What Do My Children Need to Learn? Understanding the State Standards Presented by Joan Haig Ogden...

What Do My Children Need to Learn?

Understanding the State Standards

Presented by Joan Haig

Ogden Elementary School

Fall, 2007

Standards-Based Reform

• 1983 National Commission on Excellence in Education recommends higher standards to increase student achievement

• 1900’s states begin to develop standards

• 2001 No Child Left Behind Legislation– All children will be proficient in Math and

Reading by the year 2014

What are Standards?

• What students should know and are expected to do

• Define achievement very specifically

• Describe what is to be taught from grade to grade

Why are Standards Important for My Child?

• Ensure high expectations for every student

• Focus what teachers teach and what students should do

• Performance is compared to a standard not to another student

• Best way to provide specific feedback to parents

Let’s Take a Look at

Content Standards

What are Performance Standards?• How well a child is doing in relationship

to mastery of a particular standard• Standard assessed / performance

measured• Rubric / scoring guide provided• Performance indicators:

– 4 Exceeds grade level standards– 3 Meets grade level standards– 2 Progressing towards grade level standards – 1 Experiencing difficulty meeting grade level

standards

What are Rubrics / Scoring Guides?

• Different from the traditional way of scoring student work

• Set clear goals for mastery• Describe different levels of

understanding and performance• Provide more information to

student and to parent than a percentage or letter grade

Global Warming• The sun is making

the earth hot.• The earth is losing

its water because it is sweating.

• No plants can grow anymore.

Here is a Student’s Vocabulary Picture Work:

Vocabulary Picture Rubric:

• 4 = Picture communicates insightful understanding of definition; Error free; Labeled correctly

• 3 = Picture communicates good understanding of definition; Minor errors, if any; Labeled correctly

• 2 = Picture communicates some understanding of definition; Some errors; Labels mostly correct

• 1 = Picture unclear, communicates little understanding of definition; Many errors; Not always labeled correctly

Let’s Stop a Minute and Practice!

Standards in Everyday Life!

• Haig Household Standard:– Every child in my house understands

how to correctly make a bed• Content Standard

– Each child will be able to make their own bed.• Performance Standard (test)

My Child’s Idea of a Well Made Bed!

My Idea of a Well Made Bed!

Sample Bed Making Rubric:

• 4 = Bed exceeds parent expectation. Child attempts to make other beds also.

• 3 = Bed is made without assistance. Sheets and blankets are smoothed and tucked. Pillows are fluffed and put in place.

• 2 = Bed is made with some assistance. Sheets and blankets are not tucked completely. Pillows are not placed correctly.

• 1 = Bed is mostly unmade.

What score would you give this one?

How about this?

Standards in the Classroom

Grade 5 Language Arts Standard

Content Standard:•Students will draw conclusions about text and support them with textual evidence.

Performance Standard:•Students will read a story and write two or more conclusions with supporting evidence.

A Standards-Based Report Card

Grades 2 - 5

History and Process:

• What were the limitations of the previous reporting system?

– Lack of alignment– Lack of consistency– Lack of specificity

What was the purpose in creating a Standards-Based Report Card?

• To align reporting procedures to NYS Standards

• To provide consistency

• To provide more detailed feedback to parents regarding the progress their children are making towards specific learning standards at their grade level.

How will the new system improve communication between & among constituent groups?

Parents

StudentsTeachers

What was the process used to create the new Standards-Based Report Card?• Collaborative• Consensus driven• Articulated vertically and laterally

– Grades– Special Areas– Buildings – Special Education

The Classroom Teacher’s

Perspective

Why is the Standards-Based Report Card Valuable?

• Gives important information to parents regarding specific strengths and weaknesses

• Provides feedback to parents about the quality of the student work compared to the standard

• Allows for consistency within the grade, across the grades, and schools

Special Education

How will the new report card benefit students with disabilities?

• Serves as a valuable tool to parents as they participate in CSE meetings

• Helps parents understand why specific goals were chosen for their child’s IEP

• Allows students to be more aware of what is expected

Special Areas• Music• Art • Physical Education

How will the new report card system benefit students in Special Areas?• Provides a more accurate

assessment of student performance

• Provides multi-faceted views of student achievement

• Reflects NYS Standards

What is the Implementation Plan?

• Develop a Parent Guide• Build the framework for teachers• Develop scoring guides with clear

descriptors for proficient student work

• Collect and utilize student exemplars

• Gather feedback for possible upgrades

The Elementary Standards-Based Report Card Committee:

• Audrey Bellovin• Christie Chalupa• Melissa Duhl• Fran Goldenberg• Joan Haig• Hope Hoolan• Liz Hunt• Virginia Levine

• Alison Linehan• Kathi Marchetti• Bob Martorana• Michelle Mazzitelli• Joanna Partamian• Sandy Pensak• Estelle Shafran• Miriam Steinberg• Sarah Wise

Any Questions? Comments?

Please feel free to email me questions and/or comments at jbirringer-haig@hewlett-

woodmere.net