Thought Starter… Discuss the components with a partner. Jot your thoughts down on post-it notes. Begin to share ideas with your table by 5:45pm. What are

Thought Starter…

• Discuss the components with a partner.

• Jot your thoughts down on post-it notes.

• Begin to share ideas with your table by 5:45pm.

What are the components of standards-based education?

Linking Standards to EducationFacilitators’ Training

Today’s Goals:

• To develop an understanding of standards-based education

• To provide tools and ideas for sharing standards-based education

Overview of Facilitator’s Training

• Content

• Activities

• Tools

Group Norms

• Participate throughout the evening.

• Limit sidebar conversations.

• Respect everyone’s expertise and opinions.

• Take care of yourself and your neighbor.

AcademicContent

Standards

Standards-Based Education

Teach

Revise

Assess

Standards-Based Education

• Has a fixed point of reference

• Has a system for communicating expectations

• Guides instruction at the classroom level

• Focuses instruction on student learning

• Delineates what matters

Standards-Based EducationBenefits

• Focus and clarity are brought to the curriculum.

• Rigorous academic content is taught at all grade levels.

• Standards provide a system for communicating expectations.

(Colorado)

Standards-Based EducationMeans That...

• Standards guide instructional decisions at the classroom level.

• The focus of instruction is on student learning.

• Expectations for learning are the same for all students.

(Colorado – modified)

Standards-Based EducationMeans That…

• Assessment and results are used to guide and modify instruction.

• The final qualifier of effectiveness of instruction is whether the instruction results in increased student learning.

(Colorado – modified)

Standards-Based EducationComponents

• Instruction and assessment are adapted to accommodate students with special needs or alternative learning styles.

• Lesson plans focus on what is to be learned rather than what is to be taught.

• Many stakeholders share responsibility for standards based education.

Standards-Based EducationComponents

• Curricular materials need to address standards.

• Instructional strategies must provide opportunities for students to learn expectations outlined in the standards.

• What students know and are able to do is clearly defined before an instructional unit begins.

Modified from Northern Colorado BOCEES SBE Design Team

Standards-Based Education Self-Inventory

Think 1. Read the Self – Inventory handout.

2. Compare the standards description.

Pair 3. Partner with a neighbor.

Share 4. Share some of the key differences between the non-standards-based and standards-based columns.

Reflection 1

Use the “Where am I?” Reflection Journal to rate your understanding of the topic.

1. Place an arrow on the line to represent your level of understanding along the continuum between “Unaware” and “Expert”.

2. Record any thoughts you may have as to “Why?” you placed your arrow.

3. Use a Post-It Note to record additional questions and attach those to the right side of the page.

Standards-Based EducationLegislation

• State

• Federal

Governor’s Commission For Student Success (2000)

• Made recommendations for improving Ohio’s

educational system

“ Ohio should create clear, rigorous academic

standards in key subjects and grades…”

• Supported by State Board of Education and the

General Assembly

Senate Bill 1

Senate Bill 1 signed June 12, 2001:

• Reflects the Commission’s recommendations.

• Mandates that the State Board of Education adopt

academic content standards that:

“specify the academic content and skills that

students are expected to know and be able to do at

each grade level.”

No Child Left Behind Act

Reauthorized Elementary and Secondary Education Act (ESEA) purpose:

... to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.

Legislative Comparison

Ohio ESEA

Achievement Assessment

Local Report Card Accountability systems

Professional Development Teacher Preparation &Training

Curriculum Models Curriculum & InstructionalMaterials

Academic Standards State Academic Standards

No Child Left Behind ActState Achievement Assessment

Requirements

2002-2005

Annual assessment in one grade within three levels 3-5, 6-9 and 10-12 for reading and mathematicsSchool Year Beginning in 2005

Annual assessment in grades 3-8 in reading and mathematics

School Year Beginning in 2007

Annual assessment in one grade within three levels 3-5, 6-9 and 10-12 in science

Academic Content Academic Content StandardsStandards

• A minimum level; e.g., least amount necessary to survive

• What students deserve; e.g., needed for full, successful daily and work life and options open

View of Standards

Collaborative System

• Educators K-16: teachers, administrators, nonpublic schools, colleges and universities, Regional Service Providers, teacher unions/associations

• Learned societies

• Business and industry

• Parents and community leaders

Process for Developing Academic Content Standards

• Identify advisory committee• Select writing team• Seek focused input & engage the public• Revise draft standards document• Adopt academic content standards …

State Board of Education

Senate Bill 1 Timelines for Development

• December 31, 2001: English Language Arts and Mathematics

• December 31, 2002: Science and Social Studies

• After December 31, 2002: Technology, the Arts, and Foreign Language

What doWhat doAcademic Content StandardsAcademic Content Standards

look like?look like?

