisstudents to the Internet. Students are told to use thesevarious sources to find facts for their reports. They arereminded to look for information that will help them answerthe kinds of questions listed on the wall chart. With each ofthese sources, Ben demonstrates how to use titles, tables ofcontents, chapter headings, and indexes to locate informa-tional text.


S PI

Ben knows that mastering use of these structural features oftext is a third-grade standard. He also understands that,because students will be doing their research both in classand outside of class, the report-writing activity will notprovide adequate opportunity for him to assess whether allstudents have mastered this standard. However, he recognizesthat the activity offers students an important opportunity topractice using these materials. He makes note that he willneed to develop specific assessments of this third-gradestandard at another time.

Ben explains that each time students find out a fact abouttheir animal, they are to write it on a sentence strip. Benmodels this by drawing from the earlier read-aloud session tomake two sentence strips that tell facts about kangaroos. Ashe writes the model sentences, he reminds students aboutpast lessons on sentence writing.

Remember that we said a sentence needs to be a completethought. So when we write a fact about the kangaroo, wedon't write "moves fast. " Instead, we want to write,"Kangaroos move very fast."

Ben uses sentence strips so that when his students are readyto organize their writing into paragraphs later in the unit,they will understand that writers often "move ideas around"to make their writing more comprehensible. Students will beasked to physically group the sentences to form paragraphs.

Students are told that they will be collecting facts for the nextfour or five days. Ben suggests that students set a goal offinding two facts a day, from any source they can. He makessure the classroom contains many resources, in both Spanishand English, about different animals. He lets students knowthat he will be available before and after school to help them

use the classroom resources.

Ben expects that most of his students will draw on materialsin the classroom library or interview a parent to get informa-tion for their reports. But he suspects that some students maybe ready to explore a variety of other sources. Although hedoes not plan to hold all students accountable for using

© 2002 WesrEd °All rights reserved. Permission to reproduce with4estEd copyright notice included is hereby granted.

40

multiple sources at this time, he makes note of those stud-ents already able to do it. In preparation for learning tobuild a bibliography, he has those students write the type ofsource used on the back of their sentence strip.

The next several days....

Throughout the week, Ben sets up a number of opportuni-ties for students to share some of what they are finding out.For example, when dismissing students to lunch he asks forvolunteers to tell one fact about "what your animal eats" or"where your animal lives." Students are dismissed when theyoffer an example. When taking roll, he asks students to holdup the sentence strips they made the day before. It is a quickand easy way to see which students are having difficultyfinding and recording facts.

Writing time on each of the following days is used to teach amini lesson on one of the characteristics required in the finalreport. Ben plans and conducts lessons on:

organizing sentences dealing with the same topic into

paragraphs, writing a topic sentence, and indenting the

first line; and

using descriptive language or the strategy of "showing,

not telling" to help the reader better understand.

Each of Ben's mini lessons starts with a reminder of thequality criteria and a look at the original exemplars for areminder of what that skill or characteristic looks like whendone correctly and/or how the weaker example might bemade better. Students are then given several practice exercisesto work on alone or in small groups. Ben models completingone or more of the practice exercises before asking studentsto work. As they complete the exercises, Ben circulatesaround the room to clarify instructions, coach individualstudents, and look at the work they are producing to ensurethat each student is being successful.

As homework, students are given a few practice exercisessimilar to those done in class. To prepare students for howthese same skills might be addressed on large-scale assess-

ments, Ben also gives them some multiple-choice problems


88

addressing the skills. (Classroom practice exercises andhomework for the two mini lessons are included at the endof this vignette.)

Ben uses his observations of student work both classwork

and homework to decide whether students are ready to use

a new skill on their own in their reports and, if not, to diag-

nose what they do not understand. When necessary, he pulls

students having similar difficulties into a small ad hoc groupto clear up misconceptions and/or reteach the new skill.

While watching students complete exercises on organizingsentences into paragraphs, Ben notes that although most ofhis English learners and even some students who are fluent inEnglish understand the concept of organizing around a singletopic, they do not include transition phrases between sen-tences or between paragraphs. He makes a note to pull thesestudents aside for a special lesson on transition phrases.

The classroom assessment....

Ben has completed his unit and feels his students are ready totry their hand at writing their animal reports. He gives theclass a prompt (see below), reads it over with them, answersquestions, and then tells them they will have two classperiods to write their first draft.

Assignment

Write a report on the animal you have been learningabout. Your report should have at least three para-graphs. You do not need to use all the facts that youfound. Pick the ones you think are most interesting toshare. Your grade will depend on how well you:

provide information about your animal and organize it

into paragraphs;

help your reader understand information about your

animal by showing, not just telling; andhelp your reader understand what you have to say by

using correct spelling, punctuation, and indentation of

paragraphs.

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© 2002 WestEd ®All rights reserved. Permission to copyright notice included is hereby granted.t..

The students are told that they should work by themselves asmuch as possible, but that they can ask for help from afriend or from the teacher if necessary. They are free to useany resources in the room for assistance, including thedictionary or their initial research materials. Ben plans tonote the type of assistance requested by students. In eachcase, he will ask himself whether the request indicates a lackof understanding or confidence, or whether it simplyindicates interest in gathering ideas from others.

At the close of the second day, Ben collects the papers fromthe entire class.


90

Tea

chin

g E

xem

plar

s

Pap

er A

- B

ottle

nose

Dol

phin

s

Its h

abita

t is

salt

wat

er. D

olph

ins

are

foun

d in

coas

tal w

ater

s ar

ound

the

wor

ld. T

hey

eat i

nsho

refis

h lik

e ca

pelin

, anc

hovy

, sal

mon

, and

shr

imp.

Dol

-ph

ins

can

eat 6

feet

und

er w

ater

and

can

sta

y do

wn

for

15 m

inut

es. S

omet

imes

dol

phin

s ge

t sic

k fr

ompo

llutio

n.

Dol

phin

s ca

n liv

e up

to 5

0 ye

ars.

Its

coat

issm

ooth

and

like

rub

ber.

A d

olph

in is

a m

amm

al. D

ol-

phin

s ea

t up

to fo

ur p

ound

of f

ish

a da

y.

