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A Plan to Implement Standards in the Classroom:PTP Statewide Coordinators’ Meeting

August 29, 2006

Honolulu Country Club

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Desired Outcome

Participants will understand how the: HCPS III Implementation Process Model

can be used to plan effective instruction and learning activities; and

HCPS III support tools (such as Benchmark Maps, Marzano’s Taxonomy, and Benchmark Rubrics) can enhance the planning process.

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HCPS III Implementation Process Model

1. Identify relevant benchmarks. Which benchmark(s) will be the central focus of the

lesson/unit?

2. Determine acceptable evidence and criteria.

What evidence will show that the student has met the benchmarks at the appropriate taxonomic level?

3. Determine learning experiences that will enable students to learn what they need to know and to do.

What strategies or learning experiences will build understanding and help all students meet proficiency?

How can the General Learner Outcomes and Process Standards enhance the learning experience?

4. Teach and collect evidence of student learning.

5. Assess student work to inform instruction or use data to provide feedback.

What does the evidence indicate about the student’s progress? Other evidence: reflections, observations, interviews.

Is there enough work to make a judgment about the student’s level of proficiency?

What further support is needed?

6. Evaluate student work and make judgment on learning results and communicate findings.

What is the level of proficiency most recently demonstrated by the student?

see tan handout

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HCPS III Implementation Process Model

1. Identify relevant benchmarks.

Which benchmark(s) will be the central focus of the lesson/unit?

State Resource: HCPS III Standards• Currently available on DOE website• Available in hardcopy at schools

State Resource: Benchmark Maps• Revised/Final maps on DOE website for all areas

School Resource: Curriculum Maps• Developed at the school level by teachers• Aligned with Benchmark Maps

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HCPS III: OrganizationStrand(only in 4 cores)

organizes the standards into big ideas

Content Standard

a broad statement of what a student needs to know or be able to do at the end of K-12 schooling

Topic organizes the benchmarks into related ideas

Grade-Level Benchmark

a specific statement of what a student

should know or be able to do at a specific grade level or

course

Sample Performance Assessment

a generalized description of how a student can demonstrate significant aspects of the benchmark

Rubrictool to assess the quality of students’ achievement of the standards at the specified taxonomic level

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HCPS III: SampleStandard 2: Career Planning: Explore and understand educational and career options in order to develop and implement personal, educational, and career goals.

Topic Benchmark Sample Performance Assessment

Data Interpret-ation

CTE.9-12.2.1 Analyze annual individual education and career goals.

The student:Evaluates and updates earlier education and career goals (e.g., determines whether they are achievable; incorporates a timeline; identifies career pathway requirements and resources required to pursue the career; conducts an annual evaluation of educational and career goals; revises plan as appropriate.)

Rubric

Advanced Proficient Partially Proficient Novice

Analyze, in great detail, annual individual education and career goals

Analyze, in detail, annual individual education and career goals

Analyze, in some detail, annual individual education and career goals

Analyze, in minimal detail, annual individual education and career goals

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HCPS II vs. III Comparison: Major Differences

HCPS III: establishes the taxonomic level at which students

need to demonstrate proficiency provides a rubric for each benchmark provides a sample performance assessment for

each benchmark provides benchmarks by grade levels or courses does not contain items which are related to

instruction/instructional pedagogy

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Turn and Talk:

What is the difference between a Content Standard and a Benchmark?

What are new features in HCPS III that were NOT in HCPS II? How do the new features support the implementation of standards?

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Benchmark Maps

DEFINITION: The state benchmark maps are a quarterly sequence of clustered benchmarks to be covered within a grade or course.

PURPOSE: Benchmark maps provide consistency in identifying when benchmarks will be addressed as schools develop curriculum maps.

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Benchmark Map (Sample)

Grade: 9 Quarter: 1 & 2Big Idea(s) / Major Understanding(s): Students will understand that…

● Career choices can be made based on ones interest, strengths, and values.● Students need to consider wages, benefits and lifestyle afforded to them when

considering various career interests.

