Standards In Practice TM : Instructional Gap Analysis National Council of Staff Development Standards in Practice Instructional Gap Analysis Strategy Aligning instruction w/ standards and assessments The Education Trust, Inc September 2006
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Nati
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Instructional Gap Analysis StrategyAligning instruction w/ standards and
assessments
The Education Trust, IncSeptember 2006
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A non-profit advocacy groupbased in Washington DC that works with educators, policy makers, parents and community to close the achievement gap
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Core Beliefs
Schools can reduce the debilitating effects of poverty and racism on student achievement.
When teachers “instruct” students learn. Good instruction takes ongoing work on the
work. Parent and community involvement is a
necessary but not sufficient component of education reform.
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Poor Health Economically
Disadvantaged Parents Don’t Care Rough Neighborhoods
Low Expectations Low-level Assignments Ineffective
Instructional Methods Inequitable
Distribution of Resources
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Cycle of Low AchievementLow Expectations
Low Level Assignments/Instruction
Poor Test Results
Less Challenging Courses
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As Grade Level Increases, the Assignments Given to Students Fall Further and Further Behind Grade Level Standards
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Average Grade Level of Assignment Grade Level Standard
Source: John Holton, South Carolina Department of Education, analysis of assignments from 362 Elementary and Middle Schools in SC.
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Average Grade Level of Assignment Grade Level Standard
Source: John Holton, South Carolina Department of Education, analysis of English Language Art Assignments in14 High Schools in South Carolina
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As Grade Level Increases, The Percent of Assignments Aligned to Standards Decreases
97 9589 87
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Source: John Holton, South Carolina Department of Education, analysis of assignments from 362 Elementary and Middle Schools in SC.
In high-poverty schools, kids get A’s on a lot of
misaligned assignments.
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“A” Students in High Poverty Schools Score at About the Same Level as “C” Students in Affluent Schools
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A B C DGrades
Seventh Grade Math
Low-poverty schools High-poverty schools
Source: Prospects (Abt Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.
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Source: South Carolina State Department of Education Office of Research Education Research Report; South Carolina Standards-based Education Design Team - Mohr, Holton, & Keim
Comparison of Letter Grades and Test Scores in English Language Arts
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Advanced orMostly A's
Proficient orMostly Bs
Basic or MostlyCs
Below Basic orDs and Fs
Grades SC State PACT 2000
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Students can do no better
than the assignments
they are given
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Instructional Gap Analysis Exercise
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Standards in Practice™What is it?
A process to identify and close the gap between what students learn and what they need to learn to attain proficiency;
Provides a structured conversation to develop and implement instructional strategies to ensure rigorous academic work for all students
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Standards in Practice™ is NOT
Another PROGRAM to be added to your already full plate.
Another meeting – the process is to enhance effectiveness/focus of existing planning meetings.
Focused only on student work, but on teacher work.
Dependent upon expensive materials or consultants.
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Participant Roles at a Standards in Practice™ Team Meeting
Facilitator/Lead TeacherKeeps team on step, focuses discussion
RecorderRecords major points of discussion using SIP record form
Teacher introducing the lessonProvides a BRIEF introduction to the lesson in Step 1
CoachEnsures discussions are around grade appropriate content and effective instruction
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Standards in Practice™ Organization
All activities at the school site, in school using classroom work.
Teams can be grade level, vertical, interdisciplinary, subject matter--include teachers, administrators, higher ed faculty, parents
Meetings are once a week, ideally during the school day
Meeting “agenda” is the 6 steps of the model
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1. We discuss the purpose of the assignment;2. We analyze the demands of the task;3. We identify the standards that apply to the
assignment;4. We generate a task-specific rubric using the
standards and the assignment;5. We score the student work, using the task-
specific rubric;6. Redesign assignment-plan instructional
strategies.
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Standards in Practice™6 Step Model
STEP 1: What is the academic purpose of this assignment ? The team examines the task to ask about content and context: what learning was expected from this task?
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Standards in Practice™6 Step Model
STEP 2: The team asks: what does someone need to know and be able to do to complete the task successfully?
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Standards in Practice™6 Step Model
STEP 3: The team identifies the standards that apply to this assignment
General Standards in Practice Rule
Each assignment must address at least: One content standard—literature, math,
social studies, science, art, music, world language, etc. (reading and writing are NOT content standards)
One writing standard Note: If the assignment is misaligned,
SKIP to step 6/redesign.
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Standards in Practice™6 Step Model
STEP 4: The team generates a task-specific rubric for this assignment from the standards and the assignment
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Highly Proficient
Proficient
Novice
Basic
Standards Based System
Norm Referenced System
Losers Average Winners
Norm Reference vs. Standards-based system
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Task Specific vs General Rubrics
Task specific assess the quality of a response to the assignment being reviewed.
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Task specific rubric
4. A qualitative description of the student work on the assignment being reviewed that is exemplaryNO RETEACHING NECESSARY
3. A qualitative description of student work on the assignment being reviewed that meets the standard(s)NO RETEACHING NECESSARY
2. A qualitative description of student work on the assignment that almost meets the standard(s)student is in his/her zone of proximal development and is “using but confusing” concepts—SOME RETEACHING NECESSARY
1. A qualitative description of student work on the assignment that does not meet the standard(s)SIGNIFICANT RETEACHING NECESSARY
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Standards in Practice™6 Step Model
STEP 5: The team diagnoses the student work, using the task-specific rubric/scoring guide.
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Standards in Practice™6 Step Model
STEP 6: The team analyzes the student work to plan instructional strategies for improving students’ performance. Questions, such as these, are asked:
What changes need to be made to the assignment to make it more rigorous?
What instructional strategies do we need to teach the assignments?
What other action needs to occur at the classroom, school and district level?
What additional support do teachers/principals need?
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Grade 10 Writing Assignment
A frequent theme in literature is the conflict between the individual and society. From literature you have read, select a character who struggled with society. In a well-developed composition, identify the character and explain why this character’s conflict with society is important.
The Education Trustwww.edtrust.org(202) 293-1217