Whe

n do

lphi

ns s

leep

, the

fem

ale

slee

ps o

n to

p of

the

wat

er a

nd th

e m

ale

slee

ps o

n th

e bo

ttom

. Whe

nth

e m

ale

need

s ai

r, it

goe

s up

to th

e to

p th

e w

ater

toge

t it a

nd th

en it

goe

s ba

ck d

own.

Som

e pe

ople

let b

allo

on g

o an

d th

ey g

o in

to th

eoc

ean.

Dol

phin

s th

ink

it is

food

and

eat

it a

nd c

an d

ie.

Oth

er p

ollu

tion

like

gas

and

soda

can

s ca

n hu

rt d

ol-

phin

s. W

hen

a do

lphi

n is

sic

k it

crie

s to

get

hel

p fr

omot

her

dolp

hins

who

try

to h

elp

it to

the

top

so it

can

brea

the.

We

can

help

dol

phin

s by

not

pol

lutin

g th

eoc

ean.

Pap

er B

- H

orse

s

I cho

se h

orse

s be

caus

e I l

ike

to r

ide

them

. Ial

so li

ke to

pet

them

. Hor

ses

are

very

nic

e an

d th

eylik

e to

be

pette

d to

o. T

hey

have

long

hai

r on

thei

rne

ck a

nd ta

il. T

he h

air

dow

n th

eir

neck

is c

alle

d a

man

e. It

is fu

n to

bru

sh th

eir

man

e an

d ta

il.

Hor

ses

are

very

fun

to r

ide.

At t

he c

amp

I go

toev

eryb

ody

gets

to h

ave

hors

e ba

ck r

idin

g le

sson

s.W

hen

you

ride

a ho

rse

you

need

to p

ut a

sad

dle

on it

sba

ck. S

ome

peop

le r

ide

bare

bac

k bu

t onl

y if

they

are

real

ly g

ood.

Hor

ses

also

wea

r sh

oes

on th

eir

feet

.P

eopl

e pu

t sho

es o

n th

eir

feet

so

thei

r fe

et w

ont g

etso

re w

hen

they

wal

k an

d ru

n.

Hor

ses

eat m

any

diffe

rent

thin

gs. H

orse

s ea

tha

y, g

rass

, bar

ley

and

oats

. Oat

mea

l is

thei

r fa

vorit

efo

od b

ecau

se it

giv

es th

em a

lot o

f ene

rgy.

The

y al

solo

ve c

arro

ts, a

pple

s, m

olas

ses

and

suga

r cu

bes.

Som

e-tim

es th

eir

owne

rs w

ill g

ive

them

a b

lock

of s

alt t

om

ake

them

thirs

ty s

o th

ey w

ill d

rink

enou

gh w

ater

.

Mos

t hor

ses

live

on fa

rms

or r

anch

es, b

ut s

ome

hors

es a

re w

ild. W

ild h

orse

s liv

e on

flat

gra

ssla

nds

whe

re th

ey g

raze

and

they

are

abl

e to

sur

vive

har

dw

eath

er. T

here

are

not

ver

y m

any

wild

hor

ses

any-

mor

e be

caus

e m

ost o

f the

m h

ave

been

trai

ned

bype

ople

.

Prerequisite LearningExperiences

Distinguish fiction andnonfictionRead several examples

of nonfiction/reports

Unit Plan Report of Information

AssessmentStudents will independently

write a multi-paragraph reporton animals using informationgathered from various text andother resources

Standards to be AssessedCreate a single paragraph

Develop a topic sentenceInclude simple facts and

supporting detailsWrite descriptions that useconcrete sensory details topresent and supportunified impressions ofpeople, places, or things

Indent paragraphs, use

appropriate punctuationand capitalization of simple

sentences

Standards to be PracticedDistinguish common forms

of literature (e.g., fiction,nonfiction)Use titles, tables ofcontents, chapter headings,

glossaries, and indexes to

locate information in textDemonstrate comprehension

by answering questions fromtext

Criteria for Success

Gather facts from at leastone source

Organize writing inparagraphs/topic sentences

Use sensory details

to describe

Use appropriate conventions

BEST COPY AVAILABLE

Requisite Opportunitiesto Learn

Lessons and Practice:

Identifying sources of information

Using structural features of text,

titles, subtitles, index, etc.

Identifying relevant types of

information about animals

Concept of paragraph/

Purpose for reader

Identifying topic sentences

Grouping sentences on same

topic

Ordering sentences and

paragraphs

Composing topic sentences to

indicate main idea and transitions

for reader

Identifying descriptive words

Writing "showing" not "telling"

sentences

Norms for indentationPunctuation/capitalization of

simple sentences

Sentence construction

© 2002 WestEd All rights reserved. Permission to reproduce with WestEd copyright notice included is hereby granted.

CI 9

Cla

ssro

om P

ract

ice

Exe

rcis

e an

d H

omew

ork

Org

aniz

ing

Sen

tenc

es In

to P

arag

raph

s

Cla

ssro

om P

ract

ice

Org

aniz

ing

Sen

tenc

es in

to P

arag

raph

s an

d W

ritin

ga

Top

ic S

ente

nce

1. R

ead

each

of y

our

sent

ence

str

ips

and

lay

them

out

so

that

you

can

see

them

all

at o

ne ti

me.

2. P

ut y

our

sent

ence

str

ips

into

gro

ups

by to

pic.

All

fact

sab

out w

hat y

our

anim

al e

ats,

for

exam

ple,

sho

uld

be in

one

grou

p. A

ll fa

cts

abou

t wha

t you

r an

imal

look

s lik

e sh

ould

be

in a

noth

er g

roup

.

3. R

ead

the

sent

ence

s in

one

gro

up. W

hat i

s th

e m

ain

idea

of

thes

e se

nten

ces?

Wha

t sen

tenc

e ca

n yo

u pu

t in

fron

t of

thes

e se

nten

ces

to te

ll w

hat t

hey

are

all a

bout

? W

rite

your

mai

n id

ea s

ente

nce

on a

sen

tenc

e st

rip u

sing

a r

ed m

arke

r.C

lip a

ll th

e se

nten

ces

on th

at to

pic

toge

ther

with

the

mai

nid

ea o

n to

p or

at t

he e

nd o

f you

r se

t.

