Standards Standards Alignment-Tools Alignment-Tools and Processesand Processes

Douglas ReevesDouglas ReevesCenter for Performance Center for Performance

AssessmentAssessmentPresentation by Marta Turner/Suzanne Cusick Presentation by Marta Turner/Suzanne Cusick

AlignmentAlignment• The degree to which the components

of an education system-such as standards, curriculum, assessments and instruction work together to achieve desired goals.

• Do standards and assessments address the same content taught in the classroom?

Results Based ReformResults Based Reform• Specification of standards or

educational goals-state performance standards. Also applies to interventions; instruction, teacher development, motivation….and publicizes results of tests and other measures of performance of relevant groups.

Quality & CoherenceQuality & Coherence• To be most effective there needs to be

quality and coherence in the array of stated goals or standards. They should combine to exemplify the complete learner.

• There must be a known relationship among standards, benchmarks, targets, tests and information received by teachers and the generation of new, improved approaches.

More CoherenceMore Coherence1. Figure out what should be taught (DDDM)2. Be prepared to teach it (MSW)3. Help students learn it (Marzano)4. Measure their learning (Data Teams)5. Continue with cycle until desired improvement

it met (System of Accountability)

Coherence means each and every goal in an accountability system is clearly specified and is measured completely without added irrelevance.

ChallengesChallenges• Congruent states of alignment can

be achieved in highly focused systems.

• It means instruction matches both the goals, the measures and covers their intentions completely.

More Challenges….More Challenges….• Congruence is especially difficult in

two common cases in education:1) Where the goals are broad and generally stated2) Where there are too many goals to be adequately taught and measured

So what happens???So what happens???• Logical course is to focus on

something other than goals or standards as the basis for alignment.

“In practice, because the test or set of measures is seen as an operational definition of the domain of interest rather than a sample of it, the test is used as a guide.”

Aligning Curriculum, Standards and Assessments: Fulfilling the Promise of School Reform. Eva L. Baker, 2004

Question?Question?• If learning is the key condition, then how

do we reconcile a system that uses 2nd or 3rd order indicators as a means to understand what is occurring in classrooms? Where is the transfer of skills occurring?

• Goal of a coherent curriculum?• It exemplifies both broadly and concretely

the intentions of the standards and the content and skills to be taught and learned.

Douglas Reeve’s AsksDouglas Reeve’s Asks• How is your school doing as a learning

institution?

• Are all students learning?

• How do you know?

• What do you expect students to know and be able to do by the end of each year?

Strategic LeadershipStrategic Leadership

A New ModelA New Model

As a leader, what work do I do that feels like spinning plates? As a leader, what work do I do that feels like spinning plates? What work do I do that feels like interlocking gears?What work do I do that feels like interlocking gears?

Barbara Miller-Education Development CenterBarbara Miller-Education Development CenterThe Council of Chief State School OfficersThe Council of Chief State School Officers

Spinning plates:• Run up and down the line

to keep it going• Fast, accurate to

determine amount of spin• Gravity is our enemy• Fear…if you ever stop or

slow down, you’ll hear the crash of plates

• Not a powerful or comforting view of strategic leadership

Interlocking gears:• More complex system• Gears must work in

tandem• Doesn’t require

tremendous endurance or tennis shoes

• An engineer oversees process-trouble shoots

• Built in system of quality control

• Offers various roles as leaders

The Leadership and Learning The Leadership and Learning MatrixMatrix

LuckyHigh results, low under-standing of antecedents.Replication of success unlikely.

LeadingHigh results, high under-standing of antecedents.Replication of successlikely.

LosingLow results, low under-standing of antecedents.Doh!

LearningLow results, high under-standing of antecedents.Replication of mistakes unlikely.

Eff

ects

/ R

esul

ts D

ata

Antecedents / Cause Data

Antecedents of ExcellenceAntecedents of Excellence

• “Those observable qualities in leadership, teaching, curriculum, parental engagement and other indicators that assist in understanding how results are achieved.”

Douglas B. Reeves-The Learning Leader

Accountability Pyramid: Data and Goal RelationshipsWithin a Comprehensive Accountability System

Comprehensive Accountability SystemDistrict Level Accountability Data

Gather results data from each schoolAnalyze “Vital signs” detailing health of district taken once a year

Provide focus for district-wide allocation of time, energy, and resources

School Improvement PlanBuilding Level Accountability Data Tailor to needs/current reality of individual building

Select instructional strategies, set and review yearlong goals for buildingImplement practices and strategies to help building reach goalsProvide multiple, ongoing measurements of student performance

Data Team Action PlanGrade Level/Team Data lead to Team Goals

Tailor to needs/current reality of grade level/department

Provide multiple, ongoing performance measuresSet and review incremental goals

Classroom Data Common Assessment Data

lead to classroom goals Identify specific students

with specific needsto be met by specific

research-basedstrategies.

