Standards Based Operator's Manual Sneak Peek

S T A N D A R D S - B A S E D C L A S S R O O M

Operator’s Manual

SBE Design Team Centennial BOCES

830 South Lincoln Street • Longmont, CO 80501 Phone 303.772.4420 • Fax 303.776.0504

Standards-Based Classroom Operator’s ManualPublished by Just ASK Publications & Professional Development2214 King StreetAlexandria, Virginia 22301VOICE 703-535-5434FAX 703-535-8502email: [email protected]

Copyright 2002Just ASK Publications & Professional Development and Centennial BOCESAll Rights ReservedPrinted in the United States of AmericaISBN-10: 0-9777796-6-1ISBN-10: 978-0-9777796-6-6

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Table of Contents

INTRODUCTION i

SECTION I. STANDARDSDirections for Standard/Benchmark Analysis 1

Standard/Benchmark Analysis (P1) 4

Example(s) 5

Directions for Assessment & Instruction Pre-Planner 9

Integrating Instruction and Assessment 12

Assessment & Instruction Pre-Planner (P2) 13

Examples(s) 15

SECTION II. ASSESSMENTDirections for Assessment Task(s) Selector 23

Types of Assessment 26

End Products for Performance Assessments 27

Assessment Task(s) Selector (P3) 28

Example(s) 29

Directions for Assessment Scoring Guide Template 33

Phrases for Rubric Design 37

Levels “Cheat Sheet” 38

Assessment Scoring Guide Template (P4) 39

Example(s) 40

Directions for Assessment Accomodations Planner 45

Ensuring That All Means All 47

Requirements for Demonstrating Fair

“Opportunities to Learn” in a High-Stakes System 48

Assessment Accomodations Planner (P5) 49

Example(s) 50

Directions for Assessment Critique Sheet 55

Assessment Quality Rubric 57

Assessment Critique Sheet (P6) 58

Example(s) 59

Directions for Parallel Self and Teacher Evaluation 63

Parallel Self and Teacher Evaluation (P7) 65

Example(s) 66

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SECTION III. CURRICULUMDirections for Curriculum/Course Matrix 71

Curriculum/Course Matrix (P8) 74

Example(s) 75

Directions for Curriculum/Course Map 79

Curriculum/Course Map Rubric 82

Curriculum/Course Map (P9) 83

Example(s) 84

SECTION IV. INSTRUCTIONDirections for Unit Organizer Map 89

Unit Organizer Map Rubric 91

Unit Organizer Map (P10) 92

Example(s) 93

Directions for Critical Questions Unit Organizer 97

Formulating Critical Questions 99

Critical Questions Unit Organizer (P11) 100

Example(s) 101

Directions for Daily Planner for Unit 105

Daily Planner for Unit (P12) 107

Example(s) 109

Directions for Student’s Unit Study Planner 119

Student’s Unit Study Planner (P13) 121

Example(s) 122

SECTION V. EVALUATIONDirections for Group Assessment Results 129

Group Assessment Results (P14) 131

Example(s) 132

Directions for Cause/Effect Analysis and Revision 135

Cause/Effect Analysis and Revision (P15) 137

Example(s) 138

GLOSSARY 142

APPENDICESAppendix A, Colorado Model Content Standards 145

Appendix B, Instruction Verbs for Six Levels of Thinking 150

Appendix C, Differentiating Between Content & Skills 151

Appendix D, Priortizing Content Knowledge 152

Appendix E, Kinds of Achievement Targets 153

Appendix F, Conversions with Critical Friends 154

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i

INTRODUCTION

Background

Colorado Department of Education staff,school district employees, and communitymembers throughout Colorado begandeveloping content standards in response to abill passed by the Colorado Legislature in 1993.