Standards Framework

Indicator

Indicator

BEN C H M AR K

Indicator

Indicator

Indicator

Indicator

BEN C H M AR K

Indicator

BEN C H M AR K

STAN D AR D

What all students should know and

be able to do

What all students should know &

be able to do at each grade

level

Overarching goals & themes

Academic Content Standards

The standard statement:

• Provides an overarching goal, theme or statement about the content area.

• Describes in broad terms what students should know and be able to do as a result of the K-12 program.

Benchmarks

• Measure student progress toward meeting standards

• Serve as checkpoints of cumulative knowledge and skills over a grade band

• Vary depending on content area

• Are assessed on achievement tests

Indicators

• Are specific statements of knowledge and skills at each grade level

• Serve as checkpoints that monitor progress toward benchmarks

• Are assessed through diagnostic tests*

* May be used as the basis for achievement tests to comply with ESEA

Benchmark & Indicator AlignmentCard Match

Materials: Benchmark grid, Indicator cards

• Work in small groups.

• Align the indicator cards beneath the appropriate benchmark.

• Compare your group’s card match with a neighboring group.

• Discuss differences and attempt to reach consensus.

Reflection 2





Modified from Northern Colorado BOCEES SBE Design Team

Roles and Responsibilities

Teachers

Administration

Parents

Business/Community

Standards-Based EducationRoles and Responsibilities

Materials: SBE Role descriptions, a specific role assignment.

• Read the role description for your assigned role.

• Summarize your role and discuss how your role impacts others.

• Describe the next steps for your role in the implementation process.

Reflection 3





Let’s take a BREAK!I think I can beat him to the dessert

line if I hurry!

State Alignment System

• High standards• Alignment of standards to:

- curriculum and instruction

- assessment

- accountability systemPro

fess

iona

l D

eve l

opm

ent

District Alignment

Different points of entry:

• Alignment to proficiency learning outcomes• District courses of study• Curriculum mapping

Alignment Tools

• Comparison between academic content standards and proficiency learning outcomes

• Comparison between academic content standards and High School Graduation Qualifying Exam

• District alignment tools • Curriculum mapping process

Alignment Tools• Comparison between academic content standards and proficiency learning outcomes:

– Grade 4 mathematics and English language arts

– Grade 6 mathematics and English language arts

• Comparison between academic content standards and High School Graduation Qualifying Exam (old OGT)

Available on ODE Website (http://www.ode.state.oh.us)

An Example for Grade 4 from Patterns, Functions and Algebra

OHIO ACADEMIC CONTENT STANDARDS

GRADES 3-4 BENCHMARKS

FOURTH-GRADE PROFICIENCY LEARNER

OUTCOME AND DESCRIPTIVE PARAGRAPH

FROM INFORMATION GUIDE

Grades 3-4 Benchmarks: Patterns, Functions and Algebra A. Analyze and extend patterns, and describe the rules in

words. B. Use patterns to make predictions, identify relationships, and

solve problems. F. Construct and use a table of values to solve problems

associated with mathematical relationships. G. Describe how a change in one variable affects the value of a

related variable.

Strand I – Patterns, Relations, and Functions 2. Use patterns to make generalizations and predictions by

a) Determining a rule and identifying missing numbers in a sequence;

b) Determine a rule and identifying missing numbers in a table of number pairs;

c) Identifying missing elements in a pattern and justifying their inclusion; and

d) Determining a rule and identifying missing numbers in a sequence of numbers or a table of number pairs related by a combination of addition, subtraction, multiplication, or division.

Students need to be able to recognize, describe and extend a variety of patterns and to use patterns to make generalizations and predictions. Test items require the student to continue a pattern by identifying or supplying a missing element(s) and/or describing a rule. Patterns are presented as a sequence of numbers or shapes, a table of number pairs, or an illustration of patterns found in nature.

Available on ODE Website




SIXTH-GRADE PROFICIENCY TEST LEARNING

OUTCOME AND DESCRIPTIVE PARAGRAPH

FROM INFORMATION GUIDE

Grades 5-7 Benchmarks: Patterns, Functions and Algebra

Includes aspects of:

C. Use variables to create and solve equations and inequalitiesrepresenting problem situations.

D. Use symbolic algebra to represent and explain mathematicalrelationships.

E. Use rules and variables to describe patterns, functions andother relationships.

F. Use representations, such as tables, graphs and equations,to model situations and to solve problems, especially thosethat involve linear relationships.

Grade 6 Indicators: Patterns, Functions and Algebra

4. Solve simple linear equations and inequalities using physicalmodels, paper and pencil, tables and graphs.

5. Produce and interpret graphs that represent the relationshipbetween two variables.

6. Evaluate simple expressions by replacing variables withgiven values, and use formulas in problem-solvingsituations.

Strand V - Algebra

15. Use variables to describe arithmetic processes, togeneralize arithmetic statements, and to generalize aproblem situation.