4. If

you

hav

e fa

cts

that

don

't fit

in a

ny g

roup

, you

hav

e a

choi

ce to

mak

e.M

aybe

they

sta

nd a

lone

as

thei

r ow

n pa

ragr

aph.

May

be y

ou w

ill w

ant t

o w

rite

one

or tw

o m

ore

fact

s on

that

topi

c to

go

with

them

.Y

ou m

ight

dec

ide

not t

o us

e th

em in

you

r re

port

.

5. T

ake

one

of th

e pa

ragr

aphs

you

will

use

in y

our

repo

rt a

ndw

rite

it on

a s

epar

ate

piec

e of

pap

er. T

urn

the

pape

r in

at

the

end

of th

e w

ritin

g pe

riod.

Hom

ewor

kO

rgan

izin

g S

ente

nces

into

Par

agra

phs

and

Writ

ing

a T

opic

Sen

tenc

e

1. W

hich

of t

he s

ente

nces

bel

ow te

lls th

e m

ain

idea

of t

hepa

ragr

aph?

Hou

ses

can

be b

uilt

with

man

y di

ffere

nt ty

pes

of m

ater

ials

.S

ome

hous

es a

re b

uilt

with

bric

ks a

nd s

ome

are

built

with

cem

ent.

In th

e ol

den

days

, hou

ses

wer

e bu

ilt w

ith lo

gs.

The

se w

ere

calle

d lo

g ca

bins

. Hou

ses

can

be b

uilt

with

man

ydi

ffere

nt ty

pes

of m

ater

ials

. In

som

e co

untr

ies,

peo

ple

use

mud

to m

ake

thei

r ho

mes

. Igl

oos,

whi

ch a

re o

nly

in v

ery

cold

pla

ces,

are

hou

ses

that

are

mad

e of

ice.

A. I

n th

e ol

den

days

, hou

ses

wer

e bu

ilt w

ith lo

gs.

B. H

ouse

s ca

n be

bui

lt w

ith m

any

diffe

rent

type

s of

mat

eria

ls.

C. S

ome

hous

es a

re b

uilt

with

bric

ks a

nd s

ome

are

built

with

cem

ent.

2. W

hich

of t

he s

ente

nces

bel

ow d

oes

not s

eem

to b

elon

g in

the

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INSTRUCTIONAL VIGNETTE: MEG TIPPLE

XacXin7 Cievend graders &Ilse gircenfars

As the students in Meg Tipple's seventh-grade math classenter the classroom, they note the "sponge" assignmentwritten on the board, get out their math notebooks, andbegin writing to the prompt: "Write down everything youcan say about 30%." After quickly taking roll, Meg circulatesaround the room, noting the terminology students use intheir quick-writes, and then she calls for students' attention.

As part of our focus this quarter on being informed consum-ers, you have compared rates and unit prices to investigateadvertising claims, and you have used ratios and proportionsto plan a main course and an appetizer for a large dinnercelebration. Today, we are beginning a unit on percentages.(A copy of Meg's unit plan is included at the end of thisvignette. The vignette covers section 3 of the unit plan.) Megmoves to a chart on the wall labeled, "What math is involvedin being an educated consumer?" and adds the word "per-cents" to the chart.

At the end of this part of the unit, you will show what youhave learned by planning an athletic banquet within a setbudget. You will have to make decisions about planning amenu, selecting entertainment, and purchasing awards,decorations, and gifts for the coaches. During the unit, youwill have lots of opportunities to work together, but each ofyou will need to plan the awards banquet on your own. So itis important for you to take responsibility for your ownlearning by asking questions as we go along when there issomething you don't understand.

She shows students a chart listing the criteria on which theirathletic awards banquet project will be judged. You will need to:

correctly use fractional benchmarks to estimatepercents;use counting and rounding to estimate percents;accurately analyze data represented in a circle graph;correctly calculate savings in a percent-off sale;make a plan that is within your budget; andprecisely construct a circle graph to representpercents.

95© 2002 WestEd ® All rights reserved. Permission to reproduce with WestEd copyright notice included is hereby granted.

Next, she begins a class discussion about percents asking:What is a percent?Where have you seen percents used in everyday situations?

How do percents relate to fractions? Decimals?How many students would make up 100% of your mathclass? 50%? 25%?

Students share their ideas aloud in the large group and,though many of them struggle to make their ideas clear, Megis confident that they are familiar with the basic concepts theyneed to proceed with the unit.

She gives the students a worksheet and has students work inpairs to estimate which answer best completes each statement.After giving them time to work together on the sevenworksheet problems, she has them answer questions A and B

independently.

Select one of the estimates on the right to fill in each of thesesentences: In our math class

1. of the -fewer than 10%students are left-handed. -fewer than 50%

2. of the -more than 50%students have brown hair. -at least 90%

3. of the -about 25%students like pizza. -about 50%

4. of the -about 75%students are wearing -100%

sneakers today.

5. of the A. How did you decide whichstudents are 12 years old. percentage to use with each

6. of the statement?students have summerbirthdays. B. How could you check your

7. of theestimates?

students like football.

While students work in pairs, Meg circulates, asking studentsquestions about their estimates and the strategies they usedto come up with those estimates. During this time, she makesnotes on a class list about students' understanding ofthe meaning of percents, their familiarity with estimating

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© 2002 WestEd 6) All rights reserved. Permission to reproduce with WestEd copyright notice included is hereby granted.

percents, and their understanding of the relationship amongdecimals, fractions, and percents.

Meg notices that as students try to select the percent thatmakes each statement true, some students make commentslike "not very many so let's pick 10%," or "most students sowhat's the largest percent," or "about half and half" as theyestimate the number of students and match it to a percentagestatement. Others guess with no apparent strategy.

