Federal Way Public SchoolsFederal Way Public Schools

Where All Means ALL ‐ Building Student Capacity Locally, So They Can 

Contribute Globally

What Does It Mean To Meet Standard?What Does It Mean To Meet Standard?

Meeting or ExceedingMeeting or Exceeding

Meeting or Approaching?Meeting or Approaching?

Doing the Right ThingDoing the Right Thing

Standards‐based Education ReformStandards based Education Reform

• Education reform in the United States sinceEducation reform in the United States since the late 1980s has been largely driven by the setting of academic standards for whatsetting of academic standards for what students should learn and be able to do. These standards can then be used to guide allThese standards can then be used to guide all other system components..

Where Are We Going – As A DistrictWhere Are We Going  As A District

Standards‐based systems increase student achievement• Students generally learn better in a standards‐based environment 

because everybody's working towards the same goal. • Teachers know what the standards are and choose classroom 

activities and teaching strategies that enable students to achieveactivities and teaching strategies that enable students to achieve the standards. 

• Students know the standards, too, and can see scoring guides that embody them. The students can use them to complete their work.embody them. The students can use them to complete their work. 

• Parents know them and can help students by seeing that their homework aligns with the standards. 

• Administrators know what is necessary to attain the standards and yprovide professional development, resources and materials to ensure that students are able to reach the prescribed standards. 

Where Are We Going ‐In the SchoolsWhere Are We Going  In the Schools

• A teacher’s/school's curriculum is the written plan outlining what students will be taught. In a standards‐based system, the curriculum is aligned to academic standards.

• The communication and consistent use of standards for curriculum planning, instruction, and assessment leads to more focused ways of ensuring that all students meet or exceed the academic standards.

• Like a road map that shows different ways of getting from one place to another, the High Quality Instruction Framework identifies major components impacting the i l t ti f t d d b d d thimplementation of standards‐based programs and then describes best practices that support high quality implementation and student achievement. 

Standards Based InstructionStandards Based Instruction

Set the standardsSet the standards

• With standards, states decide first what every child should learn Standards are statementschild should learn. Standards are statements of what students should know and be able to do as a result of their learningdo as a result of their learning. 

Standards Based InstructionStandards Based Instruction

Develop the curriculum.e e op t e cu cu u .• Local teachers develop specific curriculum based on the standards. Curriculum describes the plan pteachers develop to facilitate learning that should be accomplished in specific 

d / lgrades/classes. • Individual schools and teachers decide on the day to day content of courses and instruction andday‐to‐day content of courses and instruction and choose appropriate materials and methods.

Standards Based AssessmentStandards Based Assessment

Assess the performance of schools andAssess the performance of schools and students.

• Assessments based on the standards are used• Assessments based on the standards are used to measure the actual results of education and hold schools accountable for results andhold schools accountable for results and achievement.

A i d i i h• A tiered progress monitoring approach

Standards Based Reporting/GradingStandards Based Reporting/Grading

HOWWILL STUDENT PROGRESS BE REPORTED?HOW WILL STUDENT PROGRESS BE REPORTED?

• Continue to give traditional grades in all courses but include a student progress reportcourses but include a student progress report using the standards that describe levels of performance for that courseperformance for that course. 

Where Are We Now?Where Are We Now?

• We have an “Instruction Framework” for the strategies that help to facilitate standards based instruction. 

• Tiered assessments in reading and math (still• Tiered assessments in reading and math (still developing). 

• The beginning of report card at the elementaryThe beginning of report card at the elementary and middle schools (revision is needed)

• Pilots across the district in various classrooms d i l land at various levels. 

• Curriculum Alignment Review in Science (SAC) and Social Studies – SSand Social Studies  SS

What Will It Take?What Will It Take?• 90/10 ‐Major philosophical agreements on issues of grading and 

reporting, assessment and instruction (Including Board Policies)• Identification of Power Standards Teams coming together to• Identification of Power Standards – Teams coming together to 

identify what are the most important standards ($)• Common Rubrics – For Each Power Standard (Team Developed ‐ $)• Common Grading and Reporting System ($XXX XXX over the course• Common Grading and Reporting System ($XXX,XXX over the course 

of 5 years). • Tiered Assessment System (Team Developed ‐ $)• Ongoing Professional Development (5+1 days & Coaching toOngoing Professional Development (5+1 days & Coaching to 

support the curriculum development, instruction and assessment)• Additional instructional tech support (+ FTE ‐ $), coaching/tech 

support @ middle and high schools (+ FTE ‐ $) and Additional ( $)assessment support (+ FTE ‐ $)

• Needs analysis• Technology – shifting from memorization to actual learning (No one 

i ht )right answer)

Imagine If We Didn’t Stop There!Imagine If We Didn t Stop There!

What IfWhat If…

Using technology platforms, students created portfolios where they demonstrated how they 

were…

What Will It Take:l d d t l fTimeless Standards In 21st Platforms 

• Persistence• Mana in Imp lsi it• Managing Impulsivity• Listening with Understanding and empathy• Thinking flexibility• Meta‐cognition• Striving for accuracy and precision• Questioning and problem solving• Applying past knowledge to novel situation• Thinking and communicating with clarity and precision• Gathering data through all senses• Creating, imagining and innovating• Responding with wonderment and awe• Taking responsible risksTaking responsible risks• Finding humor• Thinking interdependently• Remaining open to continuous learning

Habits of Mind (Costa & Kallick 2009)Habits of Mind (Costa & Kallick, 2009)

What Will It Take? – A Mind Shift For ff d d !

• FROM knowing right answers TO knowing how to behave 

Staff and Students!g g g

when answers are not readily apparent.

• FROM transmitting meaning TO constructing meaning.

• FROM external evaluation TO self‐assessment

Other Factors To Be Aware OfOther Factors To Be Aware Of

• Common Core Standards (Coming out anyCommon Core Standards (Coming out any day)

• Re Authorization of NCLB (1 billion dollar• Re‐Authorization of NCLB (1 billion dollar incentive to get it done this year)

B d i• Budget capacity 

• Social transformation

Bottom LineBottom Line

• Proficiency on well defined objectives or t t f ALL t d ttargets for ALL students.

• Performance “on‐demand” in class, with multiple re‐dos/retakes with out penalty.