Jones County High School. - PowerPoint PPT Presentation
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The mission of the JCSS is to establish a school setting where highly qualified and dedicated staff maximizes the academic performance of all students by promoting innovative instructional practices and providing a nurturing and safe environment. Students will graduate from the Jones County School System (JCSS) with the necessary tools of empowerment for confident, self-directed, life long learning. Jones County High School Jones County High School
Transcript
The mission of the JCSS is to establish a school setting where highly qualified and dedicated staff maximizes the academic performance of
all students by promoting innovative instructional practices and providing a
nurturing and safe environment. Students will graduate from the Jones County School System
(JCSS) with the necessary tools of empowerment for confident, self-directed, life
long learning.
Jones County High SchoolJones County High School
Warm-up ActivityWarm-up Activity
Complete this writing stem: “ I believe my job as a teacher is to …”
Essential Questions:Essential Questions:Are our current practices in sync with our
mission of producing confident, self-directed, life long learners?
How do we measure growth for individual students?
If “Good is the Enemy of Great” (Collins 2001), how do we get to the next level?
Change is a prerequisite for Improvement
Think BigBig, but Start
SmallSmall
The Charles Darwin School The Pontius Pilate School
The Henry Higgins SchoolThe Chicago Cub Fan School
““We believe all We believe all kids can kids can learn . . . learn . . . based on their based on their ability.”ability.”
““We believe all We believe all kids can kids can learn . . . if they learn . . . if they take advantage take advantage of their of their opportunity we opportunity we give them to give them to learn.”learn.”““We believe all We believe all
kids can learn . . . kids can learn . . . something, and something, and we will help all we will help all students students experience experience academic growth academic growth in a warm and in a warm and nurturing nurturing environment.”environment.”
““We believe all We believe all kids can learn . . . kids can learn . . . and we will work and we will work to help all to help all students achieve students achieve high standards of high standards of learning.”learning.”
Define a Define a Standards-Standards-Based Based ClassroomClassroom
Individually – Using a notecard on the table, define your understanding of a standards-based classroom.
Share out with the whole group.
Mini LessonMini Lesson
Why this Why this activity?activity?
Are there differing definitions?
How many definitions would administrators or others provide?
To be a standards-based system/school, we MUST have a common understanding among all stakeholders (staff, students, parents, and community).
A standards-based classroom is a classroom where teachers and students have a clear understanding of the expectations (standards). They know what they are teaching/learning each day, why the day’s learning is an important thing to know or know how to do, or how to do it. They also know that they are working toward meeting standards throughout the year…that standards-based learning is a process not an event.
TICKET OUT THE DOOR (before lunch)
SCHOOL KEYS:Unlocking Excellence Through the Georgia School Standards
Performance-based
school standards with
rubrics describing stages
of implementation
Curriculum
1. The school’s curriculum is sequenced and organized to ensure students know, do, and understand the GPS.
2. Teachers engage in a process of collaborative planning for curriculum implementation to ensure that they agree on core content and required student performance(s)
3. Teachers and administrators use a systematic process for monitoring and evaluating implementation of the curriculum
A system for A system for managing and managing and facilitating facilitating student student achievement achievement and learning and learning based upon based upon consensus-consensus-driven content driven content and and performance performance standards.standards.
Instruction
1. Instructional design and implementation are clearly and consistently aligned with the GPS and district expectations for learning.
2. Research-based instruction is standard practice.
3. High expectations for all learners are consistently evident, with students playing an active role in setting personal learning goals and monitoring their own progress based upon clear evaluation criteria.
Designing and Designing and implementing implementing teaching – teaching – learning – learning – assessment assessment tasks and tasks and activities to activities to ensure that all ensure that all students students achieve achieve proficiency proficiency relative to the relative to the GPS.GPS.
Assessment
1. A cohesive and comprehensive system is in place to ensure that all administrators and instructional personnel use assessment data to design and adjust instruction to maximize student achievement.
2. A variety of effective and balanced assessment techniques is routinely and systematically implemented by all instructional personnel as part of a comprehensive school-based assessment and evaluation system.
3. Assessment and evaluation data are analyzed to plan for continuous improvement for each student, subgroup of students, and the school as a whole.
