Standards-Based Classroom Operator's Manual Sneak Peek by Just ASK Publications

STANDARDS-BASED CLASSROOM

Operator’s Manual

SBE Design Team Centennial BOCES Standards-Based Classroom Operator’s Manual 830 South Lincoln Street • Longmont, CO 80501 Published by Just ASK Publications & Professional Development Phone 303.772.4420 • Fax 303.776.0504

2214 King Street Alexandria, Virginia 22301 VOICE 703-535-5434 FAX 703-535-8502 email: info@askeducation.com www.askeducation.com

Copyright 2002 Just ASK Publications & Professional Development and Centennial BOCES All Rights Reserved Printed in the United States of America ISBN-10: 0-9777796-6-1 ISBN-10: 978-0-9777796-6-6 © Just ASK Publications, 2214 King Street Alexandria, VA 22301 www.justaskpublications.com (v) 800-940-5434 (fax) 703-535-8502

Table of Contents INTRODUCTION

SECTION II. ASSESSMENT

Directions for Standard/Benchmark Analysis Standard/Benchmark Analysis (P1) Example(s) Directions for Assessment & Instruction Pre-Planner Integrating Instruction and Assessment Assessment & Instruction Pre-Planner (P2) Examples(s)

Directions for Assessment Task(s) Selector Types of Assessment End Products for Performance Assessments Assessment Task(s) Selector (P3) Example(s) Directions for Assessment Scoring Guide Template Phrases for Rubric Design Levels “Cheat Sheet” Assessment Scoring Guide Template (P4) Example(s) Directions for Assessment Accomodations Planner Ensuring That All Means All Requirements for Demonstrating Fair “Opportunities to Learn” in a High-Stakes System Assessment Accomodations Planner (P5) Example(s) Directions for Assessment Critique Sheet Assessment Quality Rubric Assessment Critique Sheet (P6) Example(s) Directions for Parallel Self and Teacher Evaluation Parallel Self and Teacher Evaluation (P7) Example(s)

SECTION I. STANDARDS

1 4 5 9 12 13 15 23 26 27 28 29 33 37 38 39 40 45 47 48 49 50 55 57 58 59 63 65 66

SECTION III. CURRICULUM

Directions for Curriculum/Course Matrix Curriculum/Course Matrix (P8) Example(s) Directions for Curriculum/Course Map Curriculum/Course Map Rubric Curriculum/Course Map (P9) Example(s)

71 74 75 79 82 83 84

SECTION IV. INSTRUCTION

89 91 92 93 97 99 100 101 105 107 109 119 121 122

Directions for Unit Organizer Map Unit Organizer Map Rubric Unit Organizer Map (P10) Example(s) Directions for Critical Questions Unit Organizer Formulating Critical Questions Critical Questions Unit Organizer (P11) Example(s) Directions for Daily Planner for Unit Daily Planner for Unit (P12) Example(s) Directions for Student’s Unit Study Planner Student’s Unit Study Planner (P13) Example(s) SECTION V. EVALUATION

Directions for Group Assessment Results Group Assessment Results (P14) Example(s) Directions for Cause/Effect Analysis and Revision Cause/Effect Analysis and Revision (P15) Example(s)

GLOSSARY

129 131 132 135 137 138 142

APPENDICES

Appendix A, Colorado Model Content Standards Appendix B, Instruction Verbs for Six Levels of Thinking Appendix C, Differentiating Between Content & Skills Appendix D, Priortizing Content Knowledge Appendix E, Kinds of Achievement Targets Appendix F, Conversions with Critical Friends

145 150 151 152 153 154

INTRODUCTION Background

Drive Train Metaphor

Colorado Department of Education staff, school district employees, and community members throughout Colorado began developing content standards in response to a bill passed by the Colorado Legislature in 1993.

This Standards-Based Classroom Operator’s Manual is keyed to a drive train metaphor of a recommended sequence of eight steps to be used in a standards-based process of designing, delivering, and evaluating instruction. Every planner and guide contains a miniature drive train indicating to which of the eight steps it relates:

Standards-Driven Process

In 1996 the Centennial BOCES created the Standards-Based Education (SBE) Design Team to assist educators in envisioning and implementing standards-based classrooms. The following energetic and ambitious Colorado educators contributed significantly to the development 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

1 Write Content Standard

2 Design Assessment Task

8 Evaluate & Refine Whole Process 7 Assess Students

3 Establish Performance Levels

6 Implement Instruction

4 Design Curriculum

5 Plan Instruction Strategies

Each time a teacher sets out to develop a standards-based lesson or unit, thinking must be driven by the content standards themselves and the school-level benchmarks detailing the meaning of each standard. STEP 1 in the standards-driven process is, therefore, a comprehensive analysis of each relevant standard and benchmark.