As a result of these observations, Meg decides to spend a fewminutes reviewing with the class the relationship of fractionalparts to percents and helping them see how to use familiarbenchmarks like 25%, 50%, and 75% to make estimates.She tells students that estimating a percent is much the sameas estimating a fractional part of something. She holds upfraction circles representing 1/5, 1/3, 3/8, etc. and asksstudents to name the fraction and then determine whetherthe fraction represents a percent nearer to 25%, 50%, 75%,or 100% of the whole. As students offer correct responses,she asks them to explain how they made their estimate andthen repeats their explanation in her own words to providethe class with models of good problem solving. In each case,she points out how the students used the familiar bench-marks of 25%, 50%, or 75% to make their estimate.

Next, Meg gives each student a few pieces of graph paper.She asks them to outline a 10 x 10 box and shows them howto demonstrate 1/4 = 25 squares or 25% of the 100 squares.She then points to the homework assignment on the boardand tells students to copy it into their notebooks.

Homework:

On the graph paper you have been given, fill in the percent-

ages and illustrate the following fraction and percentequivalents: 1/2 = 50%, 3/4 = %, 1 whole = %, and

2/5 = %.

Estimate the percentage that would be equivalent to:7/8, 2/3, and 1/6 and write an explanation of how youmade your estimate for each.

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97© 2002 WestEd ®All rights reserved. Permission to reproduce with WestEd copyright notice included is hereby granted.

The second day....

Students enter the classroom and begin writing a response to

the question written on the board: A store advertised,"Best Sale Ever! 10% discount on all items!" Is this a goodsale? Why or why not? While students are writing, Meglooks through the homework that students placed in thebasket by the door, quickly eyeballing them to check on thework of a few students who seemed to have had difficulty in

yesterday's class.

Meg has students quickly share their answers to the writingprompt with a partner. She then randomly picks two namesfrom the class name container (names written on Popsiclesticks) and asks those two students to share their discussionaloud with the class. She asks the rest of the class to agree,disagree, or add to the comments shared.

Meg begins today's lesson by telling the class that later in theperiod they will be given some information about a footballteam and what percent of its $20,000 budget it has spent oncertain items. From that information, students will be askedto estimate approximately how much money the team spenton each item. She reminds them that in this case they will

not be calculating to get an exact figure, but instead, estimat-

ing in their heads.

Today we will continue our work with fractional benchmarksfamiliar fractions like 1/2 or 50% and 1/4 or 25% to

estimate percentages that are close to those benchmarks. As

she says this, she points to the chart listing the criteria thatwill be used to judge the final project. This is one of the skillsyou will need to know in order to plan your banquet.

As we do this, you can think about fractional parts and use25%, 50%, and 75% as benchmarks for checking whetheryour estimate is reasonable. In your homework, you demon-

strated percents using a box divided into 100 squares. Eachsquare represented 1/100 or 1% of the whole. Look at thenumber line on the board. Let's estimate 23% of 400.

98© 2002 WestEd

° All rights reserved. Permission to reproduce with WestEd copyright notice included is hereby granted.

Meg demonstrates thinking aloud. In this case, 400 is the whole.

Which benchmark percent is 23% closest to? (25%) We can use

that benchmark, 25% or 1/4, to mentally figure out the amount.

What is 1/4 or 25% of 400? One quarter of 400 is 100, so 23%

of 400 is a little less than 100. When we estimate, we don't need

to say exactly how much less.

After demonstrating how she solved this problem for thewhole class, Meg passes out a worksheet that includes thefollowing problems: What is 25% of 200? What is 55% of400? What is 76% of 400? What is 75% of 200? She encour-ages the students to work in pairs to figure out the answers.After giving them time to work, she calls on pairs to sharetheir responses with the whole class.

As answers are shared, a few students seem to be confused orto forget the size of the "whole." For instance, Bill says that25% of 200 is 25. Meg responds that 25 would be correct ifthe number or the whole set was 100 as it was when theyfound 25% of the 100-square graph paper box, but that nowthe whole set was 200. She prompted with the followingquestions: How many in the whole? (200) Twenty-five percentis closest to what fraction? (1/4) What is 1/4 of 200? (50)What is 25% of 200? (50) She asks if anyone else thoughtabout this a different way, and one student says she figuredthat if 25% of 100 is 25, then 2 times 100 is 200, and so2 times 25 would make 50. Meg has students do a few moreexamples until confusions like Bill's seem to be cleared up.

Next, Meg distributes Worksheet A (included at the end ofthis vignette), and students independently begin work on it.Meg works with two students who seem to have troublegetting started, prompting them with questions to get themgoing (e.g., what benchmark percent is that closest to: 25%,50%...?). After students complete the worksheet, Meg hasthem process what they have learned by asking them to share

ideas about these questions:What methods did you use to estimate the percentage

increase in dollar amounts?

How did you decide if your estimates are reasonable?

99© 2002 WestEd e All rights reserved. Permission to reproduce with WestEd copyright notice included is hereby granted.

At the end of the class period, Meg collects the worksheetand students copy the homework assignment.

Homework:

There is a picture of an American Flag on page 114 in your

math book. Estimate the percentage of the flag that is made

of stripes and the percentage that has stars in the blue area.Plan a way to verify your estimates. Be prepared to discuss

your answers at the beginning of the period tomorrow.

The third day....

Pairs share homework solutions and strategies with eachother.

Quick-Write: How would you estimate 3% of 445?

After students share ideas, Meg begins: Sometimes, like inthe problem we just worked on, the percentage we are tryingto estimate is not very close to any of the benchmarks we

worked on yesterday. To estimate these, you will want to use

counting and rounding. As she says this, she again points tothe chart of criteria for the final project. Meg presents a minilesson on counting and rounding, and then reviews thisstrategy by sharing aloud a strategy for solving the problemshe gave in the quick-write. As she shares her thinking aloud,she writes these key phrases on the board:

3% means $3 for every $100And, therefore, $1.50 for every $50To find 3% of $445, count the number of $100s thatyou need: 4

Then you have $45 left over, which can be rounded to

$50

So 3% of $445 is about 4($3) + $1.50, which equals

$13.50

Meg asks students to estimate and discuss their strategies forfiguring 6% of 625 and then 8% of 650. She has them sharetheir thinking aloud, and, as they do, she writes out the stepson the board so students have a model of how to record theirmental math.