In 1996 the Centennial BOCES created theStandards-Based Education (SBE) Design Teamto assist educators in envisioning andimplementing standards-based classrooms. Thefollowing energetic and ambitious Coloradoeducators contributed significantly to thedevelopment and refinement of this manual: • Sheila Arredondo• Dennis Bake• Pam Beemer• Dave Benson• Gloria Corbi• Karen Crawford• Pete Denzin• Lois Easton• Judy Gilbert• Linda Gleckler• Dianne Harper• Melanie Isenhour• Bobbi Johnson• Robert Johnson• Nancy Kellogg• Kathy Moore• Amy Nicholl• Linda Schwartz• Jan Silverstein• Mary Smith• Susan Sparks• BJ Stone• Karen Trusler• Debbie Welch

Drive Train Metaphor

This Standards-Based Classroom Operator’s Manual iskeyed to a drive train metaphor of arecommended sequence of eight steps to beused in a standards-based process of designing,delivering, and evaluating instruction. Everyplanner and guide contains a miniature drivetrain indicating to which of the eight steps itrelates:

Each time a teacher sets out to develop astandards-based lesson or unit, thinking must bedriven by the content standards themselves andthe school-level benchmarks detailing themeaning of each standard.

STEP 1 in the standards-driven process is,therefore, a comprehensive analysis of eachrelevant standard and benchmark.

Write ContentStandard

DesignAssessment

Task

EstablishPerformance

Levels DesignCurriculum

PlanInstructionStrategies

ImplementInstructionAssess

Students

Evaluate& RefineWhole

Process

1

2 3

4

5

67

8

Standards-Driven Process

Standards-Based Classroom Operator’s Manual Copyright © 2002, Just ASK Publications & Professional Developmentand Centennial BOCES. All rights reserved. No reproduction without written permission from the publisher. To orderplease call 1-800-940-5434 or visit www.justaskpublications.com

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Consequently, all workshop participantsneed copies of their school or district’sstandards and benchmarks while workingthrough this manual.

STEP 2, the selection of an assessment task,follows the analysis of standards andbenchmarks. At this point the teacher asks,“What is the best way for students todemonstrate what they know and can do?”When selecting an appropriate assessment task itmay be useful to consider how adults use theknowledge and skills implied in the selectedstandard(s) and benchmark(s).

STEP 3 is the development of a scoring guidefor the assessment task. Two questions must beaddressed when designing scoring guidelines forevaluating student work: (1) What criteria shouldbe used to judge the performance? And, (2)how should the performance levels be describedand distinguished from one another? In mostColorado school districts four performancelevels are defined: unsatisfactory, partiallyproficient, proficient, and advanced.

STEP 4 is the design of a curriculum that willassist all students in performing successfully onthe assessment task. The teacher asks, “Whatcontent, unit, or curriculum will help studentsperform well on the assessment task?”

STEP 5 is planning the instructional strategiesthat will help all students learn the curriculum.Here the teacher asks, “What methods andstrategies will best facilitate student learning?”

STEP 6 is the actual delivery of instruction.

STEP 7 involves administering the assessmenttask to the students. Assessment is integral withor immediately follows instruction, and theassessment results data are used in

STEP 8 to evaluate and refine the entire eight-step process.

The Instructional Organizer Comparison guideon page iv further details the differencesbetween traditional lesson planning and theabove eight steps in the standards-basedapproach. Note the shift in focus from what theteacher does to what the student does.

A Map to Planners and Guides for theStandards-Driven Process follows on page v.This index connects each planner to one ormore steps in the standards-driven process. Areview and discussion of this introductoryinformation is beneficial prior to using any ofthe planners.

Use of the Planning ToolsWe suspect that each facilitator may find someplanners to be of value while having no use forothers. We encourage you to select and use theplanners that best meet the needs of yourworkshop’s participants. Page vi of theintroduction, “Figuring Out Which Planners toUse,” is designed to guide facilitators andparticipants to the planning tools that will meettheir needs best.

Knowing the creativity of teachers, we expectthat most will wish to use these planners only asmodels to stimulate thinking, soon designingtheir own forms to meet their unique needs.When modifying the planners, please makesure that all essential elements of theoriginal form are retained.

We recommend that, whenever possible, youcomplete these planning tools with yourcolleagues, since the synergy involved in such aprocess often results in a product of greaterquality than one developed by an individual. Wealso recommend that you share your completedplanners not only with your students and theirparents but with administrators, specialeducators, and other support staff so thateveryone involved in the learning process has a


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clear understanding of your plan to facilitatestudent achievement of the content standards.

