Creating a Standards-Based

Classrooms

An Overview of Adapting and Adopting

Research Based Instruction to Enhance Student Learning

ReflectionCP 1.1 & 1.3

Think about a time you had to teach a complex lesson this year. How did you ensure that all students understood and grasped the concept you were teaching?

What are the ways that you have added relevance to the curriculum and helped students make real-world connections?

Curriculum and Planning – CP 2.2 pg. 16

The teacher uses an organizing framework for instructional planning to support standards-based instruction.

HFW CSWorganizing frameworksupport instructional planning

standards-basedinstruction

TIER 1 STANDARDS-BASED CLASSROOM LEARNING:

All students participate in general education learning that includes:•Implementation of the Georgia Performance Standards through research-based practices

•Use of flexible groups for differentiation of instruction•Frequent progress monitoring

TIER 2NEEDS BASED LEARNING:

Targeted students participate in learning that is in addition to Tier 1 and different by including:

•Formalized processes of intervention•Greater frequency of progress monitoring

TIER 3SST DRIVEN LEARNING

Targeted students participate in learning that is in addition to Tier 1 and Tier 2 and different by

including:•Individualized assessments

•Interventions tailored to individual needs•Referral for specially designed instruction if needed

TIER 4SPECIALLY DESIGNED LEARNING

Targeted students participate in learning that includes:

•Specialized programs•Adapted content, methodology, or

instructional delivery•GPS access/extension

Georgia Department of Education Kathy Cox, State Superintendent of Schools April 12, 2006 All Rights Reserved

Decreasing numbers of

students

Increasing Intensity of Intervention

GEORGIA STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS

All StudentsAll Students

TIER 1 All studentsAll students participate in general education learning that participate in general education learning that

includes:includes:Implementation of the Georgia Performance Implementation of the Georgia Performance

Standards Standards through research-based practicesthrough research-based practicesUse of Use of flexible groups flexible groups for for differentiation of instructiondifferentiation of instruction

Frequent Frequent progress monitoringprogress monitoring

STANDARDS-BASED CLASSROOM TEACHING AND LEARNING

Practices and Procedures-Practices and Procedures- Clear and concise procedures for daily routines such as entering the classroom, gathering materials, & moving from task to task. Structures-Structures- Structures are in place that serve as the foundation for standards-based classrooms…classroom design, instructional delivery models, scheduling, unit development, etc. Instruction-Instruction- Instructional strategies are in place to support standards-based learning, differentiation, student engagement, etc.Assessment-Assessment- Assessment opportunities are provided to hold student work

to the standards and provide feedback that move students toward standards. Balanced

Assessment includes: Common, Formative, Summative and Diagnostic Assessments that are formal and/or informal.

Instructional/Curriculum Framework

Collaborative unit/lesson planning starts with a determination of what students should know, understand and be able to do…Learning Targets (EQs). The unit planning process is collaborative and continuous collaborative and continuous (pre-test, planning for differentiation, instruction, assessment, and re-teaching). Lesson Framework is of the highest quality and occurs in a seamless manner in order to maximize instructional time. (opening, work session and closing)

Content specific vocabulary is previewed, extracted from the standard, integrated into the context of the lesson, and becomes part of the classroom dialogue. Rigor is pervasive – higher order questioning, thinking skills, assignments, & activities. Assignments are authentic and connect to real life. Students are interested and engaged in the learning process…ownership is made.

Instructional Frameworks

Specific to content area Outline that drives the daily lesson

planning Includes components to be included in

each part of the lesson (opening, work session, closing)

Gives approximate class time to be used for each part of the lesson

https://portal.doe.k12.ga.us/Login.aspx • ELA resources• Math resources• Express more to come…

https://www.georgiastandards.org• Georgia Performance Standards• Curriculum Map• Unit Outline• Performance Tasks• Suggested Syllabi

Curriculum Frameworks

Instructional CycleInstructional Cycle

Academic Content

StandardsAcademic Content

Standards

Basic Lesson Structure of a Basic Lesson Structure of a Standards-Based ClassroomStandards-Based Classroom

Warm-Up/Review/Sponge (optional) Opening/Mini Lesson/Setting the StageTEACHER LED, sets the purpose by using the Standards/Elements & Learning TargetsWork Session/Activity PeriodSTUDENT LEDClosing/SummaryConnection to the Learning Target – student, “I can…”

20%

60%

20%

The

Classroom Standards are posted/accessible and used in meaningful

ways Word Walls or Vocabulary Lists/Charts Sometimes noisy as students talk and work together…

collaboratively Desks may be in groups for group work Might be messy as students work on complex, long range

tasks with multiple activities Students’ work is displayed Evidence of student collaboration in posted work, rules, rubrics, and presentations Lots of student led activities

Use the Language of the Standards Able to explain what they are doing and why

they are doing it They are able to make connections to the

standards through class discussions and through work

Collaborative more than competitive Have learning goals and are focusing on

doing quality work and trying to improve Frequently self-assess work

with a comprehension of the standards

The

Students

Plans collaboratively Informally/Formally assesses students to better understand

where the students are in the comprehension of the standards

Reteaches when necessary Meets individual students’ needs Asks open-ended questions and helps students problem solve Facilitates student learning: SOME direct

instruction/lecturing MOSTLY coordinating student led - group activities

Discusses with students the alignment of the standards to assignments, assessments, and performance tasks

Keeps an up-to-date professional portfolio with collected artifacts and reflections on the year’s activities

The

Teacher

Student Student WorkWork

Displayed as a teaching tool with a connection made to standards/elements

Includes meaningful, improvement-focused feedback/commentary given by the teacher/peers

Often evaluated with rubrics developed by teachers and/or students

May integrate other content areas

Standards Based InstructionSBI 2.2 (pg. 46-47)

The teacher effectively communicates learning expectations using both

language of the standards and strategies that reflect a standards-based classroom.

HFW CSWteacher learning expectationseffectively LOTScommunicates strategiesreflect standards-based classroom

Homework High-Impact RubricHigh-Impact Rubric

– Read through the levels for each concept Read through the levels for each concept and indicate your current level for each and indicate your current level for each by circling the appropriate description.by circling the appropriate description.

Read CP 1.2 & 2.1, SB 1.1Read CP 1.2 & 2.1, SB 1.1 Awareness Walks-SBCAwareness Walks-SBC

November 1-5November 1-5