BEST COPY AVAILARI. F100


Next, she distributes Worksheet B (included at the end ofthis vignette), and students independently complete theactivity. As they do that, Meg circulates, prompting students,asking questions to push their thinking, asking them todescribe the strategy they used, clearing up misunderstand-ings, and looking at the work they are producing to makesure that each student is being successful. As she circulates,she makes notes for use in planning the next day's lesson.

Students who have finished their worksheet copy the home-work assignment into their notebooks and begin theirhomework.

When the rest of the class is finished with the worksheet,Meg has the students share their estimates for expenses, theamount the district will pay, and the amount for which fundsmust be raised. As students share, Meg asks for alternativeresponses and then helps students understand why there arediscrepancies by asking them to describe the mental math

strategies they used for estimating.

Minutes before the dismissal bell rings, Meg says, Thehomework you have tonight will give you a chance to practice

the skill of counting and rounding on your own. Don't forgetto get the assignment down! (The homework is included at

the end of this vignette. )

Over the next several days....

Meg teaches lessons on the skills students will need tocomplete their final project, including (see Meg's unit plan at

the end of this vignette):converting among fractions, decimals, and percents;

interpreting data in a circle graph;

constructing a circle graph;finding discounts and resulting sale prices;

using calculators to find sale prices;

calculating savings in a percent-off sale;

determining savings with discount coupons; and

planning a budget.


Each day Meg begins with a reminder of how the lesson andfollow-up work will help students plan the athletic banquetwithin a set budget, referring to the criteria chart she sharedon the first day of the unit. Whenever possible, she points outmodels of the quality work she will be looking for.

After each lesson, students are given practice exercises to work

on alone or in small groups. Before asking students to startwork, Meg models similar problems by showing examples or

thinking aloud as she works through an exercise. As studentswork, Meg circulates around the room to clarify instructions,coach individual students, clear up misunderstandings, andlook at the work they are producing to make sure that eachstudent is being successful. When needed, she stops to reteacha concept or makes notes for use in planning the next day'slesson. As necessary, she pulls together small groups of

students having similar difficulties to clear up misconceptions.

Unit review and self-assessment....

Meg has completed the unit and believes that her studentsare just about ready for the assessment. She summarizes themajor areas of study over the past two to three weeks andtells students that they are now going to get ready to plan theathletic banquet.

When you plan your athletic banquet tomorrow, you aregoing to be given $2,500 to spend. You will know the num-ber of students and coaches who will attend and the costs for

food, entertainment, trophies, and decorations. You are goingto have to choose from among lots of different foods, types ofawards, decorations, entertainment, and gifts and staywithin your budget. When you have decided what you willbuy and how much you will spend on each, then you willmake a circle graph to illustrate how your money was spent.*As Meg explains the final project, she shows the prompt onan overhead and explains that students will each get a copyat the start of class the next day. (See Final Unit Assessmentat the end of the vignette.)

* Based on the curriculum unit, Buyer Beware, Math Scape Seeing

and Thinking Mathematically, Glencoe/McGraw Hill, 1998.


She points out the criteria chart for a high-level response tothis assignment and, again, reviews the criteria. For eachcriterion, she offers an example or shows a model from aprevious lesson (e.g., a good budget plan, circle graph).As she shares the model, she reminds the students of thespecific characteristics that she will be looking for in theirwork. For example, she explains: When you write up yourbudget plan, you will need to be sure that you purchaseeverything required for the banquet and that your purchasesadd up to a figure close to, but not a penny over, your allottedbudget.

So, now before you get the assignment for your final project,

I want to give you some time to think about whether you areready, and if not, what other help you may need. I want youto look back over your portfolio of work from this unit andthink about the skills and criteria I have just reviewed. Canyou do all these? If not, this is your chance to get yourselfready for the final project.

You guys know the procedure for convening a study group,how to sign up for a conference with me if you need my helpwith something, and what is expected if you plan to work onyour own.

She gives students a few minutes to review their portfolioand then does a rapid roll call, asking each student to reportout how he will be using this unit review period.

The final project begins....

Meg starts the class by reviewing for the last time the criteriaon which the students' work will be judged, and then givesstudents the assignment, saying, This project puts togetherall of the skills we have been working on for the last two

weeks.

103© 2002 WestEd

eAll rights reserved. Permission to reproduce with WestEd copyright notice included is hereby granted.

You will have two class periods to finish this task. When youare finished, I want you to take some time before you turnin your work to complete the self-assessment sheet andattach it to your project. It will ask you to commenton how you think you did in relation to each of the criteriaI just went over. Before you go home tonight, I will collectyour work in progress. I'll return it to you tomorrow, so thatyou can continue your work.

When you get your papers back, I will return them with the"Teacher Comments" page attached. (The teacher commentsare included at the end of this vignette.) It will explain howyou did on each of these criteria. Then, you will have adecision to make about whether you want to revise yourproject for additional credit.

Your work this last couple of weeks has shown me you are

ready for this project. I know you'll do great work!

104© 2002 WestEd °All rights reserved. Permission to reproduce with WestEd copyright notice included is hereby granted.

Final Unit AssessmentThe Informed Consumer: Percentages Unit*

Planning an Athletic Banquet on a BudgetYou have been given $2,500 to plan the athletic banquet. The money was donated for the banquet and that's all it

can be used for, so you need to spend close to $2,500. You can't spend more than this.

Athletic Banquet Attendance

Sport Students Coaches

Field Hockey 20 2

Football 50 3

Soccer 30 2

Tennis 16 2

Basketball 20 2

Volleyball 12 1

Cross-country 12 1

Swimming 8 I

Lacrosse 18 2

I. Use the Athletic Banquet Price List to help you plan your choices for food, entertainment, awards, decora-tions, and gifts for the coaches.

2. When you have figured out how much you will spend for each category, write your plan for what you will

be doing for each of the following: food, entertainment, awards, decorations, and gifts for the coaches.3. Make a chart to record your total expenses in each category.4. Write down the total amount you will spend on the banquet. Tell how much money, if any, you will have

left over from the $2,500 you were given to spend.