Furthermore, understanding and application ofthe planning tools tends to increase whenteachers spend one week during a summerinstitute reviewing and exploring the operator’smanual and then convene regularly throughoutthe academic year to complete and refine thevarious planners. Administrative support andpressure are often necessary to sustain theseongoing professional development experiences.In schools and districts where administratorsparticipate in SBE dialogues, an expectationexists that these tools will be used and discussed.

Organization of This ManualThis manual is divided into six sections:introduction, standards, assessment, curriculum,instruction, and evaluation. The introductioncontinues with a Planning Tools Rubric on pagevii. This rubric should be used by tool authorsand their colleagues to evaluate planning toolwork. Three criteria are assessed: the essentialcomponents of SBE, tool use, and the tooldevelopment process. Please use the five-pointscale and the following performance levels toscore your work: (1) not standards-based, (3) intransition, and (5) standards based.

The five sections following the introductioncorrespond to the major topics contained in thedrive train described previously. These divisionswere made to assist facilitators in quickly locatingplanning tools for specific workshops. Eachsection includes tool directions organized undereleven headings: purpose, overview, before youstart, possible applications, steps for facilitators,steps for participants, dialogue, estimated time,materials, resources, and tips. The directions areintended to serve as a guide for designing andfacilitating use of the respective planning tool.

Finally, each set of directions is followed by itsassociated planning tool as well as two examples.We hope you find this structure useful and theseplanners beneficial.

Good Luck!


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S T A N D A R D S

Sta

nd

ard

/Be

nch

ma

rk A

na

lysi

s (P

1)

12

34 5

67

8St

anda

rd(s

)/Ben

chm

ark(

s):

Kno

wle

dge

– W

hat

mu

st s

tud

ents

kn

ow?

Wh

at s

hou

ld t

hey

rem

emb

er y

ears

fro

m n

ow?

Skill

s –

Wh

at m

ust

stu

den

ts b

e ab

le t

o d

o?

W

hat

sh

ould

th

ey b

e ab

le t

o d

o ye

ars

from

now

?R

elev

ance

– W

hy d

o st

ud

ents

nee

d t

his

kn

owle

dge

an

d

thes

e sk

ills

righ

t n

ow?

H

ow a

re k

now

led

ge a

nd

ski

lls u

sed

by

adu

lts?

Kno

w (n

ouns

):

Und

erst

and

(nou

ns):

Be

able

to (v

erbs

):

Stan

dard

Fou

r: S

tude

nts u

se g

eom

etric

con

cept

s, pr

oper

ties,

and

relat

ions

hips

in p

robl

em-s

olvi

ng si

tuat

ions

and

com

mun

icate

the

reas

onin

g us

ed in

solv

ing

thes

e pr

oblem

s.

Benc

hmar

k 4.

5: S

olve

pro

blem

s inv

olvi

ng p

erim

eter

and

are

a in

tw

o di

men

sions

, and

invo

lvin

g su

rfac

e ar

ea a

nd v

olum

e in

thre

e di

men

sions

.St

uden

ts in

grad

e 6 w

ill k

now

and

be a

ble to

:So

lve p

roble

ms in

volvi

ng p

erime

ter a

nd a

rea of

recta

ngles

, squ

ares,

and

irreg

ular s

hape

s (u

se of

grid

pape

r with

irreg

ular s

hape

s).

• B

asic

geom

etric

term

s and

con

cept

s suc

h as

pol

ygon

,

reg

ular

shap

e, irr

egul

ar sh

ape,

lengt

h, w

idth

, heig

ht,

a

rea,

perim

eter

……

• B

asic

stra

tegi

es fo

r pro

blem

solv

ing

• C

once

pts s

uch

as p

arall

el, c

ongr

uent

, and

righ

t ang

le

• Id

entif

y an

d dr

aw m

ulti-

sided

shap

es (h

exag

on, n

onag

on e

tc)

• U

se to

ols s

uch

as a

ruler

and

grid

pap

er w

ith a

n ac

cept

able

d

egre

e of

acc

urac

y•

Dev

elop

stra

tegi

es fo

r sol

ving

per

imet

er a

nd a

rea

• S

olve

(usin

g a

form

ula)

app

licat

ions

invo

lvin

g pe

rimet

er a

nd

a

rea

• C

omm

unica

te th

e re

ason

ing

used

in so

lvin

g th

e pr

oblem

.