HCPS III Benchmarks:

Career choices can be made based on ones interest, strengths, and values.

Students need to consider wages, benefits and lifestyle afforded to them when considering various career interests.

Career choices can be made based on ones interest, strengths, and values.

Italicized benchmarks are taught and assessed in more than one quarter.

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Benchmark Map (Sample)

Grade: 10 Quarter: 1 & 2Big Idea(s) / Major Understanding(s): Students will understand that…

●Career choices can be made based on ones interest, strengths, and values.●Students need to consider wages, benefits and lifestyle afforded to them when considering various career interests.●Goals need to be evaluated regularly to track progress or make adjustments to the established goals.

HCPS III Benchmarks:

CTE.9-12.2.2 Evaluate potential career choices in relation to personal interests, strengths, and values.CTE.9-12.2.8 Assess the compensation, lifestyle, and other benefits associated with careers of interest.CTE.9-12.2.1 Analyze individual education and career goals annually.

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Self-Reflection: HCPS III Implement Process

1. Identify relevant benchmarks.

Evidence of GOOD Implementation Teachers develop curriculum based on HCPS III benchmarks Teachers map out the curriculum over the year

Evidence of GREAT Implementation Teachers develop curriculum that connect HCPS III

benchmarks to “big ideas” or universal concepts Teachers collaboratively map out curriculum over the year

In my school’s mathematics department…

see green handout

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HCPS III Implementation Process Model

2. Determine acceptable evidence and criteria.

How will you know that the student has met the benchmarks?

State Resource: HCPS III• Use the Sample Performance Assessment to guide the

development/selection of specific assessment tasks

State Resource: State’s Instructional Map• Will contain assessment tasks with accompanying rubrics• Will contain student work exemplars

What’s Needed? Assessment Tasks & Rubrics

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Identifying/Creating Assessment Tasks

IMPORTANT QUESTIONS… According to the benchmark(s), what is

the student expected to know and be able to do?

Does the task align with the targeted benchmark at the appropriate taxonomic level?

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Understanding the Benchmarks viaTaxonomic Levels

Bloom’s Taxonomy

Depth of Knowledge

Marzano’s Taxonomy

All three provide a hierarchical structure

to understand different levels of

cognitive demand.

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Understanding the Benchmarks viaTaxonomic Levels

Marzano’s Taxonomy is used by all content areas because it addresses more than the levels of critical thinking…

CognitiveSystem

MetacognitiveSystem

SelfSystemM

arza

no

’s T

axo

no

my Levels of thinking

Self-directed, reflective learner

Attitudes and beliefs

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Marzano’s Taxonomic Levels (Cognitive System)

Level IV Level III Level II Level IKnowledge Utilization

Analysis ComprehensionKnowledge Retrieval

Use ___ to determine ___

Judge the validity of ___

Use___ to solve Generate/Test

hypotheses Analyze using

evidence Investigate

Compare/ contrast

Differentiate Categorize Find what is

common among Categorize Determine

reasonableness of information

Predict Determine what

comes next/later

Describe and explain

Explain the concept

Demonstrate and explain

Diagram Illustrate/

describe how ___ is related to ___

Represent

Recognize Select from a list Recall Give/Provide

examples List Name Read Perform

mathematical operation (by following a set algorithm)

see handout

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What is the student expected to know and be able to do? At what taxonomic level?

Grade: 10 Quarter: 1 & 2Big Idea(s) / Major Understanding(s): Students will understand that…

●Career choices can be made based on ones interest, strengths, and values.●Students need to consider wages, benefits and lifestyle afforded to them when considering various career interests.●Goals need to be evaluated regularly to track progress or make adjustments to the established goals.

HCPS III Benchmarks:

CTE.9-12.2.2 Evaluate potential career choices in relation to personal interests, strengths, and values.CTE.9-12.2.8 Assess the compensation, lifestyle, and other benefits associated with careers of interest.CTE.9-12.2.1 Analyze individual education and career goals annually.