Display Your Budget Data in a Circle GraphYou need to present the information in your banquet plan to the athletic advisory committee. Make a circle graphfor the presentation.

Use the circle on the handout, How To Construct a Circle Graph.Use percentages to label each sector of your circle graph.Make sure your sectors are clearly labeled and that the graph has a title.

Athletic Banquet Price ListGlordanno's by the Bay

Catering MenuBroiled tenderloin $5.75

Hot turkey sandwichSpaghetti with meatballsFried fantail shrimp

Baked vegetable lasagna

Enchiladas nortenas

Guadalajara burritoVegetable burrito

$5.25

$5.10$6.25

$5.50$6.50$5.40$6.10

EntertainmentThe Rocksters $200 per hour

25% surcharge over 2 hours

Sammy the DJ $100 per hour

50% surcharge per hour for music

of your choice

Alan's Awards ShopTrophies $5.95

25% discount on all orders

over 50

Plaques $4.95

1/3 off on all orders over 10

Party DecorationsOutlet

Streamers $1.99 per package

Balloons $2.99 per package

Confetti $3.49 per package

15% off on orders over 10 packages

The Coaches' AthleticGift Shop

Award Plaques $19.95 each

10% off on orders over $100

Desk Plates $24.95 each

2.5% off on orders over 10

BEST COPY AVAILABLE

* Based on the curriculum unit, Buyer Beware, Math Scape Seeing and Thinking Mathematically, Glencoe/McGraw Hill, 1998.

105© 2002 WestEd ®All rights reserved. Permission to reproduce with WestEd copyright notice included is hereby granted.

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robl

ems.

2.5

Use

a v

arie

ty o

f m

etho

ds, s

uch

as w

ords

, num

bers

, sym

bols

, cha

rts,

gra

phs,

tabl

es, d

iagr

ams,

and

mod

els,

to e

xpla

in m

athe

mat

ical

rea

soni

ng.

2.6

Exp

ress

the

solu

tion

clea

rly

and

logi

cally

by

usin

g th

e ap

prop

riat

e m

athe

mat

ical

not

atio

n an

d te

rms

and

clea

r la

ngua

ge; s

uppo

rt s

olut

ions

with

evi

denc

e in

bot

h ve

rbal

and

sym

bolic

wor

k.

3.0

Stud

ents

det

erm

ine

a so

lutio

n is

com

plet

e an

d m

ove

beyo

nd a

par

ticul

ar p

robl

em b

y ge

nera

lizin

g to

oth

er s

olut

ions

:

3.2

Not

e th

e m

etho

d of

der

ivin

g th

e so

lutio

n an

d de

mon

stra

te a

con

cept

ual u

nder

stan

ding

of

the

deri

vatio

n by

sol

ving

sim

ilar

prob

lem

s.3.

3D

evel

op g

ener

aliz

atio

ns o

f th

e re

sults

obt

aine

d an

d th

e s

rate

gies

use

d an

d ap

ply

them

to n

ew p

robl

em s

ituat

ions

.

Ass

essm

ent:

Stud

ents

use

wha

t the

y ha

ve le

arne

d ab

out u

nit p

rice

to ta

keon

the

role

of

inve

stig

ativ

e re

port

er to

res

earc

h cl

aim

s m

ade

bya

sand

wic

h ba

r ab

out t

he u

nit p

rice

s of

thei

r sa

ndw

iche

s.

Ass

essm

ent:

Stud

ents

use

wha

t the

y ha

ve le

arne

d ab

out r

atio

and

prop

ortio

n to

pla

n fo

r an

inte

rnat

iona

l din

ner.

The

y se

t up

and

solv

e pr

opor

tions

usi

ng e

qual

rat

ios

or c

ross

pro

duct

s to

incr

ease

a d

inne

r re

cipe

, and

they

use

pro

port

ions

to d

ecid

e th

eco

sts

of a

ppet

izer

s fo

r th

e bu

ffet

.

Ass

essm

ent:

Stud

ents

use

wha

t the

y ha

ve le

arne

d to

pla

n an

ath

letic

banq

uet.T

hey

are

give

n a

set a

mou

nt o

f m

oney

and

mus

t kee

pa

budg

et to

kee

p tr

ack

of m

onet

ary

expe

nditu

res.

The

y m

ake

deci

sion

s on

pla

nnin

g a

men

u, s

elec

ting

ente

rtai

nmen

t, an

dpu

rcha

sing

aw

ards

, dec

orat

ions

, and

gif

ts f

or th

e co

ache

s.T

hey

mus

t als

o di

spla

y th

eir

budg

et in

a c

ircl

e gr

aph.

SEC

TIO

N O

NE

: RA

TE

SSE

CT

ION

TW

O: R

AT

IOS

AN

D P

RO

POR

TIO

NS

SEC

TIO

N T

HR

EE

:PE

RC

EN

TS

Less

on C

onte

nt a

nd S

kills

Less

on C

onte

nt a

nd S

kills

Less

on C

onte

nt a

nd S

kills

Cal

cula

te th

e un

it pr

ice

of a

n ite

m.

Set u

p ra

tios

to c

ompa

re it

ems.

Use

ben

chm

arks

to e

stim

ate

perc

ents

.

Det

erm

ine

whi

ch p

acka

ge s

ize

is th

e be

tter

buy.

Use

rat

io ta

bles

to f

ind

equa

l rat

ios.

Est

imat

e pe

rcen

ts u

sing

men

tal m

ath.

Use

wei

ght u

nits

to c

ompa

re th

e pr

ice

of d

iffe

rent

item

s.W

rite

rat

ios

as s

impl

ifie

d fr

actio

ns.

Use

cou

ntin

g an

d ro

undi

ng to

est

imat

e pe

rcen

ts.

Com

pare

pri

ce p

er o

unce

to d

ecid

e th

e be

tter

buy.

Dec

ide

if tw

o ra

tios

are

equi

vale

nt.

Con

vert

am

ong

frac

tions

, dec

imal

s, a

nd p

erce

nts.

