february 2005transition services preparation & training raising standards: showing our students...

February 2005 Transition Services Preparation & Training

Raising Standards:Raising Standards: Showing our Students How Showing our Students How

to Align Curriculum to Align Curriculum Standards With Their Standards With Their

Instructional UnitsInstructional Units

Pamela LuftPamela Luft

Kent State UniversityKent State University


Using Standards for Using Standards for Instruction?!Instruction?!

The Need:The Need:– Schools are under increasing pressure to Schools are under increasing pressure to

raise student outcomes and use state raise student outcomes and use state standards for teaching. standards for teaching.

The Problem:The Problem:– Content standards often are vague and Content standards often are vague and

difficult to use for teaching (Popham, 2001). difficult to use for teaching (Popham, 2001).

– Concrete and definitive lessons about a Concrete and definitive lessons about a specific task are unlikely to address the specific task are unlikely to address the nature or scope of these standards.nature or scope of these standards.


Using Standards for Using Standards for Instruction?!Instruction?!

Conflicting Expectations:Conflicting Expectations:– Special and Deaf Education use behavioral Special and Deaf Education use behavioral

objectives to ensure measurable outcomes. objectives to ensure measurable outcomes. – This provides a foundation for This provides a foundation for

accountability, yet:accountability, yet: State standards are much broader than even a State standards are much broader than even a

series of related lessons and by nature, are vague series of related lessons and by nature, are vague and not easily quantified. and not easily quantified.

A linear task analysis of standards can result in a A linear task analysis of standards can result in a nearly-overwhelming array of steps and sub-steps nearly-overwhelming array of steps and sub-steps to achieve for any one standard.to achieve for any one standard.

– Examples:Examples: 1010thth grade: Vocabulary Acquisition grade: Vocabulary Acquisition

– Infer the literal and figurative meaning of Infer the literal and figurative meaning of words and phrases and discuss the function of words and phrases and discuss the function of figurative language, including metaphors, figurative language, including metaphors, similes, idioms and puns.similes, idioms and puns.


Using Standards?!Using Standards?! The Result:The Result:

– Schools and teachers need guidance in Schools and teachers need guidance in integrating:integrating:

Vague and broad content standards with;Vague and broad content standards with; Measurable, observable, and accountability-focused Measurable, observable, and accountability-focused

behavioral objectives that are based on task analyses; behavioral objectives that are based on task analyses; To result in a series of unified lessons that lead to To result in a series of unified lessons that lead to

achievement of these standards.achievement of these standards.

Higher Education’s Responsibility:Higher Education’s Responsibility:– University programs are expected to prepare University programs are expected to prepare

their graduates appropriately and appropriately.their graduates appropriately and appropriately.– Prevent graduation of teachers unable to Prevent graduation of teachers unable to

effectively incorporate standards into their effectively incorporate standards into their teachingteaching


Unsuccessful Unsuccessful IntegrationIntegration

Concrete and definitive lessons with Concrete and definitive lessons with measurable outcomes—measurable outcomes—– but that poorly address the standards.but that poorly address the standards.

Lessons that address clear and specific Lessons that address clear and specific aspects of standards—aspects of standards—– but result in fragmentation that doesn’t but result in fragmentation that doesn’t

address broader knowledge and skill learningsaddress broader knowledge and skill learnings Lessons that address breadth of Lessons that address breadth of

standards—standards—– but lead to little depth of learning, orbut lead to little depth of learning, or– become unwieldy and ineffectivebecome unwieldy and ineffective


Promoting Good Teaching Promoting Good Teaching That Incorporates State That Incorporates State StandardsStandards

Aim for depth, rather than superficial Aim for depth, rather than superficial breadth (TIMMS report)breadth (TIMMS report)– Develop lessons based on unit themesDevelop lessons based on unit themes

Broad themes can address the comprehensive Broad themes can address the comprehensive nature of standards nature of standards

Unit themes support redundancy of learningUnit themes support redundancy of learning– increasing depth of understanding increasing depth of understanding – allowing expansion and extension of related skills allowing expansion and extension of related skills

and knowledge—the standardsand knowledge—the standards Unit themes link individual tasks and activities to Unit themes link individual tasks and activities to

reduce fragmentation and build these broader reduce fragmentation and build these broader knowledge and skill learnings. knowledge and skill learnings.