Data Driven Decision Making1. Find the data2. Analyze the data in REAL time3. Prioritize needs analysis- 4. Set, review, or revise annual goals- 5. Identify specific strategies 6. Determine results indicators:

Data Teams1. Collect data from pre-assessment, chart results2. Analyze the strengths/obstacles and prioritize needs3. Goal setting-SMART goals4. Teachers select instructional strategies-best practices5. Determine the results indicators-what evidence do you have?

What do we as a system need to do to leave no child behind?

What do we need to do collaboratively to

help our building meet its goals?

What do I need to do with my kids to

help my team meet its goal?

Where do we as a building need to focus our time, energy and resources to help our district meet its goal?

Data Decision MakingData Decision Making

Data Driven Decision Making

Data Teams

Student Achievement

CIP ProcessCIP Process• System of

Accountability• Data Driven Decision

Making• Data Teams• Making Standards

Work• Instructional

Strategies

1. What is the impact of the adult in the system?

2. School Improvement Process

3. Setting SMART goals/action planning/data summaries

4. Curriculum Alignment5. Performance

assessments6. Targeted interventions

based upon accurate data and curriculum analysis

Data-Driven Decision Data-Driven Decision MakingMaking

• Six steps for DDDM:– Find the data (Treasure Hunt)– Analyze the data– Prioritize needs– Set, review, revise SMART goals– Determine strategies– Establish results indicator

Typical Data Team Typical Data Team QuestionsQuestions

• Which students have mastered grade level outcomes/standards and proficiencies before explicit instruction?

• Which grade level concepts & skills are most of your students lacking (non-proficient) at the beginning of the school year? At semester? Just before state/and or district assessments begin?

Antecedents of ExcellenceAntecedents of Excellence

• “Those observable qualities in leadership, teaching, curriculum, parental engagement and other indicators that assist in understanding how results are achieved.”

Douglas B. Reeves-The Learning Leader

Deciding What to Teach Within Deciding What to Teach Within the Time Allottedthe Time Allotted

• “Given the limited amount of time you have with your students, curriculum design has become more and more an issue of deciding what you won’t teach as well as what you will teach. You cannot do it all. As a designer, you must choose the essential.”

Heidi Hayes Jacobs, 1997

Identifying Power StandardsIdentifying Power Standards• All standards are not equal in

importance.

• Narrow the voluminous standards and indicators by distinguishing the “essentials” from the “nice to know.”

• What do students need to know for life, learning (school) and the test?

Identifying Power StandardsIdentifying Power Standards• All standards are not equal in

importance.

• Narrow the voluminous standards and indicators by distinguishing the “essentials” from the “nice to know.”

• What do students need to know for life, learning (school) and the test?

Category Impact on Reading

Percentile

Gain

3rd Grade201

5th Grade215

8th Grade231

10th Grade239

Similarities & Differences

45 186 – 212

199 – 221

209 – 232

215 – 237

Summarizing & Note Taking

34 186 – 208

199 – 219

209 – 230

215 – 236

Cues, Questions, & Advance Organizers

22 186 – 204

199 – 216

209 – 226

215 – 231

Category Impact on Math

Percentile

Gain

3rd Grade202

5th Grade215

8th Grade231

10th Grade239

Similarities & Differences

45 189 – 210

201 – 221

209 – 232

213 – 236

Summarizing & Note Taking

34 189 – 209

201 – 213

209 – 230

213 – 233

Cues, Questions, & Advance Organizers

22 189 – 204

201 – 210

209 – 226

213 – 228

Category AverageEffectSize

Percentile

Gain

Number of Studies

Identifying Similarities & Differences

1.61 45 31

Summarizing & Note Taking 1.00 34 179

Reinforcing Effort & Providing Recognition

.80 29 21

Homework & Practice .77 28 134

Nonlinguistic Representation .75 27 246

Cooperative Learning .73 27 122

Setting Objectives & Providing Feedback

.61 23 408

Generating & Testing Hypotheses

.61 23 63

Cues, Questions, & Advance Organizers

.59 22 1251

What The Future Can BeWhat The Future Can Be• “The image of the future would be a

group of teachers sitting around a table talking about their students’ work, learning and asking, ‘What do we need to do differently to get the work we would like from the kids?” Dennis Sparks 1998, Executive Director of NSDC