Standards-Based Instruction Implementation:

Badge 4-Analyzing Standards

Our Bold Goals

Big Picture: Connecting to Our Strategic Plan

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We have committed in our strategic plan to ensuring that EVERY Highline student is a

critical thinker and problem solver, with creativity, perseverance, and a passion for

learning.

We will eradicate the gap.

Criteria 1c & 1e: Setting Instructional Outcomes & Designing Coherent Instruction

Criterion 2b: Centering Instruction on High Expectations for Student Learning

Criterion 3c: Engaging students in learning

Our Instructional Frame

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What does it mean to be standards based?

It is not just:• Knowing the standards• Posting standards, learning goals, or

objectives• Referencing standards in lessons or units• “Covering” a curriculum or following a

textbook

Standards-Based Mindset

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To be standards-based is to:Consistently teach with activities, lessons, and units specifically designed to ensure that EVERY student masters grade level skills that lead to mastery of the standards.

The standards are built to spiral; students return again and again to key skills, building independence, rigor, and complexity as they grow intellectually.

Standards-Based Mindset: Iteration

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When we are standards-based, we engage every day in a continuous teaching/learning cycle, answering the four critical questions:

1) What do students need to know, understand, and be able to do?

2) How do we teach effectively to ensure that all students are learning?

3) How do we know students are learning?

4) What do we do when students are not learning or are reaching mastery before we expected?

Standards-Based Planning, Instruction, and Assessment

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By the end of this learning, you will know: • The key elements of analyzing a standard, including

facts and concepts (the “what”), application or skills (the “how”), and the depth of knowledge (at what cognitive level?).

By the end of this learning, you will understand:• How to construct learning opportunities that support

the development of knowledge, skills, and understanding that lead to standards mastery and student empowerment and independence.

Learning Target

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Standards 1 & 10

These standards call on students to answer specific text

dependent questions — from determining the central idea or theme to building knowledge by

comparing two or more texts.

Std. 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Std. 10: Read and comprehend complex literary and informational texts independently and proficiently.

Standards 2-9

Unpacking the Components of Standards

• Facts and Concepts: What do students need to know and understand? (nouns)

• Application: What do students need to be able to do? (verbs)

• Lower Order and Higher Order Skills: Webb’s Depth of Knowledge

• Identifies four different and deeper ways a student might interact with content

• Looks at the depth to which we expect students to demonstrate understanding of the content

• Asserts that the complexity of the content and the task determines the depth of knowledge

**Used to by the Smarter Balanced Assessment Consortium to develop assessment items and to ensure the assessment measure the depth and breadth of knowledge communicated by the standards.

Webb’s Depth of Knowledge (DOK)

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Follow the link to this video

Or copy the link below and paste in your browser.

https://www.youtube.com/watch?v=WMqKN7edRcU

Depth of Knowledge

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Level 1-Recall• Draw, memorize, identify, list, recognize, tell,

state, repeat, calculate, define

Level 2-Skill/Concept• Infer, categorize, organize, classify, estimate,

compare, cause/effect, predict, construct

Webb’s Depth of Knowledge (DoK)

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Level 3-Strategic Thinking• Revise, assess, draw conclusions, investigate,

critique, construct.

Level 4-Extended Thinking• Create, prove, analyze, synthesize, design,

connect

Webb’s Depth of Knowledge (DoK)

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• To deconstruct a standard in order to better understand its complexity and potential.

• To know what every teacher is responsible at every grade level.

• To ensure we are assessing the right skills and content.

• To support scaffolding and extension of learning.

Why Analyze a Standard?

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• Use the standards analysis tool to analyze standard RI 1 and create a learning progression around your grade level.

Note: Directions are documented in the tool.

Let’s Analyze!

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• What did you discover?• What was surprising?• What did you struggle with?

Reflect on Your Findings

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Avoid Instead

• Analyzing a standard may result in a checklist of discrete skills and foster a skill-and-drill instructional environment or an over-simplification of the standards

• The standards are interwoven and integrated; they provide a “lay of the land” and inform one another

Cautionary Note About Analysis

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• What are significant implications for professional learning, including PLCs and other collaboration opportunities?

• What are some next steps you can commit to?

Reflection

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