Using What We Know Using What We Know About Good Instructional About Good Instructional PracticePractice

Exemplary instruction should:Exemplary instruction should:– Be based on high standards;Be based on high standards;– Incorporate depth of understanding Incorporate depth of understanding

within reasonable breadth; and within reasonable breadth; and thereforetherefore

– Accommodate and reflect standards-Accommodate and reflect standards-based and outcomes-driven learning. based and outcomes-driven learning.

Poor instruction can occur despite:Poor instruction can occur despite:– Standards-based and outcomes-driven Standards-based and outcomes-driven

learning.learning.


New Resources on New Resources on Using StandardsUsing Standards

– Linking IEPs to State Learning StandardsLinking IEPs to State Learning Standards by by Miller & Hoffman (2002).Miller & Hoffman (2002).

Importance of standards and IDEAImportance of standards and IDEA Identifying standards that meet student needsIdentifying standards that meet student needs

– Connecting Standards and Assessments Connecting Standards and Assessments Through LiteracyThrough Literacy by Conley (2005). by Conley (2005).

Purposes and requirements of standards and Purposes and requirements of standards and assessmentsassessments

Integrating test-taking skills with instructionIntegrating test-taking skills with instruction

– Aligning transition and standards-based Aligning transition and standards-based education: issues and strategieseducation: issues and strategies by Kochhar- by Kochhar-Bryant & Bassett (2002)Bryant & Bassett (2002)

Importance of using standards with transitionImportance of using standards with transition General tips for usageGeneral tips for usage


Exemplary InstructionExemplary Instruction

Is more than clear links and Is more than clear links and observable outcomesobservable outcomes

Should provide: Should provide: – Inquiry and problem-solving focusInquiry and problem-solving focus– Depth of understandingDepth of understanding– Clear relationships and Clear relationships and

interrelationships among broad and interrelationships among broad and life-long conceptslife-long concepts

Redundancy of key concepts across Redundancy of key concepts across diverse contentdiverse content


Conceptually Focused Conceptually Focused Teaching Units that Teaching Units that Incorporate Standards Incorporate Standards

Understanding by DesignUnderstanding by Design (Wiggins and (Wiggins and McTighe, 1998)McTighe, 1998)– Provides a process for incorporating Provides a process for incorporating

standards with Stage 1 of unit designstandards with Stage 1 of unit design– Based upon research on learning and Based upon research on learning and

teaching teaching ((http://http://www.ubdexchange.org/resources.htmlwww.ubdexchange.org/resources.html ))..

http://www.ubdexchange.org/resources.html

http://www.ubdexchange.org/resources.html


Unit Design ProcessUnit Design Process Stage One:Stage One:

– Incorporate external standards:Incorporate external standards:– ““Unpack” them into meaningful Unpack” them into meaningful

and teachable chunks.and teachable chunks. Review the standard for those Review the standard for those

elements that are elements that are – (a) worth being familiar with,(a) worth being familiar with,– (b) what is important to know and (b) what is important to know and

understand, and understand, and – (c) what is authentic and relevant and (c) what is authentic and relevant and

of life-long value to the student. of life-long value to the student.


Unit Design cont.Unit Design cont.

Stage One:Stage One: – Standards often incorporate elements Standards often incorporate elements

across all three aspectsacross all three aspects Those at the heart, “c” are often most Those at the heart, “c” are often most

helpful in focusing unit and lesson helpful in focusing unit and lesson planning.planning.

– Review these “core” standards to Review these “core” standards to identify identify overarching and enduring overarching and enduring understandingsunderstandings

– Develop unit questions based on these Develop unit questions based on these standards and understandingsstandards and understandings

to focus and link the unit assessments and to focus and link the unit assessments and teaching activitiesteaching activities


Unit DesignUnit Design

Stage TwoStage Two– Plan a variety of assessments that Plan a variety of assessments that

demonstrate achievement of demonstrate achievement of standardsstandards

– Use the Six Facets of UnderstandingUse the Six Facets of Understanding– Examine evidence that demonstrates Examine evidence that demonstrates

these overarching and enduring these overarching and enduring understandingsunderstandings

Stage ThreeStage Three– Plan lessons and activities that Plan lessons and activities that

prepare students for the assessments prepare students for the assessments that demonstrate their understandingthat demonstrate their understanding


Development SummaryDevelopment Summary Use Stage One’s:Use Stage One’s:

– overarching and enduring understandings, overarching and enduring understandings, – which incorporate and unpack external standards,which incorporate and unpack external standards,

To plan Stage Two’s:To plan Stage Two’s:– assessments to collect evidence of these assessments to collect evidence of these

understandings, understandings, – across the Six Facets, across the Six Facets,

Which are supported by Stage Three’s:Which are supported by Stage Three’s:– learning experiences and instructional activitieslearning experiences and instructional activities

that ensure that students have the necessary skills and that ensure that students have the necessary skills and knowledge knowledge

to fully and effectively demonstrate these to fully and effectively demonstrate these understandingsunderstandings

across each of the Six Facets.across each of the Six Facets.


External ValidationExternal Validation

A growing number of university programs A growing number of university programs and colleges of education utilize this and colleges of education utilize this design process and its frameworks design process and its frameworks – It provides a valuable tool for addressing It provides a valuable tool for addressing

some of these instructional challenges. some of these instructional challenges. Current programs using UbD:Current programs using UbD:

– Teachers College at Columbia University, Teachers College at Columbia University, – Penn State Univ., Penn State Univ., – Old Dominion Univ., Old Dominion Univ., – Vanderbilt Univ., and the Univ. of Maryland, Vanderbilt Univ., and the Univ. of Maryland,


Strategies: Strategies: SStage Onetage One Identify student needs through state standards Identify student needs through state standards

and IEP/transition outcomesand IEP/transition outcomes Develop a web or outline of the different content Develop a web or outline of the different content

areasareas– List the core standards for each content areaList the core standards for each content area– Incorporate student needs where appropriateIncorporate student needs where appropriate

Expand and “explode” standards into componentsExpand and “explode” standards into components– Brainstorm all possible standard components Brainstorm all possible standard components

and then revise or prioritize into their key and then revise or prioritize into their key componentscomponents

– Contact content area specialists for their input Contact content area specialists for their input for delineating standards into their key for delineating standards into their key components, and for facet and activity ideascomponents, and for facet and activity ideas

– Use internet teaching resources and lists to Use internet teaching resources and lists to initially expand standard-related activities initially expand standard-related activities


Strategies: Strategies: SStage One cont.tage One cont. Examine unit web and synthesize content areas Examine unit web and synthesize content areas

into several comprehensive, inquiry-based into several comprehensive, inquiry-based questionsquestions– Evaluate and choose a unit question that most Evaluate and choose a unit question that most

effectively:effectively: Utilizes the standards to achieve key learning outcomes and Utilizes the standards to achieve key learning outcomes and

“core” content“core” content Utilizes authentic and relevant, age-appropriate activitiesUtilizes authentic and relevant, age-appropriate activities

Develop 1-3 overarching goals and outcomes Develop 1-3 overarching goals and outcomes – Develop goals that link content areas and student needsDevelop goals that link content areas and student needs– Review goals, outcomes, and questions to ensure match Review goals, outcomes, and questions to ensure match

and linkage and linkage Use unit theme to expand content and unit Use unit theme to expand content and unit

cohesiveness:cohesiveness:– List possible activities that fully develop core List possible activities that fully develop core

components of the standardscomponents of the standards– Address key student needs and interestsAddress key student needs and interests


Strategies: Strategies: Stage TwoStage Two

Develop assessment activities for the six facets across Develop assessment activities for the six facets across each of the unit goals/outcomeseach of the unit goals/outcomes– Use the facets for comprehensive and thorough evaluationUse the facets for comprehensive and thorough evaluation

ensure that each unit goal is adequately represented ensure that each unit goal is adequately represented utilize culminating activities that can incorporate multiple utilize culminating activities that can incorporate multiple

goals and facets when possiblegoals and facets when possible List unit goals that can be addressed in each facetList unit goals that can be addressed in each facet

– Combine into culminating projects or activitiesCombine into culminating projects or activities– Review the web outline of content areas to ensure Review the web outline of content areas to ensure

coverage of each standard coverage of each standard Utilize facets to develop a rubric with scoringUtilize facets to develop a rubric with scoring

