Creating a Standards-Based
Classrooms
An Overview of Adapting and Adopting
Research Based Instruction to Enhance Student Learning
ReflectionCP 1.1 & 1.3
Think about a time you had to teach a complex lesson this year. How did you ensure that all students understood and grasped the concept you were teaching?
What are the ways that you have added relevance to the curriculum and helped students make real-world connections?
Curriculum and Planning – CP 2.2 pg. 16
The teacher uses an organizing framework for instructional planning to support standards-based instruction.
HFW CSWorganizing frameworksupport instructional planning
standards-basedinstruction
TIER 1 STANDARDS-BASED CLASSROOM LEARNING:
All students participate in general education learning that includes:•Implementation of the Georgia Performance Standards through research-based practices
•Use of flexible groups for differentiation of instruction•Frequent progress monitoring
TIER 2NEEDS BASED LEARNING:
Targeted students participate in learning that is in addition to Tier 1 and different by including:
•Formalized processes of intervention•Greater frequency of progress monitoring
TIER 3SST DRIVEN LEARNING
Targeted students participate in learning that is in addition to Tier 1 and Tier 2 and different by
including:•Individualized assessments
•Interventions tailored to individual needs•Referral for specially designed instruction if needed
TIER 4SPECIALLY DESIGNED LEARNING
Targeted students participate in learning that includes:
•Specialized programs•Adapted content, methodology, or
instructional delivery•GPS access/extension
Georgia Department of Education Kathy Cox, State Superintendent of Schools April 12, 2006 All Rights Reserved
Decreasing numbers of
students
Increasing Intensity of Intervention
GEORGIA STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS
All StudentsAll Students
TIER 1 All studentsAll students participate in general education learning that participate in general education learning that
includes:includes:Implementation of the Georgia Performance Implementation of the Georgia Performance
Standards Standards through research-based practicesthrough research-based practicesUse of Use of flexible groups flexible groups for for differentiation of instructiondifferentiation of instruction
Frequent Frequent progress monitoringprogress monitoring
STANDARDS-BASED CLASSROOM TEACHING AND LEARNING
Practices and Procedures-Practices and Procedures- Clear and concise procedures for daily routines such as entering the classroom, gathering materials, & moving from task to task. Structures-Structures- Structures are in place that serve as the foundation for standards-based classrooms…classroom design, instructional delivery models, scheduling, unit development, etc. Instruction-Instruction- Instructional strategies are in place to support standards-based learning, differentiation, student engagement, etc.Assessment-Assessment- Assessment opportunities are provided to hold student work
to the standards and provide feedback that move students toward standards. Balanced
Assessment includes: Common, Formative, Summative and Diagnostic Assessments that are formal and/or informal.
Instructional/Curriculum Framework
Collaborative unit/lesson planning starts with a determination of what students should know, understand and be able to do…Learning Targets (EQs). The unit planning process is collaborative and continuous collaborative and continuous (pre-test, planning for differentiation, instruction, assessment, and re-teaching). Lesson Framework is of the highest quality and occurs in a seamless manner in order to maximize instructional time. (opening, work session and closing)
Content specific vocabulary is previewed, extracted from the standard, integrated into the context of the lesson, and becomes part of the classroom dialogue. Rigor is pervasive – higher order questioning, thinking skills, assignments, & activities. Assignments are authentic and connect to real life. Students are interested and engaged in the learning process…ownership is made.
Instructional Frameworks
Specific to content area Outline that drives the daily lesson
planning Includes components to be included in
each part of the lesson (opening, work session, closing)
Gives approximate class time to be used for each part of the lesson
https://portal.doe.k12.ga.us/Login.aspx • ELA resources• Math resources• Express more to come…
https://www.georgiastandards.org• Georgia Performance Standards• Curriculum Map• Unit Outline• Performance Tasks• Suggested Syllabi
Curriculum Frameworks
Instructional CycleInstructional Cycle
Academic Content
StandardsAcademic Content
Standards
Basic Lesson Structure of a Basic Lesson Structure of a Standards-Based ClassroomStandards-Based Classroom
Warm-Up/Review/Sponge (optional) Opening/Mini Lesson/Setting the StageTEACHER LED, sets the purpose by using the Standards/Elements & Learning TargetsWork Session/Activity PeriodSTUDENT LEDClosing/SummaryConnection to the Learning Target – student, “I can…”
20%
60%
20%
The
Classroom Standards are posted/accessible and used in meaningful
ways Word Walls or Vocabulary Lists/Charts Sometimes noisy as students talk and work together…
collaboratively Desks may be in groups for group work Might be messy as students work on complex, long range
tasks with multiple activities Students’ work is displayed Evidence of student collaboration in posted work, rules, rubrics, and presentations Lots of student led activities
Use the Language of the Standards Able to explain what they are doing and why
they are doing it They are able to make connections to the
standards through class discussions and through work
Collaborative more than competitive Have learning goals and are focusing on
doing quality work and trying to improve Frequently self-assess work
with a comprehension of the standards
The
Students
Plans collaboratively Informally/Formally assesses students to better understand
where the students are in the comprehension of the standards
Reteaches when necessary Meets individual students’ needs Asks open-ended questions and helps students problem solve Facilitates student learning: SOME direct
instruction/lecturing MOSTLY coordinating student led - group activities
Discusses with students the alignment of the standards to assignments, assessments, and performance tasks
Keeps an up-to-date professional portfolio with collected artifacts and reflections on the year’s activities
The
Teacher
Student Student WorkWork
Displayed as a teaching tool with a connection made to standards/elements
Includes meaningful, improvement-focused feedback/commentary given by the teacher/peers
Often evaluated with rubrics developed by teachers and/or students
May integrate other content areas
Standards Based InstructionSBI 2.2 (pg. 46-47)
The teacher effectively communicates learning expectations using both
language of the standards and strategies that reflect a standards-based classroom.
HFW CSWteacher learning expectationseffectively LOTScommunicates strategiesreflect standards-based classroom
Homework High-Impact RubricHigh-Impact Rubric
– Read through the levels for each concept Read through the levels for each concept and indicate your current level for each and indicate your current level for each by circling the appropriate description.by circling the appropriate description.
Read CP 1.2 & 2.1, SB 1.1Read CP 1.2 & 2.1, SB 1.1 Awareness Walks-SBCAwareness Walks-SBC
November 1-5November 1-5