Stud

ents

that

are

com

forta

ble

with

solv

ing

area

and

pe

rimet

er p

robl

ems a

re d

evelo

ping

som

e of

the

basic

sk

ills t

hey

may

use

in h

ighe

r mat

h su

ch a

s Alg

ebra

.

In th

e fu

ture

stud

ents

with

thes

e sk

ills w

ill b

e ab

le to

so

lve

a w

ide

varie

ty o

f pr

oblem

s suc

h as

:•

Pric

ing

carp

et fo

r the

ir ho

use

• F

indi

ng q

uant

ities

of

pain

t nee

ded

to p

aint w

alls

• S

olvi

ng p

robl

ems s

uch

as in

sect

icide

cro

p co

vera

ge•

Dec

idin

g ho

w la

rge

of a

poo

l to

inst

all in

the

back

y

ard


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S T A N D A R D S

31

2 4

567

8

Assessment nstr cti n Pre Planner (P )

Author(s):

Course/Grade Level/Unit:

Knowledge – What must students? (May be combined with skills and stated as critical questions)

Skills – What must students be able to do? (May be combined with knowledge and stated as critical questions.)

Relevance –Why do students need this knowledge and these skills right now? How are knowledge and skills used by adults?

Pre-Assessment –How will I determine what students know and can do?

Instruction –What instructional strategies and resources might I use to help students perform well on the assessment(s)?

Mike WilliamsArea and Perimeter 6th Grade Math

Students Should Know:• Basic geometric terms and concepts such as

polygon, regular shape, irregular shape, length,width, area perimeter…

• Basic strategies for problem solvingStudents Should Understand:Concepts such as parallel, congruent, and right angle

Students that are comfortablesolving area and perimeterproblems are developing someof the basic skills they may use inhigher math such as Algebra. In the future, students with theseskills will be able to solve a widevariety of problems such as:• Pricing carpet for their house• Finding quantities of paint

needed to cover walls• Solve problems such as

insecticide crop coverage• Decide how large of a pool to

install in the back yard

Students Should be Able to• Identify and draw multi-sided shapes (hexagon, nonagon etc.) • Use tools such as a ruler and graph paper with an acceptable

degree of accuracy.• Develop strategies for solving area and perimeter• Communicate the reasoning used in solving problems

• Informal assessment such as classroomdiscussions

• Informal assessment such as math journals• Creating a model from tiles and then

explaining how to solve for both area andperimeter

• Creating a model on graph paper andexplaining how to solve for both area andperimeter

• Discuss area and perimeter in theclassroom

• Have students journal area and perimeterand make connections to their everydaylife

• Solve application problems• Have students create models to solve for

area and perimeter using tiles and graphpaper, then explain and defend theiranswers


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20

Standard(s): Benchmark(s):

Assessment Task(s) –What will students do to demonstrate this knowledge and these skills?

Scoring Criteria –On what traits will student responses be evaluated?

Potential Accommodations –What changes might I make to accommodate my students’ unique learning needs?

Follow-up – What activities might I use for remediation or extension?

Cover Page for Assessment/Unit PacketComplete Assessment Prompt for StudentsTemplate(s)/Organizer(s) for Students’ ResponsesSimplified Scoring Guide for Student ReferenceAnchor Papers for Students &/ or ScorersComplete Instructions for Administering Asmt.List of Potential Instructional StrategiesLesson PlansUnit Study-Planner for StudentsList of Instruction/Assessment AccommodationsExtension Activities for Advanced StudentsList of Instructional Materials and ResourcesStudent Self-Evaluation FormParallel Self and Teacher Evaluation FormScoring Process InstructionsScoring Guide/RubricScoring Folder (Scoring Guide Laminated Inside)Group Summary Report Form

Other:

Products: (Check those I need to create.)