– Note specific standards addressed by each facetNote specific standards addressed by each facet– Develop measurable outcomes and unit criteria for each Develop measurable outcomes and unit criteria for each

facetfacet


UbD Facet Facet Description

Facet 1: Explanation Sophisticated explanations and theories

Facet 2: Interpretation Interpretations, narratives, and translations

Facet 3: Application Use knowledge in new situations and contexts

Facet 4: Perspective Critical and insightful points of view

Facet 5: Empathy Ability to get inside another person's feelings

Facet 6: Self-knowledge To know one's ignorance, prejudice, and understanding


Strategies: Strategies: Stage ThreeStage Three

Utilize facets to develop a listing of Utilize facets to develop a listing of needed lessons and instructional needed lessons and instructional activitiesactivities

Review unit web of content standards to Review unit web of content standards to check for coveragecheck for coverage

Ensure that activities are of sufficient Ensure that activities are of sufficient quantity and quality quantity and quality – Students must be able to develop the skills Students must be able to develop the skills

that will lead to success across all six facetsthat will lead to success across all six facets Review activities for relevance and link to Review activities for relevance and link to

overall unit goals and overarching unit overall unit goals and overarching unit questions.questions.

Use the activities listing to begin lesson Use the activities listing to begin lesson plan development.plan development.


Supporting Standards-Supporting Standards-Based InstructionBased Instruction

Unit design process reviews links Unit design process reviews links to standards and student needs to standards and student needs at each stageat each stage

Stages 1 & 2 provide design Stages 1 & 2 provide design comprehensivenesscomprehensiveness

Stage 3 provides instructional Stage 3 provides instructional specificityspecificity


Unit Teaching Barriers:Unit Teaching Barriers:Real or Imagined?Real or Imagined?

Teachers in self-contained Teachers in self-contained classrooms are assigned limited classrooms are assigned limited content responsibilitiescontent responsibilities– Develop collaborative units between related Develop collaborative units between related

classesclasses– Use block scheduling and teamingUse block scheduling and teaming

Resource room and itinerant Resource room and itinerant teaching are fragmentedteaching are fragmented– Incorporate classroom-based unit teaching Incorporate classroom-based unit teaching

for skill and remediation to retain for skill and remediation to retain conceptual linksconceptual links

– Combine content areas into units that Combine content areas into units that emphasize relevance and authenticityemphasize relevance and authenticity


Ensuring Good TeachingEnsuring Good Teaching Good teaching should predominate Good teaching should predominate

over scheduling or assignment over scheduling or assignment concernsconcerns– Good teachers “find a way”Good teachers “find a way”

Unit-based teaching is supported by Unit-based teaching is supported by research and leads to successful and research and leads to successful and meaningful integration of standardsmeaningful integration of standards

More information on utilization of unit More information on utilization of unit design rubric—see Teaching Units: design rubric—see Teaching Units: http://http://www.educ.kent.edu/fundedprojects/TSwww.educ.kent.edu/fundedprojects/TSPT/grant.htmPT/grant.htm

http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm




ReferencesReferences Conley, M. W. (2005). Conley, M. W. (2005). Connecting standards and Connecting standards and

assessment through literacyassessment through literacy. Boston: Pearson.. Boston: Pearson. Kochhar-Bryant, C. & Bassett, D. S. (2002) Kochhar-Bryant, C. & Bassett, D. S. (2002) Aligning Aligning

transition and standards-based education: issues transition and standards-based education: issues and strategiesand strategies. Arlington, Va. : Council for . Arlington, Va. : Council for Exceptional Children.Exceptional Children.

Miller, L., & Hoffman, L. (2002). Miller, L., & Hoffman, L. (2002). Linking IEPs to Linking IEPs to state learning standards: A step-by-step guidestate learning standards: A step-by-step guide. . Austin, TX: Pro-Ed.Austin, TX: Pro-Ed.

Popham, W. J. (2001). Popham, W. J. (2001). The truth about testing: An The truth about testing: An educator’s call to actioneducator’s call to action. Alexandria, VA: . Alexandria, VA: Association for Supervision and Curriculum Association for Supervision and Curriculum Development.Development.

Wiggins, G., & McTighe, J. (1998). Wiggins, G., & McTighe, J. (1998). Understanding by Understanding by designdesign. Alexandria, VA: Association for Supervision . Alexandria, VA: Association for Supervision and Curriculum Development.and Curriculum Development.

february 2005transition services preparation & training raising standards: showing our students...

Documents

n state standards

n measurable

n vague

state standards n aim

breadth of standards

curriculum standards

high standards

broad content standards