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BENCHMARK●Career choices can be made based on ones interest, strengths, and values.●Students need to consider wages, benefits and lifestyle afforded to them when considering various career interests.●Goals need to be evaluated regularly to track progress or make adjustments to the established goals.

HCPS III: Grade 9 Example (9-12.2.2)

Does this task address the benchmark?

The student will complete an educational plan (course of study).

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HCPS III: Grade 9 Example (9-12.2.2)

Focus on both the nouns AND verbs

How do you know that the student was able to CONSIDER . . . and

EVALUATE GOALS, TRACK PROGRESS AND MAKE ADJUSTMENTS?

Don’t just focus on the skill: “choices

made based on interest, strengths, and values”BENCHMARK

●Career choices can be made based on ones interest, strengths, and values.●Students need to consider wages, benefits and lifestyle afforded to them when considering various career interests.●Goals need to be evaluated regularly to track progress or make adjustments to the established goals.

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Evaluating Assessment Tasks

CTE.9-12.2.2 Evaluate potential career choices in relation to personal interests, strengths, and values.

Does the task align to the targeted benchmark? At the appropriate taxonomic level?

Task:Complete the RIASEC Test and a Make a Career Choice

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Creating Assessment Tasks

CTE.9-12.2.2 Evaluate potential career choices in relation to personal interests, strengths, and values.

CTE.9-12.2.8 Assess the compensation, lifestyle, and other benefits associated with careers of interest.

IDEAL ASSESSMENT TASKS target several benchmarks at once.

Task:

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Textbooks / Chapter Tests (with modifications)

Internet (ECOS) Supplemental Resources Design your own…SHARED EFFORT

Identifying Assessment Tasks

What are the benefits of teachers working collaboratively to identify/develop good assessment tasks?

When do teachers do this?

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Turn and Talk:

NOUNS or VERBS? Which words in the benchmark are most useful in determining the benchmark’s taxonomic level?

What are the implications of a mismatch between the taxonomic level of the benchmark and the assessment task?

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Self-Reflection: HCPS III Implement Process

2. Determine acceptable evidence and criteria.

Evidence of GOOD Implementation Teachers design/select assessments (based upon established criteria) that will show

evidence of students demonstrating proficiency of the benchmarks at the appropriate taxonomic level

Teachers establish criteria that are related to the expectations of the benchmark(s)

Evidence of GREAT Implementation Teachers collaboratively design/select a variety of assessments at the appropriate

taxonomic level (such as performances, projects, essays, selected response, extended response, etc.) that promote transferability of concepts and skills

Teachers collaboratively establish criteria related to the expectations of the benchmark(s) and provide examples that demonstrate the range of proficiency (in the future, teachers reflect on the effectiveness of past tasks and criteria and make necessary adjustments)

In my school’s mathematics department…

see green handout

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HCPS III Implementation Process Model

3. Determine learning experiences that will enable students to learn what they need to know and to do.

What strategies will help all students meet proficiency?

How can the General Learner Outcomes enhance the learning experience?

State Resource: Instructional Map (in development)

• Will contain instructional strategies to move ALL students toward proficiency

Teacher Resource: Lesson Plans• Developed at the school level by teachers• Includes formative assessments

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Learning occurs in connected stages…

Concrete(hands-on, manipulatives, kinesthetic)

Semi-concrete/Semi-abstract

(visual, pictures, sketches)

Abstract(symbolic, algebraic)

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Instruction should integrate the GLOs…

1. Self-Directed Learner

2. Community Contributor

3. Complex Thinker

4. Quality Producer

5. Effective Communicator

6. Effective & Ethical User of Technology

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…and the Process Standards

1. Communication

2. Representation

3. Reasoning and Proof

4. Connections

5. Problem Solving

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Self-Reflection: HCPS III Implement Process

3. Determine learning experiences...

Evidence of GOOD Implementation Teachers design/select lessons targeting the benchmarks while developing the GLOs Teachers design instruction to accommodate the various levels of learners in our classrooms Teachers design tasks using a selection of instructional resources (such as trade books,

primary sources, textbooks, reference materials, and internet sites) that enable students to develop proficiency of the targeted benchmark(s)

