RISC Summer Symposium in RSU 2August 30-Sept 1, 2010Transitioning to a Standards-Based System in Maine
What is the RISC model? “It is a unique and different approach to learning where an entire system is organized around engaging students in 21st century skills working at performance levels and advancing only when they have demonstrated proficiency!” Rich Delorenzo, 2009
Quote from D50 • “I love moving up levels. I love all the learning targets you can pass. And it’s just an awesome change for me!” • Tabitha, student at Skyline Vista Elementary
Introduce ourselves • Gene Giddings 37 year public school veteran as a teacher and school leader • Copper Stoll 32 year public school veteran as a teacher, school and district leader
Why we do this! Mia Jackson Cooper
Introduce the Parking Lot + ∆ Positive comments Things that need to be changed ? Questions? Ah Ha’s-- Breakthroughs and Understandings
Goals: Participants will… • Understand & plan 1st steps of the RISC Model • Learn and apply quality tools and processes to create systems of excellence • Apply Learner-centered Strategies through Standards-based Design • Get questions answered, if possible • FEEL INSPIRED TO THINK DIFFERENTLY
What is our shared vision for these next three days?What do you want to get from the next three days?
Overview of the RISC Model • Shared Vision Stakeholders drive systemic change • Leadership All stakeholders develop leadership capacity • Standards-Based Design Standards-Instruction-Assessment-Reporting Learning is the constant, time is the variable • Continuous Improvement Refine processes that foster excellence
“As far as I can tell, the Re-Inventing Schools Model, as implemented by Chugach and otherdistricts in Alaska involved with RISC is the most comprehensive and well-articulatedapproach to standards-based reform in the entire country”Dr. Robert Marzano
Analysis of Recent Student Achievement Data in RISC vs. Non- RISC Schools • The odds of a student scoring proficient or above at a RISC school compared to the odds of a student scoring proficient or above at a non-RISC school for reading, writing, and mathematics. Haystead, M.W. (March, 2010). RISC vs. Non-RISC Schools: A comparison of student proficiencies for reading, writing, and mathematics. Englewood, CO: Marzano Research Laboratory.
RISC Model • Shared Vision • Leadership • Standards-Based Design • Continuous Improvement
Guiding Questions For SBD What is a RISC Standards-Based System? What do standards and instruction look like in a classroom? How do we measure and report it?
Standards-Based DesignWhat evidence do you see that students are engaged in and tracking their learning? Australian 7th grade teacher
Turn and Talk Turn to a partner and discuss what you saw.
What is standards-based design anyway? An education SYSTEM where…
…students are placed in developmentally appropriate content levels based on their performance
…receive instruction along a continuum from direct skills-based instruction to real-life application of skills and knowledge
...report cards reflect progress towards mastery of standards and content levels
… systematic tools, processes, and planning templates assist staff and learners with delivery and communication that gives students choice and voice in their learning.
Model Classroom Observations • You will now break into 12 groups • You will learn how the Beacons used: • Standards • Assessment • Instruction • Reporting • Please compare your current practice with the Beacon’s presentation • This process will take approximately 55 minutes • We will then move to lunch and process your experience after lunch
Day 1 PM session • Slide presentation showing samples of D50’s key components of SBD • Treasure Hunt of District 50 SBD packet
Clock ActivityA tool that allows people to network with others • Draw a clock on a sheet of paper • Label 12, 3, 6, 9 o’clock • Set up appointments with your colleagues
Clock Activity3:00 appointment What is the difference between your teaching practices and RISC Beacon teaching practices?
Place burning Questions on the Parking Lot + ∆ Positive comments Things that need to be changed ? Questions? Ah Ha’s-- Breakthroughs and Understandings
4 Components of Standards-Based Design Effective Instruction Meaningful Reporting Relevant Standards Aligned Assessments
Component 1: Relevant Standards • Literacy: Reading & Writing • Math • Science • Social Science • World Language • Physical Education • Visual Arts • Performing Arts • Technology • Personal/Social Development
What is a Guaranteed Viable Curriculum? • Otherwise known as Essential Learnings; Power Standards • Viable=1/3-1/2 of the state standards • Guaranteed=All students will be held to proficiency on these standards • Learning Progression
Reading Narrative Comprehension Expository Comprehension Literary Analysis Word Study Finding & Using Information Writing Organization & Structure Ideas and Content Word Choice and Voice Conventions & Editing Sentence Fluency Communication Speaking & Listening GVC in Literacy
Numbers and Operations Number Sense & Number Systems Addition & Subtraction Multiplication & Division Algebra Functions & Equations Algebraic Representation Geometry Lines, Angles, Geometric Objects Transformation, Congruency, Similarity Trigonometry Measurement Measurement Systems Perimeter, Area, Volume Data Analysis and Probability Data Organization & Interpretation Probability GVC in Math
Don’t forget to put questions on the Parking Lot + ∆ Positive comments Things that need to be changed ? Questions? Ah Ha’s-- Breakthroughs and Understandings
Effective Instruction Meaningful Reporting Relevant Standards Aligned Assessments
Component 2: Aligned Assessments What Do We Mean By Aligned Assessments?
Aligned Assessments • Assessments are aligned to standards before instruction begins and students are made aware of which standards and assessment type(s) the instruction will address. • Assessment items are directly matched to specific standards to gain data about improving/adjusting instruction. • School and/or district standards have assessments that formally measure student progress which is directly reflected on report cards.
Delivery: Backwards Planning 1. Identify Essential Skill(s) Meaningful and relevant: Hook or Anticipatory Set 2. Unpack Standard(s) What will students need to know and be able to do? 3. Share the Assessment Criteria How will we measure student knowledge and application skills?