This outcome emphasizes recognizing and/or usingvariables in problem-solving situations andmathematical phrases and equations as statements.Students may be given a mathematical sentence suchas “Six less than some number is equal to ten,” andmay be asked to identify the phrase or equationrepresented by this sentence.





HSGQE COMPETENCIES AND DESCRIPTIVE

PARAGRAPH FROM INFORMATION GUIDE

Grades 8-10 Benchmarks: Patterns, Functions andAlgebra

C. Translate information from one representation (words,table, graph or equation) to another representation of arelation or function.

D. Use algebraic representations, such as tables, graphs,expressions, functions and inequalities, to model andsolve problem situations.

Includes aspects of:

H. Solve systems of linear equations involving twovariables graphically and symbolically.

I. Model and solve problem situations involving directand inverse variation.

J. Describe and interpret rates of change from graphicaland numerical data.

Algebra and Functions

13. Represent a mathematical relationship using a table,graph, symbols, and words, and describe how achange in the value of one variable affects the value ofa related variable.

This competency assesses students’ ability to translateamong mathematical relationships represented invarious forms. For example, items for this competencymay ask students to analyze or representmathematical relationships, to provide an example of asituation that demonstrates a mathematicalrelationship, to identify a missing number or point in atabular, symbolic, or graphical representation of arelationship, or to identify how a change in the value ofone variable affects the value of another.


5. Predict what will happen next, using pictures and content as a guide.

4. Visualize the information in texts, and demonstrate this by drawing pictures, discussing images in texts or dictating simple descriptions.

3. Know the differences between illustrations and print.

2. Hold books right side up, know that people read pages from front to back and read words from left to right.

1.Demonstrate an understanding that print has meaning by explaining that text provides information or tells a story.

Kindergarten

District ResourcesAligned

To Academic Content

Standards

No AlignmenttoAcademic Content Standards

Partial AlignmenttoAcademic Content Standards

Align. To ACS

Standard:Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

Alignment Tools

Coming soon to the ODE Web site.

Alignment Tools

Phase I: Collecting the DataPhase II: First Read-ThroughPhase III: Small Mixed Group ReviewPhase IV: Large Group ComparisonsPhase V: Determine Immediate Revision

PointsPhase VI: Determine Points Requiring R&DPhase VII: Plan for Next Cycle

(Heidi Hayes Jacob)

Curriculum Mapping Process

SkillsSkills AssessmentsAssessments

ContentContent

Alignment Tools

(Heidi Hayes Jacob)

Mapping Categories:

• Concepts taught within the standards

ContentContent

Alignment Tools

(Heidi Hayes Jacob)

Mapping Categories:

• Grade-level indicators

SkillsSkills

(Heidi Hayes Jacob)

Alignment Tools

Mapping Categories:

Mapping Categories:

• Diagnostics based upon grade-level indicators

• Achievement tests based upon grade-band benchmarks

Assessments

(Heidi Hayes Jacob)

Alignment Tools

Additional Considerations for Mapping:• Essential questions (directly related to standards)

• Vocabulary

• Split skills - grade-level indicators and “other” skills

• Benchmark testing

Alignment Tools

(Heidi Hayes Jacob)

Mapping TemplateSeptember October November

Essential Questions:

Content (concepts):

Standards/Benchmarks:

Skills and Knowledge: Grade Level Indicators:

Additional Skills:

Vocabulary:

Classroom Assessments:

District Assessments:(periodic or cumulative)

Resources:

Reflection 4





Standards Framework

Indicator

Indicator

BEN C H M AR K

Indicator

Indicator

Indicator

Indicator

BEN C H M AR K

Indicator

BEN C H M AR K

STAN D AR D

What all students should know and

be able to do

Overarching goals & themes

What all students should know &

be able to do at each grade level

Patterns, Functions and Algebra Standard: Patterns, Relations and Functions

11-12

8-10

5-7

C. Use recursivefunctions to model andsolve problems; e.g.,home mortgages,annuities.

A. Analyze functionsby investigating ratesof change, intercepts,zeros, asymptotes,and local and globalbehavior.

A. Generalize andexplain patterns andsequences in orderto find the nextterm and the nthterm.

B. Identify andclassify functions aslinear or nonlinear,and contrast theirproperties usingtables, graphs orequations.

E. Analyze andcompare functionsand their graphs usingattributes, such asrates of change,intercepts and zeros.

A. Describe, extend anddetermine the rule forpatterns and relationshipoccurring in numericpatterns, computation,geometry, graphs andother applications.

B. Represent, analyzeand generalize avariety of patterns andfunctions with tables,graphs, words andsymbolic rules.

E. Use rules andvariables todescribe patterns,functions, and otherrelationships.

Benchmark Maps

• Show relationships among benchmarks

• Facilitate understanding of the benchmarks

• May be used to plan instruction

• Can quickly see what is taught before and after grade bands

Coming soon with the release of the Curriculum Models.

