Delivering+on+a+Promise

=Delivering on the Promise=
 * by Richard A. Delorenzo, Wendy J. Battino, Rick M. Shreiber, and Barbara Gaddy Carrio**

Important Text:
>
 * Creating standards must be done with great care.
 * Reaching a standard requires either "A" or "B" level achievement.
 * Students take major responsibility in how / when they meet each standard.
 * Students appear to be grouped by the standard they are achieving, rather than by age, grade, or ability.
 * The role of a teacher has changed dramatically (from supplier of knowledge to advisor to those in pursuit of a standard).
 * Changing to Standards-Based Grading is a monumental shift from present day teaching and learning.
 * At least 75-80% of staff should be committed to it.
 * It may require a deferment approval from the State to discontinue Carnegie unit requirements
 * Mission of the book: to shift towards an educational system that works for all students, that encourages them to meet expectations and standards through teaching and support that meets the "individualized learning experiences they need to succeed." (18)...learning is the constant, and time is the variable.
 * Students move at their own pace through 'developmental levels in standards, while also meeting performance standards. Learning is ongoing, individualized to meet their needs.
 * Strong application to rigor and relevance: students are engaged and independent in their own learning...applying it outside the classroom in their "ever-changing" world.
 * Chapter 3 is a long read, however it does highlight points within our focus areas and outlines a way to jump-start discussions around standards-based education...what it looks like and how it impacts student learning (could be a good chapter for all to read).
 * What a RISC System Looks Like
 * There are no bells signaling the end of class, and students have enough flexibility that they could be in the library studying or conducting research for an upcoming project, in the classroom working with a teacher, or out in the community engaged in a service project.
 * Students and teachers are lined up together for lunch while talking and learning.
 * Students are working not by age, but rather by the content they are learning. They are also working in pairs or in small groups or large groups or individually.
 * Students meet with teachers to talk about specific learning criteria.
 * Standards in a RISC System
 * Standards are at the heart of the educational process.
 * Standards are local standards reflecting stakeholders' shared vision.
 * Developmental levels, or performance levels, are articulated in each standard area, kindergarten through high school graduation, and beyond.
 * The academic and nonacademic content specified at each level, along with the resources needed to facilitate students' progress through the levels to high school graduation, are in effect the RISC curriculum.
 * Standards areas may include the following:
 * reading
 * writing
 * mathematics
 * science
 * social studies
 * technology literacy
 * personal, social, service
 * life skills
 * the arts
 * cultural awareness and expression
 * employability
 * career development
 * Instruction in a RISC System
 * The mantra for instruction is, "It's not about us, as teachers or administrators. It's about the students." Students--their learning needs, their goals, their interests, and their unique learning styles--are put first.
 * Instruction flows from standards and is aligned with them.
 * Teachers are constantly gathering and analyzing data about student learning and using this feedback to continually make the learning environment more effective.
 * Two-way individualized learning, rather than one-way uniform instruction, is the focus.
 * Teachers move from being keepers of knowledge to facilitators of learning, and students move from being dependent to independent learners.
 * Thematic instruction is the primary approach for making real world connections.
 * Assessment in a RISC System
 * Educators administer frequent, formative district and classroom assessments that are used to make microadjustments in teaching and learning.
 * The power of classroom assessment is tapped through a wide range of formal and informal ways of gathering information about students' developing knowledge and skill--from traditional tests, essays, and oral responses to student interviews and peer assessments.
 * Common, internally developed assessments are used by all teachers.
 * Testing is approached collaboratively. Prior to testing, students know the type of assessments that will be used and are clear about the criteria that will be used to judge their performance.
 * Students begin to help design their own assessments.
 * Grading and Reporting in RISC System
 * Consistent, shared grading processes minimize grading inconsistencies among teachers and increase grading validity and reliability.
 * Students' progress in meeting individual standards is assessed using a four-point rubric, most notably: emerging, developing, proficient, advanced.
 * Students move to the next developmental level when they have demonstrated proficient or better performance--the equivalent of at least a B--on standards-based assessments. For this reason, RISC's grading approach can be described as "A,B, or Try Again."
 * Student progress toward mastering the developmental levels is documented and reported though detailed standards-based report cards.

Discussion of Text:

 * I like the consistency. Standards alone would be consistent, but they have standards that go across the board.
 * Some things that seemed contradictory is the language "more able and less able." It seems a more appropriate language should be "faster and slower."
 * I don't love the idea of students taking a major role of teaching other students.
 * I like the idea that you are really focusing on a standard.
 * There are similarities to layered teaching.
 * It's allowing students to take responsibility for their learning... it's A, B, or Try Again.
 * It all depends on where you set that "B" level. It might take some kids until they're 112 before they meet it.
 * How does this affect SpEd students?
 * The "B" would be different for each level.
 * Time is not the only variable.
 * I like that it is leveled by content and skill knowledge as opposed to grade level. Kids--ages 14 to 18--can be grouped together by skill level or knowledge level. Once you show mastery, then you move on.
 * This would require that we create benchmark standards to know how a student is progressing on a continuum on a standard.
 * I like that there are goals that everyone works towards... it's not just teacher and students, it's all in this forever.
 * I want to make full use of school.
 * The cultural shift this requires is enormous... just the topic of time alone.
 * How would the classroom management piece work?
 * This calls back to differentiation...
 * But the way this system works is that students of similar level are together.
 * Does that basically mean tracking?
 * They're all on the same track... to get to college.
 * We have to understand the different ways a kid can demonstrate knowledge. As much as this is about defining the standard, it's also about defining the pathways a student has to get there.
 * What would the decision process be for moving forward with this?
 * If we were to move forward, we would need to have a lot of dialogue so that people understand how to do it and understand its value.

Questions about Text:

 * Several times the text noted (as a positive) that more able learners assisted less able learners reach standards, until all reached the standard. Other times, the text stated that able learners move on o the next level / standard and thus move toward graduation at a faster pace. Seems contradictory?
 * Do sequential type courses (e.g. math, science, social studies, etc.) need to be offered every semester to accommodate faster-paced students wishing to reach additional standards?
 * How do we motivate students to be engaged in their own learning? Are they more motivated to keep up with their peers? How do we make it learning for all?
 * How do we have students "take charge" of their own learning in the classroom?
 * How do we move from textbooks to more experiential learning models?
 * Who determines standards? The benchmarks?
 * How would special education services, ELL services, or other programs work in this type of model? More mainstreaming? Co-teaching?
 * How big are there classes?