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

Use of the Planning Tools We suspect that each facilitator may find some planners to be of value while having no use for others. We encourage you to select and use the planners that best meet the needs of your workshop’s participants. Page vi of the introduction, “Figuring Out Which Planners to Use,” is designed to guide facilitators and participants to the planning tools that will meet their needs best.

STEP 3 is the development of a scoring guide for the assessment task. Two questions must be addressed when designing scoring guidelines for evaluating student work: (1) What criteria should be used to judge the performance? And, (2) how should the performance levels be described and distinguished from one another? In most Colorado school districts four performance levels are defined: unsatisfactory, partially proficient, proficient, and advanced.

A Map to Planners and Guides for the Standards-Driven Process follows on page v. This index connects each planner to one or more steps in the standards-driven process. A review and discussion of this introductory information is beneficial prior to using any of the planners.

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

The Instructional Organizer Comparison guide on page iv further details the differences between traditional lesson planning and the above eight steps in the standards-based approach. Note the shift in focus from what the teacher does to what the student does.

Consequently, all workshop participants need copies of their school or district’s standards and benchmarks while working through this manual.

STEP 4 is the design of a curriculum that will assist all students in performing successfully on the assessment task. The teacher asks, “What content, unit, or curriculum will help students perform well on the assessment task?”

STEP 5 is planning the instructional strategies that will help all students learn the curriculum. Here the teacher asks, “What methods and strategies will best facilitate student learning?” STEP 6 is the actual delivery of instruction.

STEP 7 involves administering the assessment task to the students. Assessment is integral with or immediately follows instruction, and the assessment results data are used in STEP 8 to evaluate and refine the entire eightstep process.

Knowing the creativity of teachers, we expect that most will wish to use these planners only as models to stimulate thinking, soon designing their own forms to meet their unique needs. When modifying the planners, please make sure that all essential elements of the original form are retained. We recommend that, whenever possible, you complete these planning tools with your colleagues, since the synergy involved in such a process often results in a product of greater quality than one developed by an individual. We also recommend that you share your completed planners not only with your students and their parents but with administrators, special educators, and other support staff so that everyone involved in the learning process has a

Furthermore, understanding and application of the planning tools tends to increase when teachers spend one week during a summer institute reviewing and exploring the operator’s manual and then convene regularly throughout the academic year to complete and refine the various planners. Administrative support and pressure are often necessary to sustain these ongoing professional development experiences. In schools and districts where administrators participate in SBE dialogues, an expectation exists that these tools will be used and discussed.

Good Luck!

Organization of This Manual This manual is divided into six sections: introduction, standards, assessment, curriculum, instruction, and evaluation. The introduction continues with a Planning Tools Rubric on page vii. This rubric should be used by tool authors and their colleagues to evaluate planning tool work. Three criteria are assessed: the essential components of SBE, tool use, and the tool development process. Please use the five-point scale and the following performance levels to score your work: (1) not standards-based, (3) in transition, and (5) standards based.

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

clear understanding of your plan to facilitate student achievement of the content standards.

The five sections following the introduction correspond to the major topics contained in the drive train described previously. These divisions were made to assist facilitators in quickly locating planning tools for specific workshops. Each section includes tool directions organized under eleven headings: purpose, overview, before you start, possible applications, steps for facilitators, steps for participants, dialogue, estimated time, materials, resources, and tips. The directions are intended to serve as a guide for designing and facilitating use of the respective planning tool.

iii

3 5

Standard(s)/Benchmark(s):

Standard/Benchmark Analysis (P1)

• Identify and draw multi-sided shapes (hexagon, nonagon etc) • Use tools such as a ruler and grid paper with an acceptable degree of accuracy • Develop strategies for solving perimeter and area • Solve (using a formula) applications involving perimeter and area • Communicate the reasoning used in solving the problem.

Be able to (verbs):

Skills – What must students be able to do? What should they be able to do years from now?

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

Benchmark 4.5: Solve problems involving perimeter and area in two dimensions, and involving surface area and volume in three dimensions.

Standard Four: Students use geometric concepts, properties, and relationships in problem-solving situations and communicate the reasoning used in solving these problems.