The collecting The collecting and analyzing and analyzing of student of student performance performance data to identify data to identify patterns of patterns of achievement achievement and and underachievemunderachievement in order to ent in order to design and design and implement implement appropriate appropriate instructional instructional interventions.interventions.
Concept Not Addressed Emergent Operational Fully Operational
1. The Georgia Performance Standards are utilized as the curriculum in the school (based on the phase-in plan), and there is a shared understanding of the standards.
Teaching is often driven solely by the textbook (or other resources) or is performance activities-based but unaligned with the GPS.
Curriculum documents are developed to support implementation of the GPS, using textbooks as a resource.
Teachers work together to build consensus on what students are expected to know, understand, and be able to do and plan instruction based on the GPS.
Teachers utilize the GPS to collaboratively plan for instruction and assessment.Teachers and students articulate a common understanding of what they are expected to know, understand, and be able to do based on the Georgia Performance Standards.
2. Standards are accessible to all students.
Teachers do not explain the purpose of the lesson or articulate the expectations for student work. Visual cues and other strategies to make the standards accessible are not evident.
Teachers use a variety of strategies to make the standards accessible to students such as paraphrasing, repetition, visual cues, essential questions, etc. Teachers do not explicitly state the standard(s) being addressed during a lesson.
Teachers use the language of the standards during instruction as well as when they provide feedback to students.Teachers provide students with models and provide specific examples of how the work meets standards.Students explain the standards in their own words.Students can articulate the standards and elements they are currently working on and show evidence of the standards in their work.
Teachers expect students to use the language of the standards to describe their work. Students use the language of the standards to support their work and their answers.Students use the language of the standards when they provide feedback to other students.
3. Teachers sequence the lesson or their instruction in a logical, predictable manner referencing standards throughout.
There is not an agreed upon school-wide instructional framework or sequence for instruction.
Teachers implement a common instructional framework or sequence of lessons. (e.g., opening, work session, closing)
Teachers implement a sequence of instruction or instructional framework that provides opportunities for students to receive explicit instruction connected to the standards, apply learning independently and collaboratively, share and explain their work as it relates to the standards, and receive feedback based on the standards.
Teachers expect students to explain the standards and/or elements they are applying during the sequence of instruction or instructional framework.Students can explain the sequence of instruction and how they apply the standards and elements to the resulting work.
Utilizing the standards-based classroom implementation rubric, discuss how each column builds on the previous column.
What curriculum documents are you using to plan for instruction? (key ideas: curriculum maps, units)
Describe how teachers work together on curriculum design and implementation. (key ideas: collaboration, consensus driven, vertical and horizontal alignment)
How is curriculum implementation monitored?
The Georgia Performance Standards are utilized as the curriculum in the school (based on the phase-in plan), and there is a shared understanding of the standards.
If you were visiting a classroom, what would you need to see and hear to know that you were in a standards-based classroom?
What are the barriers to implementing the practice of posting of standards?
Standards are accessible to all students.
Grade level groups Word Wall
Teachers sequence the lesson or their instruction in a logical, Teachers sequence the lesson or their instruction in a logical, predictable manner referencing standards throughout. predictable manner referencing standards throughout.
The unit planning process is cyclical (pre-test, planning for differentiation, instruction, assessment, and corrective instruction).
Unit / lesson planning starts with determination of what students should know and be able to do.
Content vocabulary is previewed, integrated into the context of the lesson, and becomes part of the classroom dialogue.
Lesson Framework is of the highest quality and occurs in a seamless manner in order to maximize instructional time. Warm-up mini-lesson Instructional lesson Work or activity period Summarizing
Rigor is pervasive – Higher order questioning, thinking skills, assignments, activities.
Assignments are authentic and connect to real life
Grade level groups
Essential QuestionsEssential Questions
How can the standards be referenced throughout the lesson?
Why is it important for the lesson to be sequenced in a logical and predictable manner?
A variety of delivery modes are incorporated into A variety of delivery modes are incorporated into instruction to ensure that all students instruction to ensure that all students
have access to and meet standards. have access to and meet standards.
• Analyze the implementation rubric for concept # 4. Each column builds on the previous column. When a school is fully operational, they will continue to implement criteria addressed in the emergent and operational columns of the rubric. Implementation of standards-based classrooms is a process. Each stage on the rubric is a part of the process of growth.