Patterns, Functions and AlgebraGrades 5-7

Ohio BenchmarksGrades 5-7

Grade-Level IndicatorsGrade 5



A. Write, simplify and evaluatealgebraic expressions.

3. Use variables as unknownquantities in general ruleswhen describing patterns andother relationships.

6. Evaluate simple expressionsby replacing variables withgiven values, and use formulasin problem-solving situations.

1. Represent and analyzepatterns, rules and functionswith words, tables, graphs andsimple variable expressions.

7. Justify that two forms of analgebraic expression areequivalent, and recognizewhen an expression issimplified; e.g.,

4m = m + m + m + m or a · 5 + 4 = 5a + 4.

B. Solve linear equations andinequalities symbolically,graphically and numerically.

4. Solve simple linear equationsand inequalities using physicalmodels, paper and pencil,tables and graphs.

4. Create visual representationsof equation-solving processesthat model the use of inverseoperations.

C. Explain how inverseoperations are used to solvelinear equations.

8. Identify and use relationshipsbetween operations to solveproblems. Number, NumberSense and Operations

4. Create visual representationsof equation-solving processesthat model the use of inverseoperations.

Correlation of Benchmarks and Grade-Level IndicatorsThis is a page from the correlation between Ohio’s K-12 benchmarks and indicators and is available on the ODE Web site.


Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies StandardGrades K-3

Ohio BenchmarksGrades K-3

Grade-Level IndicatorsKindergarten


Grade-Level Indicators

Grade 2

Grade-Level

IndicatorsGrade 3

A.Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.

1.Visualize the information in texts, and demonstrate this by drawing pictures, discussing images in texts or dictating simple descriptions.

1.Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained).2.Visualize the information in texts and demonstrate this by drawing pictures, discussing images in texts or writing simple descriptions.

1.Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained).2.Create and use graphic organizers, such as Venn diagrams or webs, to demonstrate comprehension.

1.Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained).2.Create and use graphic organizers, such as Venn diagrams or webs, to demonstrate comprehension.

Correlation of Ohio’s K-12 Benchmarks and Grade-Level IndicatorsExpectations related to independent reading are delineated at all grades K-12 within the grade-level

indicators. The last two indicators (i.e., “Use criteria to choose independent reading materials...” and “Independently read books for various purposes...”) are demonstrated by students on a daily basis as they select reading materials for varied purposes. Classroom teachers have many opportunities to observe students engaged in activities related to these skills.


Developing Knowledge

Constructivist Mapping Activity:

PlanningFor Instruction

What are the important questions that you

consider when planning instruction?

Activity Directions:• Brainstorm individually (2 minutes).• Discuss as whole group.• Record ideas on chart paper.• Identify most critical questions.• Share out from tables (2 minutes).

Planning

Card Sort Activity:Materials: Cards with instructional planning

statements

• Work with a partner or in groups of three.• Consider the important components when

planning for instruction.• Sequence the steps involved in instructional

planning.

Planning

Five Essential Questions:• What content needs to be taught?• What is the best way(s) to assess student’s

knowledge of content?• How should data be analyzed?• How should teaching and learning be

designed?• How should materials and resources be

evaluated/selected?

Planning

What are the important components that you consider when planning for instruction?

Activity Directions:

Reorder your cards based on the information just shared about how planning should occur in a standards-based system.

Reflection 5





Benchmark and Indicator Analysis

Materials: – Standard, Benchmark & Indicator Analysis Sheets (Forms A, B and C)– Correlation of Ohio’s Benchmarks and Grade-Level

Indicators documents (ELA and mathematics)– Mathematical Processes Benchmarks

Objective: Analyze a benchmark and the associated grade-level

indicators for a deeper understanding of what students should know and be able to do.

Four Square Activity:


Four Square Analysis Sheet

Standard, benchmark(s) and indicator(s):

What content needs to be taught (knowledge and skills)?

What must students be able to do (performance)?

What is the best way(s) to assess student’s knowledge of content?

Why do students need this knowledge and these skills (relevancy)?








In Standards-Based Education, the standards:

• Delineate the content students should know.

• Specify the performance expectations (what students should be able to do).


English Language ArtsResearch, Grade 6

Compare and contrast important findings and select sources to support central ideas, concepts and themes.

MathematicsPatterns, Functions and Algebra , Grade 4

Use Models and words to describe, extend, and make generalizations of patterns and relationships occurring in computation, numerical patterns, geometry, graphs and other applications.









What are the best way(s) to assess student’s knowledge of content?









Closing

• Next steps• Questions and answers• Program evaluation

Documents

Thought Starter… Discuss the components with a partner. Jot your thoughts down on post-it notes. Begin to share ideas with your table by 5:45pm. What are