In the future students with these skills will be able to solve a wide variety of problems such as: • Pricing carpet for their house • Finding quantities of paint needed to paint walls • Solving problems such as insecticide crop coverage • Deciding how large of a pool to install in the back yard

Students that are comfortable with solving area and perimeter problems are developing some of the basic skills they may use in higher math such as Algebra.

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

Understand (nouns): • Concepts such as parallel, congruent, and right angle

• Basic geometric terms and concepts such as polygon, regular shape, irregular shape, length, width, height, area, perimeter…… • Basic strategies for problem solving

Know (nouns):

Knowledge – What must students know? What should they remember years from now?

STANDARDS

Assessment

1 2

Course/Grade Level/Unit:

Author(s):

Area and Perimeter 6th Grade Math

4 5

nstr cti n Pre Planner (P )

Mike Williams

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

Students Should Know: • Basic geometric terms and concepts such as polygon, regular shape, irregular shape, length, width, area perimeter… • Basic strategies for problem solving Students Should Understand: Concepts such as parallel, congruent, and right angle

Relevance – Why do students need this knowledge and these skills right now? How are knowledge and skills used by adults? Students that are comfortable solving area and perimeter problems are developing some of the basic skills they may use in higher math such as Algebra.

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

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

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

• Informal assessment such as classroom discussions • Informal assessment such as math journals • Creating a model from tiles and then explaining how to solve for both area and perimeter • Creating a model on graph paper and explaining how to solve for both area and perimeter

In the future, students with these skills will be able to solve a wide variety 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

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

• Discuss area and perimeter in the classroom • Have students journal area and perimeter and make connections to their everyday life • Solve application problems • Have students create models to solve for area and perimeter using tiles and graph paper, then explain and defend their answers

STANDARDS

Standard(s):

Benchmark(s):

Standard Four: Students use geometric concepts, properties, and relationships, in problem-solving situations and communicate the reasoning used in solving these problems.

4.5: Solve problems involving perimeter and area in two dimensions, and involving surface area and volume in three dimensions.

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

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

• Conceptual Understanding – Does the student understand the problem? • Computation and Execution – Is the student’s work accurate and complete? • Strategies – Does the student have a logical plan and show a verifiable process? • Communication – Does the student explain their ideas effectively? .

• Solve applications involving area and perimeter (appropriate shapes) using manipulatives and graph paper • Communicate the reasoning used in solving the problem • Design and create a bumper car race track that meets a set criteria, then write an explanation that explains the reasoning used to solve for size (area and perimeter) of their track (this work may be computer generated)

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

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

• 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

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

• Create a sales brochure • The final assessment is open-ended so that students may design a ride that matches their ability from easy to moderate to complex in design

Products: (Check those I need to create.)

Cover Page for Assessment/Unit Packet Complete Assessment Prompt for Students Template(s)/Organizer(s) for Students’ Responses Simplified Scoring Guide for Student Reference Anchor Papers for Students &/ or Scorers Complete Instructions for Administering Asmt. List of Potential Instructional Strategies Lesson Plans Unit Study-Planner for Students List of Instruction/Assessment Accommodations Extension Activities for Advanced Students List of Instructional Materials and Resources Student Self-Evaluation Form Parallel Self and Teacher Evaluation Form Scoring Process Instructions Scoring Guide/Rubric Scoring Folder (Scoring Guide Laminated Inside) Group Summary Report Form Other:

ASSESSMENT

Assessment Sc rin

1 3

2 8

4 5

ide (P )

Midwest Amusement Rides

Standard/Benchmark(s) Assessed: Math Standard 4; Benchmark 4.5: Solve problems involving perimeter and area in two dimensions, and involving surface area and volume in three dimensions. Students in grade 6 will know and be able to: Solve problems involving perimeter and area of rectangles, squares, and irregular shapes (use of graph paper with irregular shapes).

Basic

Partially Proficient

Proficient

Conceptual Understanding

Math representations of the problem were incorrect.

Math representations of the problem were inaccurate.

Math representations of the problem were appropriate.

Math representations of the problem were appropriate and clarified.

Computation and Execution

Solution was incorrect.

Solution was essentially correct.

Solution was correct.

Is the student’s work accurate and complete?

No evidence of how you arrived at your answer.

Evidence for your solution was inconsistent or unclear.

Evidence for your solution was clear and supported your answer.

You showed evidence of verifying your answer.

Strategies for the problem were not Does the student appropriate and have an appropriate would not lead to a strategy? correct solution.

Strategies for the problem were partially effective and will lead to partially correct solution.