• What would your next steps be to move your school to the next level on the implementation rubric?
The group will show mastery of the standards-based classroom concept in a variety of ways.
Students are expected to meet the same standards and instruction is differentiated by content, process, and/or product.
Formative Assessment
How do I use Formative Assessments How do I use Formative Assessments in my class?in my class?
Time vs. Coverage?MotivationAfter the 2nd Assessment?Grading?
Assessments are aligned to the GPS and used frequently Assessments are aligned to the GPS and used frequently to adjust instruction and provide students with feedbackto adjust instruction and provide students with feedback
Traditional Assessments1. True / False2. Matching3. Multiple-Choice4. Completion5. Essay / Short Answer
Alternative Assessments6.Skill Demonstrations7.Oral Presentations8.Task Performances &
Complex Problems9.Compositions & Writing
Samples10.Laboratory Experiments11.Projects & Reports12.Group Tasks or
Activities13.Portfolios
Developing a Balanced Assessment PlanDeveloping a Balanced Assessment Plan
Assessments help focus student learning.Assessments should be on-going throughout
unit, not just at the end.Assessments should be varied
Informal and formal assessments. Formative and summative assessments.
Importance of “Balanced” Importance of “Balanced” AssessmentAssessment
Formative (assessment FOR learning) Important to assess as you teach Assessment “for” learning Remember, trying to uncover misconceptions
and prior knowledgeSummative (assessment OF learning)
Testing skills/factual knowledge End product
Need to use both and use data to guide teaching/planning
• Conversations for learning• Conferences• Socratic method• Interviews
• Multiple Choice Test• True-False• Matching
• Fill in the blank• Essay• Short answer• Diagrams• Concept map• Graphing• Illustration
• Process description• Thinking aloud • Peer Review• Self-assessing rubrics
Balanced Assessment PlanBalanced Assessment Plan
Examples of student work are displayed for student use. Benchmarks are provided to gauge progress over time. Exemplars are provided to exemplify the standards.
Student Student Performance Performance tasks require tasks require students to students to show show progress progress toward toward meeting the meeting the standard(s)/ standard(s)/ element(s).element(s).
Essential Question:Essential Question:How do teachers analyze performance tasks to ensure that the task shows rigor and demonstrates mastery of the standard?
Teacher CommentaryTeacher Commentary
Feedback to students that tells the student how to improve.
Opens communication between teacher and student
Teacher Commentary provides opportunities to: Correct knowledge gaps or skills deficits Provide specific and helpful information for
improvement Encourage the student to keep trying
Teacher CommentaryTeacher Commentary
Usually includes: A positive statement about the student work and the
student’s progress toward meeting the standard(s) An identified area for improvement Specific information on how to “grow” toward meeting
the standard. Opportunities for the student to revise the work
Teacher CommentaryTeacher Commentary
Example: “ Maria, You did a great job on drawing
the right triangle, labeling the hypotenuse, and remembering the Pythagorean theorem. However, the answer was incorrect because you forgot to correctly complete the formula. Remember that to ‘square a number’ you multiple the number by itself, not by 2. “
Grading AdaptedGrading Adapted Pyramids of InterventionPyramids of Intervention
Product Criteria
Process Criteria
Progress Criteria
Why is it important for teachers to collaboratively analyze student work?
Why is it important for students to analyze the quality of their work?
Student work reflects understanding of theStudent work reflects understanding of theGeorgia Performance Standards.Georgia Performance Standards.
Which current practices are getting in the
way?• Do we believe in dynamic or static assessment?
• Is the ZERO a cop out for students or teachers?
• Is TIME our constant or is LEARNING our constant?
• Do we focus on QUALITY or QUANTITY with
homework?
• Have we taken the PERFORMANCE out of the GPS?
• Are we heavy into Formative or Summative
Assessment?
• Do we compare students to each other?
• Is it a teacher’s job to motivate?
• Are we still in “Private Practice”?
REFLECTING ON CURRENT PRACTICES
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What is our role in making it What is our role in making it happen?happen?
Take AwaysTake Aways
Analyze your dataUse your school
improvement plan to help you move forward
Focus on individual students
Focus on instructional delivery and student response
Identify priorities. Move in increments. Think big, start small.