Evidence of GREAT Implementation Teachers design/select rigorous and relevant learning experiences that provide meaningful

contexts for developing proficiency of the benchmarks and demonstrating the GLOs Teachers design instruction that scaffolds and extends learning for all students Teachers strategically design tasks that incorporate instructional resources to support a

range of learners to develop proficiency of the targeted benchmark(s)

In my school’s mathematics department…

see green handout

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HCPS III Implementation Process Model

The first three steps involve PRE-PLANNING and REFLECTION after the tasks and lessons have been implemented.

2. Determine acceptable evidence and criteria.

1. Identify relevant benchmarks.

3. Determine learning experiences that will enable students to learn what they need to know and to do.

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HCPS III Implementation Process Model

4. Teach and collect evidence of student learning.

5. Assess student work to inform instruction or use data to provide feedback.

What does the evidence indicate about the student’s progress?

Is there enough work to make a judgment about the student’s level of proficiency?

What further support is needed?

Evidence of learning:• Student work: tests, projects, problems, reflections,

homework, classwork (LEARNING PORTFOLIO)• Observations, interviews

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Self-Reflection: HCPS III Implement Process4. Teach and collect evidence of student learning (secondary leading to the

completion of the Personal Transition Plan).

5. Assess student work to inform instruction or use data to provide feedback.

Evidence of GOOD Implementation Teachers implement the planned lessons and assessments Teachers use formative assessment to inform instruction Teachers provide appropriate feedback to help students gauge their progress and provide

opportunities to reach proficiency

Evidence of GREAT Implementation Teachers use observable student responses to adjust lessons as they teach Teachers collaborate on how the established criteria is applied to judge proficiency of

student work Teachers involve students in the assessment process to reflect on their progress toward

proficiency of the benchmarks

In my school …

see green handout

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HCPS III Implementation Process Model

6. Evaluate student work and make judgment on learning results and communicate findings.

What is the level of proficiency most recently demonstrated by the student?

Grades based on:• Recent work; variety of assessments

Communicate results via:• Standards-Based Report Card• Phone calls, conferences, portfolio, notes home

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Self-Reflection: HCPS III Implement Process6. Evaluate student work and make judgment on learning results and

communicate findings.

Evidence of GOOD Implementation Teachers judge students’ overall proficiency of the benchmark(s) using a variety of

assessments (considering the most recent evidence and a preponderance of evidence; not an average of all assessments) based on shared criteria

Teachers communicate students’ achievement of the benchmarks via the report card

Evidence of GREAT Implementation Teachers collaborate to validate each other’s judgment of students’ overall

proficiency of the benchmark(s) Teachers use opportunities beyond the report card to communicate achievement

and progress to parents and students

In my school’s mathematics department…

see green handout

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Personal Transition Plan

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Implementation Tools

National Association for College Admission Counseling (NACAC)

ECOS—Support for BOE Initiatives

Educational Plan Career Portfolio

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Key Points of ECOS Tools to Manage and Organize Information

Profile, Locker, Calendar, Course Planner Search Engines

Our search engines helps students navigate 5,444 colleges, 900 careers, 299 majors, and over 720,000 scholarships

Test Preparation SAT /ACT Express Online - 2 practice tests and 8 hours of course material

Resume, Letter & College and/or Scholarship Application Builders Career Assessment Tools and Mentoring

Customization A school can customize the calendar, curriculum planner, bulletins, articles, homepage

contact information, web links and much more. Accountability

Tracking on all levels (Counselor, Counseling Dept, HS, District, Region, State) Management of information – student contact information, schedule, resources Reporting – Student/Counselor/Mentor Usage, Student Preferences

StudentStudent

ClientClient

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Next Steps

Share Your Thoughts with Others:• Change is not effective if it occurs in isolation• Change is SYSTEMIC and involves the effort and

commitment of ALL