There are only two ways to assess student performance: 1.Norms: We can compare it to other performances we have observed. 2.Standards: We can compare it.

There are only two ways to assess student performance:

1. Norms: We can compare it to other performances we have observed.

2. Standards: We can compare it to an objective standard.

Region 6 Curriculum Consortium Presents…

Idaho State Curriculum Guides

Norms• Olympic 100-meter run

– Fastest runner wins gold whether or not he/she met designated standard.

– Second place runner wins the silver even if he/she broke a world record.

– There are only a few winners.– The job of judges is to

separate the winners from the losers

(Reeves, 2002, p.4)

Standards

• Jet pilots– Just beating out classmates

does not make a pilot proficient.– If every pilot in a class of one hundred meets

the standards for navigation, weather, and air traffic control, we do not object to calling them all proficient.

– If none of those hundred pilots is proficient, we insist that the truth be told and none receive their wings.

(Reeves, 2002, p.4)

The Bottom Line

“Education’s job is not to select talent, but to develop it.”

(Reeves, 2003)

Why Does It Matter? A Look at the Future

“The traditional outcomes of our school systems—academic success for some and failure for others—are now more problematic than ever. High school dropouts now have less than one chance in three of finding work, and if they do find a job, they typically earn less than half as much as they would have twenty years ago.”

William T. Grant Foundation, 1988

A Look at the Future“In 1950 there were sixteen workers for every person on social security; by 2010, there will

be only three (SSA, 1996). If not all of these potential workers are productive, our

nation’s social compact will crumble.” Linda Darling-Hammond,

1997

Effective Instruction

• It is of no use to teach brilliantly that which is not worth learning. It is equally futile to have superb curriculum which is not being learned.

Many Idaho districts do not have the resources, time, or “people” power

to write effective, aligned curriculum.

“You have done so much with so little for so long that I’d like you to move on to doing everything with nothing.”

Our Task:To create a tool that will

help teachers and students achieve their

potential in a standards-based world

A New Tool for Schools

• Idaho State Model Curriculum Guides– Funded by the Albertson’s Foundation and

the State Department of Education in cooperation with the Northwest Evaluation Association (NWEA)

– Created by talented teachers all across Idaho

– Available to all districts in the state

Step One

• For deep alignment, the guides were set up to align with the ISAT Learning Continuum—but the standards WERE OUR FOUNDATION.

• Every state standard is present in the first column of the curriculum guide whether or not it is connected to an ISAT sub-goal.

Step One, cont.

Step Two

• Assessments OF Learning: state assessments, final tests—summative assessments that show status.

• Assessments FOR Learning:In-class, teacher observable, rubrics, projects, personal communication, essays—formative assessment.

Step Two, cont.Write/Review teacher-observable assessments “for learning” that measure higher level thinking skills

“Of Learning” sections are already linked to multiple choice sample ISAT items.

Instructional Strategies that Work“We must remember that education is not

a dismal science. In education research, of course, there is much to find out, but education, despite efforts to make it so, is not essentially mysterious.”

William Bennett, Former Secretary of Education

There is no research to support the following methods of instruction:

• Assign chapters or story to read. • Answer the questions at the back of the chapter or

on the worksheet. • Deliver a lecture and have students take notes. • Show a video or do an activity.

• Construct a test based on a number of points. – Yet many teachers continue to do these

things!

Instructional Strategies that WorkCategory %ile Gain

Identifying Similarities and Differences 45

Summarizing and Note Taking 34

Reinforcing Effort / Providing Recognition 29

Homework and Practice 28

Non-linguistic Representations (Models) 27

Cooperative Learning 27

Setting Objectives / Providing Feedback 23

Generating / Testing Hypothesis 23

Questions, Cues, / Advance Organizers 22

Step ThreeSample Teaching Strategies / Resources

Research-based “best

practices” will ensure that our

students get the most “bang for the buck.”

“Nonlinguistic Representation” and “Cooperative Learning”

Rubrics, handouts, references, graphic organizers, etc.

It still seems like so much…Where do I start?

1. Study the Power Standards! (Doug Reeves)

In the absence of a 400-day school year, the inclusive ideal of state standards must give way to reality. Power Standards meet three criteria:

a. Endurance--they will be important more than a nanosecond after the latest state test has been completed.

b. Leverage--they are useful in multiple disciplines. c. Requisite for the next level of learning—Ask

teachers, 'What advice would you give to the teachers in the next lower grade about the knowledge and skills that are most important for students who will come to your class next year?

Where do I start?, cont.

2. Create focus with an instructional calendar.

Instructional calendars mandate the “what” but leave the “how” to the teacher.

Where do I start?, cont.

3. Study data and Idaho Curriculum guides before planning instruction.

7th Grade Language

“Don’t Just ‘Cover’ Material.

If you do, use a shovel, cover it with dirt, and lay it to rest, for that material will be dead as far as memory is concerned. If you don’t have time to teach everything well, teach the most important concepts or processes to a high degree of learning.”

Madeline Hunter

Clear Targets Are Key

“It is 99.9% impossible for a blind man, on his own, to hit a bulls eye, but the percentage drops dramatically when he is instructed by someone who can see the target clearly with the desired results in mind.”