Vis

ualiz

e an

d ca

lcul

ate

unit

pric

es w

ith a

pri

ce g

raph

.U

se r

atio

s to

com

pare

dif

fere

nt p

rodu

cts.

Inte

rpre

t dat

a in

a c

ircl

e gr

aph.

Con

stru

ct a

pri

ce g

raph

fro

m a

list

of

prod

ucts

.U

se c

ross

pro

duct

s an

d eq

uiva

lent

fra

ctio

ns to

com

pare

rat

ios.

Con

stru

ct a

cir

cle

grap

h.

Use

a p

rice

gra

ph to

che

ck u

nit p

rice

cal

cula

tions

.U

se e

qual

rat

ios

to s

olve

a p

ropo

rtio

n.Fi

nd d

isco

unts

and

res

ultin

g sa

le p

rice

s.

Use

a c

alcu

lato

r to

fin

d th

e pr

ice

per

poun

d.U

se c

ross

pro

duct

s to

sol

ve a

pro

port

ion.

Use

cal

cula

tors

to f

ind

sale

pri

ces.

Est

imat

e to

fin

d th

e be

tter

buy.

Dec

ide

if it

is e

asie

r to

use

cro

ss p

rodu

cts

or e

qual

rat

ios

toC

alcu

late

sav

ings

in a

per

cent

-off

sal

e.

Com

pare

uni

t pri

ces

to f

ind

the

bette

r bu

y.so

lve

a pr

opor

tion.

Det

erm

ine

savi

ngs

with

dis

coun

t cou

pons

.

Solv

e un

it pr

ice

prob

lem

s us

ing

a ca

lcul

ator

.Se

t up

and

solv

e a

prop

ortio

n.Pl

an a

bud

get.

Find

and

com

pare

uni

t pri

ces.

Use

cro

ss p

rodu

cts

and/

or e

qual

rat

ios

to s

olve

a p

ropo

rtio

n.D

ispl

ay a

bud

get i

n a

circ

le g

raph

.

Cal

cula

te lo

ng-t

erm

sav

ings

with

the

less

exp

ensi

ve p

rodu

ct.

Use

pro

port

ions

to in

crea

se a

rec

ipe.

Con

stru

ct a

cir

cle

grap

h.

Use

pro

port

ions

to d

ecid

e co

sts.

Solv

e pr

oble

ms

invo

lvin

g pe

rcen

ts a

nd d

isco

unts

.

* B

ased

on

the

curr

icul

um u

nit,

Buy

er B

ewar

e, M

ath

Scap

e Se

eing

and

Thi

nkin

g M

athe

mat

ical

ly, G

lenc

oe/M

cGra

w H

ill, 1

998.

Sam

ple

Wor

kshe

ets/

Tea

cher

Com

men

ts*

Wor

kshe

et A

Stud

ent

Peri

odD

ate

Est

imat

e E

xpen

ses

Est

imat

ing

a pe

rcen

t of

som

ethi

ng is

muc

h th

e sa

me

as e

stim

atin

g a

frac

tiona

l par

t of

som

ethi

ng.

Las

t yea

r th

e C

ouga

rs f

ootb

all t

eam

's to

tal e

xpen

ses

wer

e $2

0,00

0. T

he ta

ble

belo

w s

how

s w

hat p

erce

nt o

f th

e bu

dget

was

spe

nt o

n ea

ch e

xpen

se. A

bout

how

muc

h m

oney

was

spe

nt o

n ea

ch it

em?

1.M

ake

a ta

ble

like

the

one

show

n be

low

and

com

plet

e th

e la

stco

lum

n. E

stim

ate

the

cost

of

each

exp

ense

. Use

ben

chm

arks

and

men

tal m

ath

to m

ake

your

est

imat

es. D

o no

t use

pap

er a

nd p

enci

l.

2.T

he te

am s

pent

exa

ctly

$80

0 on

one

exp

ense

. Whi

ch w

as it

? U

sees

timat

ion

to f

igur

e it

out.

3.T

he T

iger

s fo

otba

ll te

am, c

ross

-tow

n ri

vals

, spe

nt 2

6% o

f its

$16,

000

budg

et o

n un

ifor

ms.

Whi

ch te

am s

pent

mor

e on

unif

orm

s? U

se e

stim

atio

n to

fig

ure

it ou

t.

Foot

ball

Tea

m E

xpen

ses

Item

sPe

rcen

tof

Bud

get

Est

imat

edC

ost

Uni

form

s23

%

Tra

nspo

rtat

ion

6%

Coa

ch's

Sal

ary

48%

Equ

ipm

ent

11%

Off

icia

ls' F

ees

4%

Tra

iner

's S

alar

y8%

Tot

al E

xpen

ses:

$20,

000

Wor

kshe

et B

Stud

ent

Peri

odD

ate

Cou

ntin

g an

d R

ound

ing

A g

irls

' fie

ld h

ocke

y te

am w

ants

to p

lay

in a

tour

nam

ent.

The

sch

ool d

istr

ict

will

pay

onl

y a

cert

ain

perc

enta

ge o

f ea

ch e

xpen

se. T

he te

am m

ust r

aise

the

amou

nt n

ot p

aid

by th

e di

stri

ct.

If y

ou c

an f

ind

50%

, 10%

, and

1%

of

a nu

mbe

r m

enta

lly, y

ou c

an a

lso

estim

ate

som

e ot

her

perc

ents

men

tally

. For

exa

mpl

e, th

ink

of 2

5% a

s ha

lf o

f50

% a

nd 5

% a

s ha

lf o

f 10

%.

Fiel

d H

ocke

y T

eam

Tri

p E

xpen

ses

Exp

ense

Est

imat

edC

ost

Perc

ent D

istr

ict

Will

Pay

Tra

nspo

rtat

ion

$700

3%

Mea

ls$6

0012

%

Hot

el$9

254%

Tou

rnam

ent F

ees

$346

22%

Tou

rnam

ent U

nifo

rms

$473

2.5%

1.U

se c

ount

ing

and

roun

ding

to e

stim

ate

the

dolla

r am

ount

the

scho

oldi

stri

ct w

ill p

ay f

or e

ach

expe

nse.

