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In a Standards-Based World Everyone Can Be a Winner! Summit on Urban Education in Ohio Thursday, May 5, 2005. Cleveland Municipal School District Donna Snodgrass Cleveland Teachers Union Maryann Fredrick .
Cleveland Municipal School District
Cleveland Teachers Union
Board of Education
Dr. Margaret M. Hopkins, Chair
Grady P. Burrows, Vice Chair
Lawrence W. Davis
Louise P. Dempsey
Robert M. Heard, Sr.
Willetta A. Milam
Dr. Michael Schwarz, ex officio member
Dr. Jerry Sue Thornton, ex officio member
Cleveland’s unified ELA system includes: Standards Matrix Standards at a Glance Pacing Guides Instructional Guides – Model Lessons Benchmark and Dipstick Assessments Intervention Materials Standards-based report card
First, educators Assess to understand a student’s current knowledge of the standards,
Then, they Plan to connect the assessment results to instruction,
Then, they Teach to the standards, beginning where the student is ready to learn.
Unpacking the standards is a process districts employ to “breathe life” into the standards in a way that gives educators, students and parents specific and clear directions about what to assess, plan and teach.The First Step in Unpacking the Standards… … is to organize the standards in a way that reveals hidden patterns within and among the standards.
Cleveland educators have organized the Ohio standards in a way that reveals how standards-based skills should develop from Pre-K through 12, well as what students should know and do at specific points in time to be on-track for graduation.
The second next step in unpacking the standards is to unpack the benchmarks and grade level indicators into their implied assessment items and lessons.
Standards, benchmarks and grade level indicators are theoretical statements in which assessments and lessons are merely implied. There are no explicit assessments or lessons in any standard, any benchmark or any grade level indicator. One hundred experienced teachers might read a standard, benchmark or grade level indicators and each visualize a different assessment or lesson.
Common assessment and common lessons are vital in a district where it is common for children to transfer from school to school. Common assessments and lessons mean:
In a standards-based assessment environment everyone can be a winner! On a standards-based test, students are not compared to each other, rather, their performance is compared to the mastery of a specific set of skills or concepts. If everyone masters the targeted standards at a high enough level, everyone is a winner!
Scoring Camp for Kids helps students learn to write high quality responses to open-ended test items. The materials and activities in the Scoring Camp for Kids manual are based on the premise that providing students with exemplars of what constitutes high quality work facilitates the students’ ability to produce high quality work.
…Provides Cleveland teachers with an array of hands-on and concrete intervention ideas for helping students who are having difficulty with multiple-choice items on the Cleveland Third Grade Reading Benchmark Test
Dipstick Tests – are short periodic tests that measure skills that are markers of good progress. These markers are identified on the Pacing Charters. For example: in grade three there are common dipstick, based on common lists provided to teachers, for example:
Standards must be unpacked for students too!
… how might the concept “summarize” be put into student-friendly language?
… perhaps as, the “Big Idea of the Story.”
For example, a student might say “I can summarize or tell the big idea of a story and let me show you my evidence….
Here are some samples of how students can record and celebrate their personal progress.
Learning ChainsLearning chains are one way to help students measure and celebrate individual, classroom or building progress. Links in the chain represent skills and concepts that students have mastered. Each link makes an equal contribution to the total length of the chain no matter whether the links represent the work of the most advanced student or the work of a student who is just starting to make progress. The links of an individual child represent the measured progress of that child. Combining the links of all the students in the class (or building) represents the measured progress of the entire class (or building) over a specified period of time. Step 1: Create colored strips as shown below.Reserve for taping Reserve for taping 11” long and 1 ½ “ wide
Step 2: Allow each child to pick the color he or she will use for all of his or her links. Give each child an envelope or bag in which to keep untaped paper links he or she has earned.Step 3: Each time a child has completed an assigned or agreed upon task he or she is given a strip as shown above. The child immediately writes the appropriate information on his or her strip and puts it in his or her envelope.Step 4: At an agreed upon time, each child chains together his or her links and measures the length of his or her chain in order to determine his or her measured progress. Students can graph the length of their chains on a time series chart at regular time intervals. The time intervals are graphed on the x-axis, and the length of the chain is graphed on the y-axis. The entire class can link its chains together. Classroom chains can reach around the room more than once. (Measured progress for a building can reach around the block.) This activity is a good opportunity in elementary or middle schools for older students to apply what they have learned about measuring the perimeter of a figure.Step 5: Each child should be able to tell which link he or she is most proud of and why.