RISC Summer Symposium in RSU 2 August 30-Sept 1, 2010 Transitioning to a Standards-Based System in Maine What is the RISC model? “It is a unique and different approach to learning where an entire system is organized around engaging students in 21st century skills working at performance levels and advancing only when they have demonstrated proficiency!” Rich Delorenzo, 2009 Quote from D50 • “I love moving up levels. I love all the learning targets you can pass. And it’s just an awesome change for me!” » Tabitha, student at Skyline Vista Elementary Introduce ourselves • Gene Giddings 37 year public school veteran as a teacher and school leader • Copper Stoll 32 year public school veteran as a teacher, school and district leader Why we do this! Mia Jackson Cooper Introduce the Parking Lot + Positive comments ∆ Things that need to be changed ? Questions? Ah Ha’s-- Breakthroughs and Understandings Goals: Participants will… • Understand & plan 1st steps of the RISC Model • Learn and apply quality tools and processes to create systems of excellence • Apply Learner-centered Strategies through Standards-based Design • Get questions answered, if possible • FEEL INSPIRED TO THINK DIFFERENTLY How do you feel about being here? This? OR This? What is our shared vision for these next three days? What do you want to get from the next three days? What will be our code of conduct? Reason to have a code of conduct Overview of the RISC Model • Shared Vision Stakeholders drive systemic change • Leadership All stakeholders develop leadership capacity • Standards-Based Design Standards-Instruction-Assessment-Reporting Learning is the constant, time is the variable • Continuous Improvement Refine processes that foster excellence Overview of the RISC model “As far as I can tell, the Re-Inventing Schools Model, as implemented by Chugach and other districts in Alaska involved with RISC is the most comprehensive and well-articulated approach to standards-based reform in the entire country” Dr. Robert Marzano Analysis of Recent Student Achievement Data in RISC vs. Non- RISC Schools • The odds of a student scoring proficient or above at a RISC school compared to the odds of a student scoring proficient or above at a non-RISC school for reading, writing, and mathematics. Subject RISC: Non-RISC High implementation RISC: Non-RISC Reading 2.3 : 1 5.1 : 1 Writing 2.5 : 1 4.7 : 1 Math 2.4 : 1 2.7 : 1 Haystead, M.W. (March, 2010). RISC vs. Non-RISC Schools: A comparison of student proficiencies for reading, writing, and mathematics. Englewood, CO: Marzano Research Laboratory. RISC Model • • • • Shared Vision Leadership Standards-Based Design Continuous Improvement Guiding Questions For SBD What is a RISC Standards-Based System? What do standards and instruction look like in a classroom? How do we measure and report it? Standards-Based Design What evidence do you see that students are engaged in and tracking their learning? Australian 7th grade teacher Turn and Talk Turn to a partner and discuss what you saw. What is standards-based design anyway? An education SYSTEM where… …students are placed in developmentally appropriate content levels based on their performance …receive instruction along a continuum from direct skills-based instruction to real-life application of skills and knowledge ...report cards reflect progress towards mastery of standards and content levels … systematic tools, processes, and planning templates assist staff and learners with delivery and communication that gives students choice and voice in their learning. Compare your classroom and a RSU 2 Beacon Classroom Criteria Vision for classroom Code of Conduct for classroom Room set-up Groupings Pacing of lessons Unit planning Standards/ Measurement Topics Instructional Model Assessment Model Recording progress Reporting progress Lessons Learned Your classroom RISC Beacon Classroom Model Classroom Observations • You will now break into 12 groups • You will learn how the Beacons used: – Standards – Assessment – Instruction – Reporting • Please compare your current practice with the Beacon’s presentation • This process will take approximately 55 minutes • We will then move to lunch and process your experience after lunch Lunch Day 1 PM session – Slide presentation showing samples of D50’s key components of SBD – Treasure Hunt of District 50 SBD packet Clock Activity A tool that allows people to network with others • Draw a clock on a sheet of paper • Label 12, 3, 6, 9 o’clock • Set up appointments with your colleagues Clock Activity 3:00 appointment What is the difference between your teaching practices and RISC Beacon teaching practices? Trait Meaning and Relevance Unpacking Standards Assessment Research Based Instructional Strategies Differentiation Student Reflection Beginning Partially Proficient Proficient Teacher and students regularly engage in discovery activities Teacher explains to students Teacher provides examples of to create meaning and how content connects to life in and/or engages