Standard Four: Students use geometricconcepts, properties, and relationships, inproblem-solving situations and communicatethe reasoning used in solving these problems.

4.5: Solve problems involving perimeter and area intwo dimensions, and involving surface area andvolume in three dimensions.Students in grade 6 will know and be able to: Solve problems involving perimeter and area of rectangles, squares, andirregular shapes (use of graph paper with irregular shapes).

• Solve applications involving area andperimeter (appropriate shapes) usingmanipulatives and graph paper

• Communicate the reasoning used insolving the problem

• Design and create a bumper car racetrack that meets a set criteria, then writean explanation that explains thereasoning used to solve for size (areaand perimeter) of their track (this workmay be computer generated)

• Conceptual Understanding – Does thestudent understand the problem?

• Computation and Execution – Is thestudent’s work accurate and complete?

• Strategies – Does the student have alogical plan and show a verifiableprocess?

• Communication – Does the studentexplain their ideas effectively?

.

• Additional time• Assignments and assessment prompt

given in students native language• Modify complexity of the assignment• Directions given orally as well as written• Repeat and clarify directions

• Create a sales brochure• The final assessment is open-ended so that

students may design a ride that matchestheir ability from easy to moderate tocomplex in design

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42

Assessment Sc rin ide (P ) r

12 3 4

567

8

Standard/Benchmark(s) Assessed:

Midwest Amusement Rides

Math Standard 4; Benchmark 4.5: Solve problems involving perimeter and areain two dimensions, and involving surface area and volume in three dimensions.

Students in grade 6 will know and be able to: Solve problems involving perimeterand area of rectangles, squares, and irregular shapes (use of graph paper withirregular shapes).

Criteria/Traits Basic Partially Proficient Proficient Advanced

ConceptualUnderstanding

Does the studentunderstand theproblem?

Mathrepresentations ofthe problem wereincorrect.

Mathrepresentations ofthe problem wereinaccurate.

Mathrepresentations ofthe problem wereappropriate.

Mathrepresentations ofthe problem wereappropriate andclarified.

Computation andExecution

Is the student’swork accurate andcomplete?

Solution wasincorrect.

No evidence ofhow you arrived atyour answer.

Solution wasessentially correct.

Evidence for yoursolution wasinconsistent orunclear.

Solution wascorrect.

Evidence for yoursolution was clearand supported youranswer.

Solution wascorrect.

Evidence for yoursolution was clearand supported youranswer.

You showedevidence ofverifying youranswer.

Strategies

Does the studenthave an appropriatestrategy?

Strategies for theproblem were notappropriate andwould not lead to acorrect solution.

Strategies for theproblem werepartially effectiveand will lead topartially correctsolution.

Strategies for theproblem wereeffective and willlead to completelycorrect solution.

Strategies for theproblem wereinsightful, effectiveand will lead tocompletely correctsolution

Communication

Does the studentexplain their ideaseffectively?

Little or noexplanation, orimpossible tofollow.

Explanation hardto follow andinferences had tobe made in places

Explanation fairlyclear, I understoodwhat you did andwhy.

Explanation wasclear and concise;you gave an in-depth explanationof your reasoning.


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I N S T R U C T I O N

12

34 5

67

8

Uni

t rg

ani

er

ap (P

) or

: M

idw

est

Am

use

men

t R

ides

Pre

viou

s U

nit

: Fr

actio

nsC

urr

ent

Un

it:

Are

a an

d Pe

rimet

er o

f 2D

Sha

pes

Nex

t U

nit

: Neg

ativ

e N

umbe

rs

Stan

dar

d(s

)/B

ench

mar

k(s)

– R

esta

ted

as q

uest

ion,

“Ca

n I …

?”R

elev

ance

– H

ow w

ill I

use

this

know

ledge

and

thes

e sk

ills r

ight

now

? H

ow a

re k

now

ledge

and

skill

s use

d by

adu

lts?

