were preparing our students to be productive, moral citizens of their lifetime… if every student...

We’re preparing our students to be productive, moral citizens of their lifetime…

“If every student in the country satisfied traditional metrics, they would be woefully under-prepared for success beyond high school.” (Partnership For 21st Century Skills, 2007)

Calvin and Hobbes…

“Know what’s weird? Day by day nothing seems to change, but pretty soon,

everything is different.”

Rip Van WinkleRip Van Winkle awakens in the 21st century after

his hundred year snooze and is, of course, utterly bewildered by what he sees. Men and women dash about, talking to small metal devices pinned to their ears. Young people sit at home on sofas, moving miniature athletes around on miniature screens. Older folks defy death and disability with metronomes in their chests and hips made of metal and plastic. Airports, hospitals, shopping malls – every place Rip goes just baffles him. But when he finally walks into a schoolroom, the old man knows exactly where he is. This is a school,” he declares. “We used to have these back in 1906. Only now the blackboards are green (or white).”

Are our schools frozen in time? If so, how will they prepare our youth for the 21st century?

We are at the dawn of the most aggressive curriculum reform in decades…

The Archdiocese of Hartford is moving along with 21st century skills…

If we’re not knowledgeable of 21st century skills, our students sitting in our classrooms today will have little hope of succeeding beyond high school.

Core Subjects and 21st Century Themes: Core Subjects within the Context

of Rigorous Academic Standards:

English, reading or language arts

World languages Arts Mathematics Economics Science Geography History Government and civics

21st Century Themes: Cultural literacy Global awareness Financial, economic,

business and entrepreneurial literacy

Civic literacy Health literacy Digital age literacy

2. Learning and Innovation Skills:

Creativity and innovation skills

Critical thinking and problem solving skills

Communication and collaboration skills

3. Information, Media and Technology Skills

Visual and information literacy

Media literacy

ICT literacy

4. Life and Career Skills:

Cultural and emotional literacy Flexibility and adaptability Initiative and self-direction Social and cross-cultural skills Productivity and accountability Leadership and responsibility

…information and communication technologies are raising the bar on the competencies needed to succeed in the 21st century.

“Students require higher levels of education to succeed in the new, knowledge-based economy.”

21st Century Literacy Summit…

“Educators have no choice. The times require that schools change or become obsolete…educators must stay current with practices that optimize student learning.”

Academic excellence is part of our Catholic identity…

We are not just preparing our students to make a living…

we are preparing them to

make a life!

Are our schools throwbacks of the 20th century?

Do our students….Sit in neat rows?Listen to teachers lecture?Scribble notes by hand?Read from textbooks that are out

of date by the time they are published?

Then perhaps a chasm exists that separates

the world inside the “schoolhouse” from the

world outside…

Standards-Based Curricula

“Kids are the living messages we send to a future we will never see…we must invest

everything we have in these messages.”

Begin at the Beginning

Keeping the End in Mind

We must first look to our high schools for the basis of our outcomes… They are the “finish line” to

our segment of our students’ educational journey.

1. What does research tell us about 21st century skills?2. What skills must our high school graduates take with

them?

YOU MUST BEGIN THAT PREPARATION!

High school graduates High school graduates must be global citizens must be global citizens with knowledge of with knowledge of cultural intelligence cultural intelligence (CQ)…(CQ)…

High school graduates High school graduates must be able to think must be able to think critically and see critically and see connectedness of connectedness of learning.learning.

High school graduates High school graduates must rapidly process must rapidly process what’s dealt to them and what’s dealt to them and distinguish between what distinguish between what is a reliable source and is a reliable source and what is not.what is not.

High school graduates must develop good people skills with emphasis on emotional intelligence (EQ) as well as IQ.

Why Standards Based Instruction?

Education has changed.

Competition has changed internationally.

The workplace, jobs and skill demands have changed.

Statement of Principles: 21st Century Skills and the Reauthorization of NCLB/ESEA

Education is not textbooks… Lessons are not a one day deal… there must be a

connectedness centered around enabling outcomes Establish a meaningful accountability system Without this, schools cannot advance and improve… Set uniform high expectations for all students Provide a basis for equal opportunity to learn

(differentiate instruction) Specify exactly what will be assessed in order to return

more useful information about student achievement Provide a foundation for defining the knowledge and skills

teachers need in order to provide instruction for students (i.e. professional learning communities)

ADH Curriculum Standards …1. Standards based on 21st century skills.

2. Meet NCLB legislation.

3. Meet NEASC requirements for standards based curricula.

4. Integrate Catholic social teachings into every content area, weaving faith & knowledge as daily practice.

5. Educate the whole child so they may be productive, moral citizens who will be prepared not only to make a living, but to make a LIFE!

ASSESSMENT“Too often, educational tests, grades, and

report cards are treated by teachers as autopsies when they should be viewed as physicals.” (Reeves 2000, 10)

Assessments are should be viewed as either MILEPOSTS or CHECKPOINTS

… I’ll explain…

Curriculum, Instruction, and Assessment are cut from

the same cloth…Summative assessments are MILEPOSTS while

formative assessments are CHECKPOINTS.

