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