Th

is U

nit

is A

bou

t –

Wha

t is t

he m

ain

conc

ept,

them

e, or

big

idea

?A

sses

smen

t(s)

– H

ow w

ill I

show

my

teac

her I

’ve

met

/exc

eede

d th

ese

stan

dard

s/be

nchm

arks

?

Inst

ruct

ion

– W

hat s

tudy

stra

tegi

es

and

reso

urce

s will

I us

e to

help

me

perf

orm

well

on

the

asse

ssm

ent(s

)?

Can

I dev

elop

stra

tegi

es th

at a

llow

me

to c

orre

ctly

solv

e fo

r are

a an

d pe

rimet

er o

f sim

ple

regu

lar sh

apes

? Ca

n I d

evelo

p st

rate

gies

to c

orre

ctly

solv

e fo

r are

a an

d pe

rimet

er o

f sim

ple

irreg

ular

shap

es?

Afte

r sol

ving

su

ch p

robl

ems c

an I

effe

ctiv

ely c

omm

unica

te m

y re

ason

ing

for s

olvi

ng

the

prob

lem?

Stud

ents

that

are

com

forta

ble

solv

ing

area

and

per

imet

er p

robl

ems a

re d

evelo

p-in

g so

me

of th

e ba

sic sk

ills t

hey

may

use

in h

ighe

r mat

h su

ch a

s Alg

ebra

.In

the

futu

re st

uden

ts w

ith th

ese

skill

s will

be

able

to so

lve

a w

ide

varie

ty o

f pr

oblem

s suc

h as

:•

Prici

ng c

arpe

t for

their

hou

se•

Find

ing

quan

tities

of

pain

t nee

ded

to c

over

wall

s•

Solv

e pr

oblem

s suc

h as

inse

ctici

de c

rop

cove

rage

• D

ecid

e ho

w la

rge

of a

poo

l to

inst

all in

the

back

yar

d

By jo

urna

ling

idea

s ab

out a

rea

and

perim

eter

By c

reat

ing

a m

odel

with

tiles

By c

reat

ing

and

draw

ing

a bu

mpe

r ca

r rid

e

By so

lvin

g ap

plica

tions

By d

efen

ding

and

ex

plain

ing

your

so

lutio

n

• I w

ill c

orre

ctly

solv

e ap

plica

tions

in

volv

ing

area

and

per

imet

er

(app

ropr

iate

shap

es) u

sing

m

anip

ulat

ives

and

gra

ph p

aper

• I w

ill e

ffect

ively

com

mun

icate

the

re

ason

ing

used

in so

lvin

g th

e pr

oblem

•

I will

des

ign

and

crea

te a

bum

per c

ar

ra

cetra

ck th

at m

eets

a se

t crit

eria,

then

writ

e an

exp

lanat

ion

that

com

mun

icate

s

the

reas

onin

g us

ed to

solv

e fo

r the

track

’s siz

e (a

rea

and

perim

eter

). I

un

ders

tand

that

this

work

may

be

co

mpu

ter d

raw

n an

d I n

eed

to ra

te a

t

least

pro

ficien

t on

this

asse

ssm

ent.

• I w

ill p

artic

ipat

e in

clas

sroo

m

d

iscus

sions

of

area

and

per

imet

er

• I w

ill jo

urna

l my

idea

s and

que

stio

ns

a

bout

are

a an

d pe

rimet

er a

nd tr

y to

mak

e co

nnec

tions

to m

y ev

eryd

ay li

fe•

I will

solv

e fo

r are

a an

d pe

rimet

er

u

sing

tiles

and

gra

ph p

aper

and

ver

ify

m

y an

swer

s•

I will

be

able

to o

ffer b

oth

oral

and

w

ritte

n cle

ar e

xplan

atio

ns o

f m

y

reas

onin

g us

ed to

solv

e pr

oblem

s and

be

able

to d

efen

d m

y an

swer

s•

I will

then

pro

ficien

tly c

reat

e an

d

dra

w a

bum

per c

ar ri

de, s

olve

for

a

rea

and

perim

eter

, and

then

cos

t out

the

ride.

Solv

ing

for A

rea

and

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