2.E

stim

ate

the

tota

l am

ount

the

dist

rict

will

pay

for

all

the

expe

nses

.3.

Est

imat

e th

e to

tal a

mou

nt o

f m

oney

the

team

will

nee

d to

rai

se.

4.U

se y

our

calc

ulat

or to

fig

ure

out t

he e

xact

am

ount

the

team

will

nee

dto

rai

se f

or e

ach

expe

nse.

Wri

te A

bout

You

r E

stim

ates

Wri

te a

bout

the

estim

ates

you

mad

e fo

r th

e fi

eld

hock

ey te

am e

xpen

ses.

Wha

t str

ateg

ies

did

you

use

to e

stim

ate

the

expe

nses

and

tota

l cos

t?

Wha

t are

som

e w

ays

to d

eter

min

e w

heth

er y

our

estim

ate

is r

easo

nabl

e?

* B

ased

on

the

curr

icul

um u

nit,

Buy

er B

ewar

e, M

ath

Scap

e Se

eing

and

Thi

nkin

g M

athe

mat

ical

ly, G

lenc

oe/M

cGra

w H

ill, 1

998.

Sam

ple

Wor

kshe

ets/

Tea

cher

Com

men

ts*

Hom

ewor

k A

Stud

ent

Peri

odD

ate

ES

TIM

AT

ING

PE

RC

EN

TS

App

lyin

g Sk

ills

The

fie

ld h

ocke

y te

am's

tota

l exp

ense

s fo

r la

st y

ear

wer

e $1

0,00

0. E

stim

ate

how

muc

h w

as s

pent

on

each

of

the

expe

nses

list

ed b

elow

. Use

ben

chm

arks

and

men

tal

mat

h to

mak

e yo

ur e

stim

ates

.

Item

Perc

ent

of B

udge

tE

stim

ated

Cos

t

1. U

nifo

rms

22%

2. T

rans

port

atio

n4%

3. C

oach

's S

alar

y12

%

4. E

quip

men

t49

%

5. O

ffic

ials

' Fee

s6%

6. T

rain

er's

Sal

ary

7%

Est

imat

e ea

ch n

umbe

r in

item

s 7-

10. T

hen

use

your

cal

cula

tor

to s

ee h

ow c

lose

you

res

timat

e is

.7.

49%

of

179

8. 2

4% o

f 31

99.

19%

of

354

10. 3

4% o

f 17

511

. Fin

d 7%

of

$400

. 7%

mea

nsfo

r ev

ery

12. F

ind

12%

of

$300

. 12%

mea

nsfo

r ev

ery

Ext

endi

ng C

once

pts

13. T

o es

timat

e 24

% o

f 43

, LeR

on s

ubst

itute

d nu

mbe

rs a

nd f

ound

25%

of

44. H

isan

swer

was

11.

Usi

ng h

is c

alcu

lato

r, h

e fo

und

that

the

exac

t ans

wer

is 1

0.32

. LeR

onco

nclu

ded

that

sub

stitu

ting

num

bers

cau

ses

you

to o

vere

stim

ate.

Do

you

agre

e? I

fno

t, gi

ve a

cou

nter

exam

ple.

14. N

irup

a ca

lls h

ome

from

col

lege

at l

east

onc

e a

wee

k. A

30-

min

ute

phon

e ca

ll co

sts

$10

on w

eekd

ays.

Nir

upa

can

save

20%

if s

he c

alls

on

a w

eeke

nd. H

ow m

uch

mon

eydo

es s

he s

ave

on a

30-

min

ute

call

mad

e on

Sat

urda

y?

Mak

ing

Con

nect

ions

15. L

ook

thro

ugh

new

spap

ers

and

mag

azin

es to

fin

d ar

ticle

s in

volv

ing

perc

ents

.D

esig

n a

colla

ge w

ith th

e ar

ticle

s. W

rite

out

per

cent

s fr

om 1

thro

ugh

100

and

thei

req

uiva

lent

fra

ctio

nal b

ench

mar

ks.

Tea

cher

Com

men

ts

The

Inf

orm

ed C

onsu

mer

: Per

cent

Uni

t

Stud

ent

Peri

odD

ate

Doe

s th

is w

ork

dem

onst

rate

:

Cor

rect

use

of

frac

tiona

l ben

chm

arks

and

cou

ntin

g an

d ro

undi

ng to

estim

ate

perc

ents

?

Acc

urat

e an

alys

is o

f da

ta r

epre

sent

ed in

a c

ircl

e gr

aph?

Cor

rect

cal

cula

tion

of s

avin

gs in

a p

erce

nt-o

ff s

ale?

Eff

ectiv

e us

e of

a b

udge

t to

plan

exp

endi

ture

s?

Prec

ise

cons

truc

tion

of a

cir

cle

grap

h to

rep

rese

nt p

erce

nts?

* B

ased

on

the

curr

icul

um u

nit,

Buy

er B

ewar

e, M

ath

Scap

e Se

eing

and

Thi

nkin

g M

athe

mat

ical

ly, G

lenc

oe/M

cGra

w H

ill, 1

998.

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instructiona

If all students are to achieve to high standards,

teachers must be prepared to work in new ways,

from developing shared expectations for student

performance to expanding their repertoire of

strategies and skills. For their part, instructional

leaders must understand the demands.ofstandards-based instruction and foster the

conditions that support it. This new book by

Kate Jamentz of WestEd's Western Assessment

Collaborative is designed to assist principals and

teacher leaders in this all-important effort.

In addition to articulating the specific teaching

skills needed for standards-based instruction, the

book presents two annotated classroom vignettes

illustrating them. It then describes the types of

learning experiences teachers need for acquiring

or refining these skills and explains how

instructional leaders can facilitate such

opportunities. The book includes three tools for

guiding instructional leaders and teachers as they

focus on standards-driven lesson planning or

reflect on the effectiveness of those lessons. It also

includes an unannotated version of each

classroom vignette, for use as an exercise to help

participants internalize a vision of effective

standards--based instruction.

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