Standards, Standards, and More Standards!
February 15, 2023
Kalispell Public Schools
Professional Learning Series: Session 2
Brief overview
Introduction to Jeannie Chipps
Today’s “Why” goals
Check in:
Chat waterfall- Would you rather be a rainbow or a dew drop and why?
Agenda
Reflection on the profile/portrait of a graduate
Compilation:
1. Social and Emotional Competence
2. Effective Communication
3. Problem-Solver
4. Critical Thinker
5. Academic Mindset
6. Engaged Citizen/Community-Minded
KPS Roadmap: One purpose for prioritizing standards
A glimpse at standards in Montana 7th grade
ELA (reading): RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
Science (physical): develop, use, and critique a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved MS-PS1-5. NGSS Identifier
Health Enhancement (Health) Apply effective verbal and nonverbal communication skills to enhance health, including those of traditional and contemporary American Indian cultures and practices;
Whole Child Supports: Identify multiple ways to regulate stress constructively and manage emotions that are sensitive to self and others
Two approaches to CBE and their influence on prioritization
South Carolina Model: Statewide Profile of a South Carolina Graduate model competencies
Applicable to any content area
Examples
New Hampshire South Carolina
“Grade/level” 7
ELA: Students will comprehend and draw conclusions about the author’s intent when reading a variety of increasingly complex print and non-print literary texts, citing a range of relevant and compelling textual evidence to support their analyses.
Science: Students will investigate, explain, and evaluate potential causal relationships, using evidence to support claims and predictions about the mechanisms that drive those relationships.
Math: Compare chances from a model to observed frequencies; if the agreement is not good, explain possible sources for the difference.
Bringing it to standards-based approaches
Prior work on unpacking or prioritizing standards for standards based approaches is beneficial to CBE, but not necessary as they each have entry points.
Both SBG and CBE emphasize understanding standards in order to “prioritize” those standards that lead to lasting learning.
Standards based approaches from Marzano emphasize reducing to 10-20 and considering the level of understanding required for standards
CBE models encourage grouping of standards to create deeper learning that enables connections between these groups of standards.
KPS Roadmap: One purpose for prioritizing standards
Break out rooms/small group work: What do I need next to support my school?
Option 1: Check out the unpacking standards and prioritization work on the website. Report back on progress in understanding either a grade level or content standards.
Option 2: Explore the NH and SC models further and create a suggestion on how this could align with your current thoughts.
Option 3: Consider what evidence you currently have collected from your school that could be used to begin work on building competencies (note: this should only be done if your school has already done unpacking and prioritization).
Small group work time
Please use the links and reflection questions on the website to guide your work.
Return and share out
Goal to consider which approach speaks to us as leaders.
Content-specific competencies
Cross-cutting competencies
Further self/school assessment
Kettle Moraine School District- Based on Hattie’s work on visible learning
These tools help you determine where you are at in the transition to personalization in particular.
Hess et al. (2020) Self-assessment tool 1A and tool 1D
These tools enable you to explore how your transition to competency-based education is going.
Next steps would be to take this data, particularly in regards to where you are at in terms of using standards to create personalized, competency-based learning pathways, to determine how to move towards implementation.
Coaching sessions
Based on last month, we are thinking of offering coaching options Thursday afternoon or Friday lunchtime?
Feb 23/24th?
Interest in breaking into groups based on elementary/secondary schools?
Interest in signing up for 20 minute spots?