Standards- Based Classrooms 2.0

1. Standards-Based Classrooms 2.0

2. Standards-referenced Standards Kinder Standards 1st grade standards Grade Levels Curriculum Assessment Instruction Report Cards

3. Standards-referenced 2nd grade standards Grade Level standards Course Standards Grade Levels Curriculum Assessment Instruction Report Cards

4. Standards-based Grade Levels Curriculum Levels Reading Math Instruction Assessment Report Cards

5. Standards-based Grade Levels Curriculum Levels Required content Specialize or Graduate

6. Standards-based Grade Levels Curriculum Levels Curriculum Levels Instruction Assessment Report Cards

7. Moving from Standards-Referenced to Standards-Based

8. Standards-Referenced • Curriculum designed with standards • Report out by standards

9. Standards-Referenced Standards-Based Standards-Based Classroom in a Traditional System

10. Standards-Based • Standards-Based Classroom in a Traditional System • Keep grade levels but teacher works with curriculum levels • Students make continuous process • Can still assign traditional grades (A, B, C, D, F) • Challenge– teacher needs resources when student is ready for next level

11. Standards-Based Classroom?

15. Classroom Structure-- Whole Class T

16. Classroom Structure-- Learning Lab T T T T

17. On a test for a particular topic, there are.. Items 1–10 Ten multiple choice items that require of basic understanding/skill important to the topic but simpler foundational content Total for section = B. Items 11–14 Fourshort constructed response items that ask for demonstration of understanding/skill for the complex targeted content Total for section = C. Item 15–16 Two items that ask for demonstration of in-depth understanding/skill that goes beyondwhat was targeted in the teaching Total for section = Total =100

18. On a test for a particular topic, there are.. Items 1–10 Ten multiple choice items that require of basic understanding/skill important to the topic but simpler foundational content Total for section = All correct B. Items 11–14 Fourshort constructed response items that ask for demonstration of understanding/skill for the complex targeted content Total for section = Two correct C. Item 15–16 Two items that ask for demonstration of in-depth understanding/skill that goes beyondwhat was targeted in the teaching Total for section = Neither correct Total =100

19. Scale

21. Complex Targeted Knowledge Targeted understandings and abilities; part of guaranteed and viable curriculum; appropriately complex, rigorous Simpler Foundational Knowledge Understandings and abilities necessary for achieving Targeted Knowledge; simpler than targeted but alsopart of guaranteed and viable curriculum

22. For each Measurement Topic: 3 Targeted/ Complex 2 Simpler

23. On a test for a particular topic, there are.. Items 1–10 Ten multiple choice items that require of basic understanding/skill important to the topic but simpler foundational content Total for section = All correct B. Items 11–14 Fourshort constructed response items that ask for demonstration of understanding/skill for the complex targeted content Total for section = Two correct C. Item 15–16 Two items that ask for demonstration of in-depth understanding/skill that goes beyondwhat was targeted in the teaching Total for section = Neither correct Total =100

24. Topic Grade 8: Atmospheric Processes & Water Cycle

25. Proposal would end minimum grade of 50 on Dallas school report cards 10:59 PM CST on Thursday, November 5, 2009 By DIANE RADO / The Dallas Morning News drado@dallasnews.com In the latest flap over grades, Dallas school officials are proposing that teachers no longer be required to give students a grade of at least 50 on report cards. But teachers still could use their discretion to give higher grades than students actually earned.  The proposal sparked confusion and concern Thursday as some school board members questioned whether it could violate a new state law on grades and create uneven grading practices across the district.

26. Advocates of minimum grades say they allow students to catch up and salvage their grades. That's difficult to do when a student gets a grade such as 20 or 25. Even if that student earns 100 in another grading period, it won't be enough to pass. Dallas Superintendent Michael Hinojosa said Thursday that the minimum-grades concept has helped freshmen pass more classes and stay on track for graduation. But critics say that teachers shouldn't be pressured to give students who slack off a grade they didn't earn.

27. Level 4 Even more complex content related to the topic or Demonstrations that show a high level of understanding of, and ability to use, the targeted complex knowledge in Level 3.