students in a relevance or opportunities are general or asks students to conversation about meaning provided for personal make connections. and relevance. connections, modifications and choice. Students can provide explicit reasons for learning. Teacher unpacks ELO with students or facilitates process to enhance student Teacher posts Essential Teacher unpacks and posts understanding of Learner Outcomes (ELO) for ELO without engaging students ELO. Students are able to student reference. in the process. identify what they will know and be able to do to complete ELO. Advanced Teachers provide regular opportunities to apply content in "real life" situations including authentic structured feedback, an unpredictable environment, and/or independent project of high student interest. Unpacked ELO has been stored in digital format***and has been modified by teacher and student for two or more cycles. Teacher and student(s) provide examples, models and scoring Teacher explains to students Teacher discusses with guide(s) prior to and during the assessment type the day of students the assessment type instruction. Assessments and or day before assessing. during the instruction cycle. scoring guides are available online to other teachers**** Teacher use of strategies is Teacher uses a limited number Teacher consistently and Teacher is aware of automatic. Teacher has of strategies irregularly. Use effectively uses a variety of Instructional Strategies evidence that they have been of strategies in need of strategies. Implementation is of supported by the district.* asked by peers to model or refinements.** high quality.*** teach strategies. Teacher provides students with differentiated instruction Teacher has created processes Teacher provides some resulting in successful progress and opportunities for students Teacher is aware of and differentiated towards individual learning to have ownership in attempts implementation of instruction. Variations may goal(s). Variations exist in 2 or differentiating their own differentiation strategies. exist in content (ELO), more of the following: content learning. Evidence of student assignments or products. (ELO), instruction, learning lead differentiation is available. style, assignment, product, and assessment. Teacher facilitates Teacher facilitates Teacher provides structures Teacher seldom asks students opportunities for students to opportunities for students to that allow students to reflect on to reflect on their progress, and evaluate their progress and create their own structures for and reach goals related to the provides no structures. make choices about how to setting and evaluating learning learning objectives. reach the learning objectives. objectives. Teacher provides examples, models and scoring guide(s) prior to and during instruction. Teacher has worked with peers to ensure accurate rigor. Place burning Questions on the Parking Lot + Positive comments ∆ Things that need to be changed ? Questions? Ah Ha’s-- Breakthroughs and Understandings 4 Components of Standards-Based Design Effective Instruction Relevant Standards Meaningful Reporting Aligned Assessments Component 1: Relevant Standards • • • • • • • • • • Literacy: Reading & Writing Math Science Social Science World Language Physical Education Visual Arts Performing Arts Technology Personal/Social Development What is a Guaranteed Viable Curriculum? • Otherwise known as Essential Learnings; Power Standards • Viable=1/3-1/2 of the state standards • Guaranteed=All students will be held to proficiency on these standards • Learning Progression GVC in Literacy Reading • Narrative Comprehension • Expository Comprehension • Literary Analysis • Word Study • Finding & Using Information Writing • Organization & Structure • Ideas and Content • Word Choice and Voice • Conventions & Editing • Sentence Fluency Communication • Speaking & Listening GVC in Math Numbers and Operations • Number Sense & Number Systems • Addition & Subtraction • Multiplication & Division Geometry • Lines, Angles, Geometric Objects • Transformation, Congruency, Similarity • Trigonometry Algebra • Functions & Equations • Algebraic Representation Measurement • Measurement Systems • Perimeter, Area, Volume Data Analysis and Probability • Data Organization & Interpretation • Probability Bar Graph of Learning Targets STANDARDS AND MEASUREMENT TOPICS revised 2/3/2010 Mathematics (MA) MT Assessment Level 11 (.11) MT Assessment MT Assessment MT Assessment MT Assessment MT Assessment MT Assessment MT Assessment MT Assessment Linear Inequalities E1 E2 E3 (.10) Patterns: Arithmetic & Geometric Exponent Laws E1 E1 E2 E2 E3 Equal Rational & Irrational Numbers E3 (.10) (.09) Integers: Order of Operations Change in a quanity affects another Surface Area: All 3 dimensional Figures Synthesize Data & Appropriate Displays E1 E1 E1 E1 E1 E2 E2 E2 E2 E2 E3 E3 (.17) Ratio, Proportion, Percent of Change E3 E3 (.09) Integers: Multiply & Divide Integers: Add & Subtract Simple Linear Equations E3 (.08) (.09) Functional Representation Conversion Volume: All 3 dimensional Figures (.09) Proportions: Indirect Measurement Pythagorean Theorem Central Tendency & Variability E1 E1 E1 E1 E1 E1 E1 E1 E E1 1 E2 E2 E2 E2 E2 E2 E2 E2 E E2 2 E3 E3 E3 E3 E3 E3 (.10) (.07) (.08) (.03) (.03) Number Sense & Number Systems Addition & Subtraction Multiplication & Division Functions & Equations Algebraic Representation Lines, Angles, Objects (.02) (.03) (.04) (.05) (.06) (.01) Numbers & Operations E3 E3 (.08) (.02) Transformation, Congruency, Similarity Perimeter, Area, Volume Trigonometry (.07) (.08) (.09) Algebra E E3 3 (.03) (.08) Measurement Systems Perimeter, Area, Volume Data Organization & Display Probability (.10) (.11) (.12) (.13) Measurement Geometry Data Analysis & Probability Math and Literacy Scoring Guide Math and Literacy Capacity Matrices Align to 21st century Skills (Partnership for 21st century Learning) 21st Century Skills Measurement Topics Core content Literacy Math Social Studies Science 21st century content: Global awareness Financial literacy Civic literacy Health literacy Social Studies Math Social Studies PE (Will be enhanced in PE standards) Creativity Problem-solving Collaboration Creative Thinker Creative Thinker, Effective Participator Team Worker Information Media literacy Technology skills Technology Technology Technology New life skills: Adaptability Initiative Persistence Accountability Cultural proficiency Active citizenry Responsibility Creative Thinker, Self Manager Independent Inquirer Self Manager Self Manager, Team Worker Social Studies, Team Worker Effective Participator Self Manager P/S Strand of Self Managers Measurement Topic Level 1 Learning Target Level 2 Learning Target Choose which of two things should be done first Punctual, prepared and able to ask to complete task later Be organized Level 3 Learning Target Level 4 Learning Target Level 5 Learning Target Level 6 Learning Target Use a planner or PDA Use a planner or PDA Keep a monthly Use a personal to keep track to keep track planner for planner to of deadlines necessary of deadlines necessary reference of tasks denote irregular events for task for a completion 6 week project Go for it, finish it Complete a complex Persevere when first project Self-determined to attempt that requires multiple complete a project is unsuccessful attempts Critique and revise a project that took Develop a strategy to Show ability to cope at least 2 hours maximize the with setbacks through requiring task while overcoming trial and error strategies to obstacles strengthen resolve Seek out advice from a responsible party when possible risks are involved Consider outcomes that could result Take risks when trying Take a risk based on from risk assessment, a new activity after an experiment and visualizing careful consideration what can be predicted benefits and risks to make an informed decision Manage risk Inform an individual if harm is upon them Safeguard an area before an activity Engage in learning environment Talk about emotions to friends and listen to others Manage emotions Describe ways of Demonstrate the ability Differentiate and Examine character keeping to self-regulate prioritize response traits that help and emotions under negative emotional to emotions of self and hinder personal control responses others resolution of a conflict P/S Strand of Creative Thinker Measurement Topic Level 1 Learning Target Level 2 Learning Target Level 3 Learning Target Level 4 Learning Target Level 5 Learning Target Level 6 Learning Target Imagine Use imagination to show feelings Demonstrate an Predict best solution Explain how Generate ideas that Identify two ideas that appreciation for when something works expand on formed the imaginative work solving a problem in an imaginative way the ideas of others a creative idea of others (multiple solutions) Make links Viable Describe the Categorize attributes Match similar or like relationship between in more items objects, events or than one way people Create metaphors Brainstorm through graphic organizers Summarize a complex topic Question assumptions Recognize similarities Distinguish between Reflect on a Discriminate between Identify bias when and differences choices Ask "Why" questions particular fact, discriminating between own family and subsequent personal perspective belief and opinion fact from opinion and others outcomes Take creative risks Make work different Use unique elements than others in work Accomplish a Realize the potential Exhibit work outside personal goal outcomes of class for which obstacles of taking those risks or school exist Incorporate new ideas into a problem solving protocol Don’t forget to put questions on the Parking Lot + Positive comments ∆ Things that need to be changed ? Questions? Ah Ha’s-- Breakthroughs and Understandings Effective Instruction Relevant Standards Meaningful Reporting Aligned Assessments Component 2: Aligned Assessments What Do We Mean By Aligned Assessments? Aligned Assessments • Assessments are aligned to standards before instruction begins and students are made aware of which standards and assessment type(s) the instruction will address. • Assessment items are directly matched to specific standards to gain data about improving/adjusting instruction. • School and/or district standards have assessments that formally measure student progress which is directly reflected on report cards. Delivery: Backwards Planning 1. Identify Essential Skill(s) Meaningful and relevant: Hook or Anticipatory Set 2. Unpack Standard(s) What will students need to know and be able to do? 3. Share the Assessment Criteria How will we measure student knowledge and application skills? Elementary Backwards Planning Example Secondary Example of Backwards Planning Secondary Backwards Plan Page 2 Secondary Backwards Plan Page 3 Assessment Types Types of Assessments • Skill • Analytical • Contextual Practice Apply Assessors • Self Extend • Peer • Teacher • Authentic Audience Use a Taxonomy to Raise Rigor Bloom’s Taxonomy Marzano’s Taxonomy • • • • • • • Knowledge Comprehension Application Analysis Synthesis Evaluation Retrieval – Executing – Recalling – Recognizing • Comprehension – Symbolizing – Integrating • Analysis – – – – – • Specifying Generalizing Error Analyzing Classifying Matching Knowledge Utilization – – – – Investigating Experimenting Problem-Solving Decision-Making Examples of Project-based Learning • In Writing – – – – – – Blog Budget Diary Newspaper Riddle Book Travel Guide • Out loud – – – – Speech Poetry Documentary Rap • Hands-on – – – – Advertisement Graphic Novel Flip Book Web Quest Skill-Based Assessment • Skill-based Activities • Teacher-made – Quizzes – Tests – End of Chapter Questions • Student-made – Quizzes – Tests – End of Chapter Questions Analytical Assessments Activities • • • • • • • • • Reading Journals Literary Criticism Literature Discussions Re-Create or Re-Write a Section I-Search / Research Essay Test Learning Logs Book Talks / Review Author Interview • • • • • Application of learning Presentations Letters to the Editor Service Projects Internships Rubrics • Self-generated – Each unit – Beginning of the year • A Template • Re-visit / modify • Teacher-generated – Standard in Proficient column – Team built – Indicators – standards Contextual Assessments • Activities with authentic audiences – – – – Poetry Slam Project Citizen Letter to the Editor Design a skateboard park – Service Learning projects – Data from the rubrics analyzed for central tendencies • Rubrics given to the authentic audience members – Data gathered by the students Assessment of Concept Attainment Skills-based Concept Attainment Contextual Analytical Clock Activity: 12:00 Appointment How might you use this information in your current class, school, and/or building? Sample Rubric PRESENTATION / SPEECH RUBRIC Advanced Eye Contact Body Posture Pacing Voice Projection Varies eye contact around the room when speaking Effective use of gestures Professional composure Rhythm reflects practice and precision Easy to hear presentation Skillful use of pitch Proficient Developing Strong and consistent Looks up infrequently Makes little to no eye contact Uses appropriate gestures Composed, no fidgeting NO dead time, practice is evident Sometimes awkward composure, little fidgeting 1-2 moments of dead time Distracting movements Leaning Dead Time occurs frequently Can hear the presentation Appropriate pitch Presentation is sometimes difficult to hear Pitch shows little range Presentation shows some practice but not ready Presentation is difficult to hear Pitch is monotone Prepared Time Presentation was fluid and rehearsed (memorized+) Emerging Presentation was ready and showed practice No practice and seems thrown together Sample Project Guide Project Selections: 1. Write a two page essay describing the literal and metaphorical meaning of a selected theme. The essay should include a thesis statement, strong organization and an appropriate concluding statement. 2. Present a formal speech using note cards on an approved theme of the text. This should be about three minutes. (May use visual aids) 3. Write a play or skit that demonstrates the main idea or further elaborates a selected theme of the text. The play should be two to three pages of text* and last about five minutes. 4. Write an excerpt from an imagined journal of a selected character in the text. The four journal entries (one page each) should cover and correlate to a major event or particular theme of the story while providing a character study. 5. Re-write the story or write a varied account (four to five pages) of the story using a different setting and characters. The time period could also be altered. The underlying message should remain. 6. As a journalist cover a major event in the novel. Use the six major questions: who, what, when, where, how and why. You may present in written format as a newspaper article* (front page worthy, two pages) or as a television news show (pre-recorded with script*, five minutes). 