Milepost assessments are designed initially by a teacher for each course…where you want your students to be at end of unit…

Checkpoints are designed to prepare students for the milepost assessment; they direct instruction and ensure students have the appropriate practice opportunities before the summative assessment…stops along the way…

Role of Formative Assessment1. FEEDBACK!!! (Black and William, 1998)2. Designed to adjust instruction and improve student

performance3. Risk-free – not part of grades

For example…this is the prime purpose of quizzes teacher questions many worksheets most homework most teacher observation initial student attempts at any activity such as writing, graphic

organizers, lab reports (Stiggins, Frisbie, and Griswold, 1989).

Improving formative assessment:

leads to huge gains in student achievement;

helps low achievers more than other students and so reduces the range of achievement while raising achievement overall;

builds a culture of success!(Black and Williams, Inside the Black Box)

Comparison of Formative and Summative Assessment

FORMATIVEFORMATIVE SUMMATIVESUMMATIVE

PURPOSE To monitor and guide process/product while still in progress

To judge the success of process/product at the end (however arbitrarily defined)

TIME OF ASSESSMENT During the process or development of the product

At the end of the process or when the product is completed

TYPES OF ASSESSMENT

Informal observation, quizzes, homework, teacher questions, worksheets

Formal observation, tests, projects, term papers, exhibitions

USE OF ASSESSMENT INFORMATION

To improve or change a process/product while it is still going on or being developed

Judge the quality of a process/product; grade, rank, promote

Other Types of Assessment:

Criterion Referenced CRA (Paper/Pencil Tests/Quizzes):Multiple ChoiceMatching ItemsCompletion ItemsShort AnswerEssay StyleVisual Representation

Other Types of Assessment…

Performance Assessment PA(using rubrics, checklists, rating scales, anecdotal records): Written Assignment:

Story, play, poem, paragraph(s), essay, research paper Demonstrations (live or taped)

Role play, debate, reading, recital, retelling, cooperative group work Presentations (live or taped)

Oral, dance, visual (photos or video) Seminars Projects Portfolios

Other Types of Assessment…

Independent Assessment (IA) Instructional questions Conferences Questionnaires Response Journals Learning Logs Oral tests/exams

Grade Three

Data Analysis, Statistics, and Probability

Archdiocesan Standards/GoalsI. Formulate questions that can be addressed with data; collect, organize, and display

relevant data to answer themII. Select and use appropriate statistical methods to analyze dataIII. Develop and evaluate inferences and predictions that are based on data IV. Understand and apply basic concepts of probability NCTM, 2000Connecticut Mathematics Curriculum Framework, 2005

DATE DATE DATE Student Objectives Content/Notes

C/NRA

PA

11/2

IA A. Students will collect, organize and describe data.

In this column relate student objectives to the resources you use (Text, websites, supplemental materials) and/or record notes about student performance.

Enabling Outcomes

√

√

√

Mastery LevelThe student will:1.Use a variety of graphic organizers to sort items 2.Read and interpret tally charts, frequency tables, bar graphs, and pictographs3.Create simple (picture, bar) graphs from given data 4.Create a tally chart using given dataIntroductory LevelThe student will: 1.Draw Venn diagrams to illustrate given data2.Create diagrams and charts to solve problems3.Read and interpret line graphs

GraphsSocial studies – election project –polling candidate choices

Standards- BasedLesson Plan

Reflects the ADH Curriculum Standards:

Assuresthat instruction

reflects the standards and the curriculum,

not the textbooks.

E/M School Lesson Planner

Teacher: ____ Grade: ____________ Week of: __________________________

Subject: _____________Standard: _______________________ Est. Timeframe: ________________

Date: Date: Date: Date: Date: Objective(s): (TSW) Evidence: (S or F) Activities: (Enabling Outcomes) Practice/Homework: Re-teaching/Notes: CST link:

Objective(s): (TSW) Evidence: (S or F) Activities: (Enabling Outcomes) Practice/Homework: Re-teaching/Notes: CST link:




Objective / Enabling Outcomes Assessment/Evidence

Monday

Objective:Plan:

Homework:

SummativeCRAPAIA

Formative

Tuesday

Objective:Plan:

Homework:

SummativeCRAPAIA

Formative

Wednesday

Objective:Plan:

Homework:

SummativeCRAPAIA

Formative

Thursday

Objective:Plan:

Homework:

SummativeCRAPAIA

Formative

Friday Objective:Plan:

Homework:

SummativeCRAPAIA

Formative

Catholic Social Teaching Integration:

Resources Standard # Strand/Pg. #

Technology/Media/Internet:Textbook:Other:





Cross Curricular Link:

Resources Standard # Strand/Pg. #


AlgebraGeometryMeasurementData AnalysisProblem SolvingVocabulary









Cross Curricular Link:

…that teachers and school leaders alone can significantly influence student achievement,

regardless of economic factors, family life, lifestyles, or demographics?

If you think that teachers and leaders influence student achievement,

you are right!

43.6

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50

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70

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Source: Center for Performance Assessment, Leadership for Learning (2005); www.MakingStandardsWork.com.

Student Causes Teacher Causes

Some curse the weeds…

Others make a wish…

were preparing our students to be productive, moral citizens of their lifetime… if every student...

Documents

century skills

century literacy summit

responsibility slide

mind slide

skills communication

skills teachers

collaboration skills

career skills