Strategies for the problem were effective and will lead to completely correct solution.

Strategies for the problem were insightful, effective and will lead to completely correct solution

Communication

Explanation hard to follow and inferences had to be made in places

Explanation fairly clear, I understood what you did and why.

Explanation was clear and concise; you gave an indepth explanation of your reasoning.

Strategies

Does the student understand the problem?

Advanced

Criteria/Traits

Does the student explain their ideas effectively?

Little or no explanation, or impossible to follow.

3 5

rgani er

ap (P

Previous Unit: Fractions

Unit

By solving applications

By creating and drawing a bumper car ride By defending and explaining your solution

By creating a model with tiles

• I will correctly solve applications involving area and perimeter (appropriate shapes) using manipulatives and graph paper • I will effectively communicate the reasoning used in solving the problem • I will design and create a bumper car racetrack that meets a set criteria, then write an explanation that communicates the reasoning used to solve for the track’s size (area and perimeter). I understand that this work may be computer drawn and I need to rate at least proficient on this assessment.

Assessment(s) – How will I show my teacher I’ve met/exceeded these standards/benchmarks?

• I will participate in classroom discussions of area and perimeter • I will journal my ideas and questions about area and perimeter and try to make connections to my everyday life • I will solve for area and perimeter using tiles and graph paper and verify my answers • I will be able to offer both oral and written clear explanations of my reasoning used to solve problems and be able to defend my answers • I will then proficiently create and draw a bumper car ride, solve for area and perimeter, and then cost out the ride.

Instruction – What study strategies and resources will I use to help me perform well on the assessment(s)?

Students that are comfortable solving area and perimeter problems are developing some of the basic skills they may use in higher math such as Algebra. In the future students with these skills will be able to solve a wide variety 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

By journaling ideas about area and perimeter

Solving for Area and Perimeter of 2D shapes and communicating the reasoning for solving the problem.

This Unit is About – What is the main concept, theme, or big idea?

Next Unit: Negative Numbers

Relevance – How will I use this knowledge and these skills right now? How are knowledge and skills used by adults?

Current Unit: Area and Perimeter of 2D Shapes

) or: Midwest Amusement Rides

Can I develop strategies that allow me to correctly solve for area and perimeter of simple regular shapes? Can I develop strategies to correctly solve for area and perimeter of simple irregular shapes? After solving such problems can I effectively communicate my reasoning for solving the problem?

Standard(s)/Benchmark(s) – Restated as question, “Can I …?”

INSTRUCTION

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Active Learning and Engagement Strategies Creating a Culture for Learning: Your Guide to PLCs and More Instruction for All Students Instruction for All Students Common Core Special Edition Instruction for All Students Facilitator’s Handbook Leading the Learning Meeting the Needs of Diverse Learners Meeting the Needs of Diverse Learners Facilitator’s Handbook Mentoring in the 21st Century® Facilitator’s Handbook New Teacher Professional Development Facilitator’s Handbook Standards-Based Classroom Operator’s Manual Strategies in Action: A Collection of Classroom Applications: Volume I Strategies in Action: Applications in Today’s Diverse Classrooms: Volume II The 21st Century Mentor’s Handbook Why Didn’t I Learn This in College? Why Didn’t I Learn This in College? & The 21st Century Mentor’s Handbook Set The Principal’s Library Teacher Leader Essentials Common Core Combo

Lesson Collection: Biology Visual Learning Tools (ASCD) Lesson Collection: HS Geometry Surface Area and Volume (ASCD) Lesson Collection: HS Reciprocal Teaching (ASCD) Lesson Collection: Primary Math (ASCD) Success Factors in a Standards-Based Classroom Teaching and Learning in the 21st Century: 2nd Grade Writer’s Workshop Teaching and Learning in the 21st Century: 3rd Grade Science

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New Teacher Professional Development Kit Instruction for All Students™ PLC Pack Meeting the Needs of Diverse Learners® PLC Pack Poster Pack Creating a Culture for Learning: What Do You Do When Cards (Six sets of 40 cards) Meeting the Needs of Diverse Learners: What Do You Do When Cards (Six sets of 40 cards) Mentoring and Supervision Scenarios: What Do You Do When Cards (Six sets of 48 cards) New Teacher Challenges and Concerns: What Do You Do When Cards (Six sets of 50 cards) Instruction for All Students: Scavenger Hunt and Sort Cards (Six sets of 34 cards) Meeting the Needs of Diverse Learners: Scavenger Hunt and Sort Cards (Six sets of 64 cards)

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