7. Write a concept song or rap that demonstrates the main idea, theme or summary of the text. The song should last approximately three to five minutes. 8. Create a thorough visual representation that summarizes the major events and themes of the text. This should include explanations or captions for each pictorial representation that informs the viewer. 9. Create a physical activity or game that summarizes the major events and themes of the text. By participation in the game, a player should become better acquainted with the text. 10. Create a board game that utilizes the characters, setting, plot and theme. Players will become more familiar with the book by assessing their knowledge of the story throughout in the game. Rules and procedures should be well thought out. With Elbow Partners, discuss: •How are rubrics being used at your school? Or - How could you be using rubrics at your school? •How might you improve this by September? Effective Instruction Relevant Standards Aligned Assessments Meaningful Reporting Component 3: Effective Instruction Balanced Instructional Model Assessment • Skill • Analytical • Contextual Instruction • Drill and Practice: Traditional teaching, knowledge bits, skill-based • Practical Application: How will the student use this? • Interactive: Simulation of an event (e.g., “City Unit”) • Real Life Connection: Outside the walls of the classroom, doing the real thing Role of the Teacher Traditional •Industrial Model •Factory Oriented •Lecturer •Chalkboard •Textbooks--Outdated •Static Classroom •Academic Disciplines Only Reading, Writing, Arithmetic, Science,Social Studies,Foreign Language •Structured Environment 21st Century •Facilitator •Cooperation Groups •Hands-On •Individualized •More Technology •Relevant Curriculum •Re-Training •Flexible to Change •Willing to Risk •Different Type Organization & Classroom Management •Visionary Role of the Curriculum Traditional • • • • • • Learn Basic Facts (Specific) Purpose to go onto Higher Education--Not Job Related Passive, Role Learning Short Term Little Relevancy Low Level Assessment 21st Century •Learn to use Resources •Learn How to Solve Problems • Utilize Technology •Relative Life Skills •Discuss How to be Active, Responsible Member of the Community •Business Expectation •Community Expectation Role of the Student Traditional • • • • • • • • • Attend School (3) R’s High School Basic Courses Theory Retell Facts Short Term Memory Pass/Fail Sit Down, Shut Up Follow Where Led 21st Century •Attend School •(3) R’s •Tech. - Problem Solving •Application •Active Participant •Not Tied to the Classroom (Community/Work Experiences) •Social Skills •Work Skills •Values •Portfolio, Other Assessments •Explore--Lead Effective Instruction Meaningful Relevant Reporting Standards Aligned Assessments How do we record and report in a standardsbased system? E-ducate Reporting System - Student Snapshot Level 2 Science Reporting Level/Content Strand/ Measurement Topic (8) District Secure Assessment Nature of Scientific Knowledge and Inquiry Level 2 Science Score 2 7/11 LTs Score 2 Grade book Learning Targets (11) Performance Tasks/Rubric/ Exemplars Teacher Driven Classroom Level Artifacts/ Capacity Matrix Student Driven Generates questions based on observations Score 3 Evidence 1 Forces & Motion Score 3 Generates hypotheses based on observations Score 2 District and Teacher Developed Tasks, Activities, and Assessments Evidence 2 Capacity Matrix Sources & Properties of Energy Score 3.5 E-ducate Student Snapshot A Sample Snapshot Sample Student Testing Out Graduation Target Transferring Credits Completed Level Progress Sample Student Progress Chart for a content area. Student Performance Snapshot Standard Areas 1 Mathematics 2 Technology 3 Social Science 4 Reading 5 Writing 6 Cultural Awareness/Exp 7 Personal/Social/Health 8 Career Development 9 Service Learning 10 Science 1 2 3 4 5 6 7 8 9 10 11 12 Standards- Based Treasure Hunt In your groups using all available tools and samples discuss and analyze the RISC and D50 standards-based packets. RSU 2 • Review the Packets • Synthesize the information into the 4 parts of SBD • Unite with a Partner • 2 Take-aways & • 2 Questions for Implementation Meaningful Reporting Effective Instruction Relevant Standards Aligned Assessments Prep for second Beacon teacher presentation • Take a Parking Lot template with you to the Beacon teacher presentation • Fill out what you see as – Pluses – Changes – Questions – Ah-ha’s Process the Beacon Teacher presentation • Take your questions from your personal lot and write them on a post-it note and post it on the large group parking lot • One of the facilitators or a Beacon teacher will answer the commonthemed questions. • If your question doesn’t get answered in the large group, be sure to catch one of us during a break. Guiding Questions What is a RISC Standards-Based system? What does it look like in a classroom, school, and district? How do we measure and report it?